ABSTRACT
The scale of migration is increasing, and while great uncertainty exists in identifying exact numbers, the estimated number of international migrants is already surpassing 2050 projections in the order of 2.6%, or 230 million. As people migrate, they face a number of challenges including exposure to disease and other health threats, violence and assualt, trafficking and unlawful detention. However, of the protections avail-able to migrants, the implementation and realization of these protections and how they impact the individual experiences of migrants and their loss of human rights and dignity rights across the migration cycle, are lacking. In acknowledgement of this, McClain et al. developed a legal and policy framework for Migration with Dignity, which identified six fundamental elements central to the migration experience that can supplement and support the implementation of migrant protections. The framework was built upon the foundational policy of former President of Kiribati, Anote Tong, who understood the climate change was impacting the lives and livelihoods of his people and that in the face of diminishing land area and opportunities, that the Kiribati should have the opportunity to determine when and how they migrate, and that in doing so that they are able to live a life that is equal to or better than the one they left behind. The Migration with Dignity framework offers an opportunity to provide policy and legal options to governments, policy makers, and NGO’s for how to improve to consider the dignity of migrants while they move, and improve the transition of migrants into new set-tings, while also fostering opportunities for improved livelihoods. However, in order to provide these opportunities, the framework would benefit from additional application of the fundamental elements across different contexts and in different settings. With this in mind, this article provides the necessary methodology for considering the social and legal dimensions of the framework, it also provides examples for how to apply the framework across multiple contexts. © Fuji Technology Press Ltd.
ABSTRACT
In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students' desire to learn outside of class.