Migrant children learn about plants in a class on the environment. Even though Chinese law mandates all migrant children be given access to education, some schools impose additional requirements for them to enrol, in an effort to make access harder. Photo: JGI China Migrant children learn about plants in a class on the environment. Even though Chinese law mandates all migrant children be given access to education, some schools impose additional requirements for them to enrol, in an effort to make access harder. Photo: JGI China
Migrant children learn about plants in a class on the environment. Even though Chinese law mandates all migrant children be given access to education, some schools impose additional requirements for them to enrol, in an effort to make access harder. Photo: JGI China
Manos Antoninis
Opinion

Opinion

Manos Antoninis

For China’s migrant children struggling to get into schools, policies may have changed but attitudes haven’t

  • Manos Antoninis says policy changes to ease entry barriers are necessary but not sufficient, with new research finding examples of schools and teachers themselves becoming the new gatekeepers, keeping alive the discrimination

Migrant children learn about plants in a class on the environment. Even though Chinese law mandates all migrant children be given access to education, some schools impose additional requirements for them to enrol, in an effort to make access harder. Photo: JGI China Migrant children learn about plants in a class on the environment. Even though Chinese law mandates all migrant children be given access to education, some schools impose additional requirements for them to enrol, in an effort to make access harder. Photo: JGI China
Migrant children learn about plants in a class on the environment. Even though Chinese law mandates all migrant children be given access to education, some schools impose additional requirements for them to enrol, in an effort to make access harder. Photo: JGI China
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Manos Antoninis

Manos Antoninis

Manos Antoninis has been director of the Global Education Monitoring Report at Unesco since 2017, but has been a member of the report team since 2011. The report is an editorially independent, evidence-based annual report published by Unesco, whose mandate is to monitor progress towards the education targets in the new UN Sustainable Development Goals. From Greece, Manos’ prior experience is as a monitoring and evaluation expert in education sector projects in Bangladesh, China, Nigeria, Pakistan and Indonesia. His PhD was a study of technical education and the labour market in Egypt, completed at the Centre for the Study of African Economies of the University of Oxford.