• European Studies
  • Year 9 – Power and People: European Citizenship and Democracy
    • Students will understand and analyse the push and pull factors that bring about such population movements.
  • Year 10 – Europeans and their Environment – Climate
    • Students will identify the role of the EU with regards to climate change, with specific reference to the EU 2020 Strategy.
• Social Studies
  • Year 8 – Populations, Development and Environments (S.S General)
    • I can define population and its impact on the development and environment of a country.
  • Year 10 – General  – The Maltese Lifestyle
    • I can explain what irregular immigration is, why this occurs, and its effects on a small country like Malta.
  • Year 11 – General – Towards Sustainable Development
    • I can understand what sustainable development is through examples from everyday life.
    • I can explain the advantages of sustainable development to ensure a better quality of life.
  • Year 11 – Option – Population
    • I can explain different types of migration and what is being done in different countries, including Malta, to integrate migrants in society.
    • I can discuss the effects of migration on different countries.
• PSCD
  • Level 7 – Citizenship
    • I can demonstrate how different demands on the environment have an impact on sustainable development.
    • I can describe why it is important to value the contribution of every individual to sustainable development.
  • Level 9 –Citizenship
    • I can form balanced and reasoned arguments about social and environmental issues for class debates;
    • I can find out about and discuss types and purposes of the Millennium Development Goals and Sustainable Development Goals (MDGs, SDGs).
    • I can mention the interrelationships that exist between the community, the economy and the environment.
• Geography (Level 8) – Natural and Human Environment through the Use of Scientific Method and Qualitative and Quantitative Research
  • I can report and comment on current migration patterns to evaluate their causes and effects.
• Cross-curricular themes:
  • ESD
  • Education for Diversity

Push and Pull Factors and the SDGs (10 min.):

The educator tells the students they should imagine someone positive that brightens people’s days and someone negative that brings people down.

The educator then says that this can happen not just with people but also situations. A situation can push you away or pull you in. In migration, these are called pull and push factors.

The educator asks the students if they have ever heard of these terms and solicits some answers by asking why they think people move away from and in a particular country. A list is made with two columns. One for Push and one for Pull factors (or make use of a copy of ‘Push Pull Factors’ Spreadsheet on drive.).

Note: one thing can be a push or a pull factor such as work: lack of work is a push factor but an abundance of work is a pull factor in the host country. Solicit some answers like this by asking ‘Can it be a push/pull factor as well?’

The educator then projects or shows the SDGs and asks the students which SDG is related to each pull and push factor. The answers are noted down.

Migration and the SDGs (30 min.):

The educator then explains that Migration and the SDGs are related. The educator explains that the SDGs have  5 Ps People, Planet, Peace, Prosperity, Partnership and are based on the ‘Leave No One Behind’ principle and asks the students what they understand by this. After some answers, the educator reads the following statement:

“As we embark on this great collective journey, we pledge that no one will be left behind. Recognising that the dignity of the human person is fundamental, we wish to see the goals and targets met for all nations and peoples and for all segments of society. And we will endeavour to reach the furthest behind first.” (2030 Agenda for Sustainable Development)

The educator asks the students if there is anything that strikes them from the above statement and if they have any questions.

The educator explains how specific targets of the SDGs include migration and shows slides with the following targets which should be explained briefly to the students:-

8.8.  Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment

10.7.  Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies

17.18.  By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts

Note to educators: The InterCap training package has a module (module 4, unit 2) on Migration and the SDGs. For logging in, best is to login with not ilearn emails as sometimes there are problems. https://elearning.developtogether.eu A mind map of the different kinds of migration can also be found in this training package, in Module 1.

A discussion in smaller groups (if online on Zoom or other platforms that allow breakout rooms) or as a big group will follow on ‘How is forced migration (not voluntary) related to the SDGs?’The difference between Voluntary and Involuntary/Forced Migration should be explained.   The discussion should last around 10 minutes if in smaller groups then they share in the big group. If discussing in a big group, more time can be allocated. 

Note for educators: if climate refugees or environmental migration does not come up, solicit answer e.g. By 2050 there will be an estimate of 200 million environmental migrants.

A video can be shown to prompt the discussion. ‘Their Own Goals’ shows the importance of remittances (at least in short-term use). Remittances can be explained as the money that migrants send to their country of origin which can help their economy and families. Remittances in the long-term can lead to dependability. ‘Climate Change in Chad’ explains internal migration due to climate change but also explains some resilience methods to climate change. The video(s) can be shown before the discussion or in the middle. 

Additional questions to ask: 

• How will achieving targets impact migration?
• Less forced (involuntary) migration. A better life for all etc.
• What can migration and migrants themself contribute to the SDGs?

Well managed migration can positively impact Sustainable Development. Migrants are people with their own ideas and practices that can contribute to achieve Sustainable Development. Moreover, leaving people behind especially when they are vulnerable will not achieve Sustainable Development. It is important to leave no one behind.

Educators Activity Notes

Video: In Chad climate change is a reality

Video: Their own goals – Migration driving sustainable development

Push Pull Factors Excel Sheet Template

Relevant SDG Targets related to Labour Migration (ILO)

Population Facts (UN)

InterCap Training Package