<p>The purpose of this essay is to describe and partly explain the migration from a German city, and to illustrate the political difficulty surrounded by the phenomenon.</p><p>I’ve composed following question issues to fulfill the purpose of the study:</p><p>1.How does the migration take form in Cottbus?</p><p>2.Why do the students want to migrate?</p><p>3. Do the politicians consider the migration as a problem? What kind of measures do they want to introduce to prevent it?</p><p>The survey has been done with mainly qualitative research methods, but it contains some quantitative elements.</p><p>I’ve made an opinion poll survey among students in Cottbus, interviews with politicians at the city council and interviews with four students that have already left the city.</p><p>The results of the study show that the will to migrate is widespread by the students in Cottbus. It’s first and foremost the chance to get a job that drives the students to migrate.</p><p>The city has a deficit of 180 million Euros in household, which makes the politicians to feel helpless, facing the problem of migration. Without money no great political measures can be done to decrease the migration.</p>

Det är nu 55 år sedan byggnationen av Berlinmuren påbörjades. I en värld där miljoner människor är på flykt från krig, orättvisor och elände är händelserna kring då Berlin delades upp av en mur högaktuella. Den 13 juli 2015 skrev Dagens Nyheter om den rådande flyktingströmmen till Europa från Syrien och kringliggande länder. Rubriken löd då: ”Ungern har påbörjat stängsel för att hindra immigranter”. Berlinmuren byggdes för att försöka få bukt på en okontrollerad massflykt från öst till väst. En sådan massflykt upplever vi även idag. Hur beskrevs 1961 beslutet i media om att uppföra en mur som skulle hindra människor från att ta sig till friheten och vilken information fick egentligen samtidens människor när de läste dagstidningen till morgonkaffet?

The purpose of this essay is to describe and partly explain the migration from a German city, and to illustrate the political difficulty surrounded by the phenomenon. I’ve composed following question issues to fulfill the purpose of the study: 1.How does the migration take form in Cottbus? 2.Why do the students want to migrate? 3. Do the politicians consider the migration as a problem? What kind of measures do they want to introduce to prevent it? The survey has been done with mainly qualitative research methods, but it contains some quantitative elements. I’ve made an opinion poll survey among students in Cottbus, interviews with politicians at the city council and interviews with four students that have already left the city. The results of the study show that the will to migrate is widespread by the students in Cottbus. It’s first and foremost the chance to get a job that drives the students to migrate. The city has a deficit of 180 million Euros in household, which makes the politicians to feel helpless, facing the problem of migration. Without money no great political measures can be done to decrease the migration.

It is important for teachers to get a wide knowledge about diversity as we live in a more globalized world. This paper aims to contribute to this knowledge. The paper aims to describe the impact of a more globalized world and how this globalization has changed the early childhood education and care systems in China, Russia and Germany. The focus will be on how globalization has changed preschool and kindergarten, and the consequences there of. The consequences of the changed norms and values of these countries have been studied with the focus on preschool and early childhood education. Theoretical frameworks used as tools for analysis are children’s perspective, ecological systems theory, Esping-Andersen's theory of welfare regimes, “Regimes of the World” and Shulman’s theory of teachers’ knowledge base. We have gone through earlier research and assembled it through a literature study. As it turns out, the ideological change has indeed caused a tremendous change in preschool policies. Preschool children have been allowed more agency and influence in all three previously autocratic nations, including those who remain autocratic. There are norms and values pushedby the state, the families, and the professionals. These norms sometimes overlap, but not always. The norms and values sometimes differ in theory and practice, due to material conditions. Preschools are subject to both norms and values from outside change, as well as agents in their own right. Children can and do form their own norms and values in addition to what adults teach them.