OBJECTIVES, ACTIVITIES AND PERSPECTIVE OF THE RHIZOME CENTER FOR MIGRANTS (A NON PROFIT ORGANIZATION FROM TEXAS) “THE IMPORTANCE OF THE GOVERMENT AS A PART OF DEFEND THE HUMAN RIGHTS OF REPATRIATED MIGRANTS OF MEXICAN POPULATION”
Tran Dang Main Coordinator The Rhizome Center for Migrants
Professional experience
Lawyer who has represented victims of persecution for their migration status in regional human rights forums and systems, and in UNHCR (United Nations High Commissioner for Refugees), which is the agency responsible for protecting refugees and displaced persons by persecution or conflict by promoting durable solutions to their situation, through voluntary resettlement in their country of origin or in the host country. In addition, this prominent lawyer also ran a human rights office and legal aid clinic in Bangkok, Thailand. Her work in Latin America focuses on defending the rights of asylum seekers as well as migrant workers and deportees.
OBJECTIVE:
To inform about the prospective of the Mexican migratory phenomenon on both sides of the border, as well as to disseminate the actions carried out by The Rhizome Center for Migrants to support and advise migrants in a situation of return. Commenting on the current situation of Mexican migrants, the panelist says that an average of almost 18,000 Mexicans were deported every month in the first half of 2019, there are very few resources dedicated to meeting their specific needs».
Mexico has been and remains the most affected country there is a complex reality in migration issues. The flow of migration to the U.S. has decreased since 2008; the number of migrants who stay for short periods in The American Union has decreased, as opposed to those who have a longer period of residence, which causes them to identify more with American culture, than with Mexico since children and adults are adapted to the educational, economic and social conditions of the neighboring country, so when they are repatriated They present, among other feelings, a sense of loss of the way of life that they had in the U.S. Lic. Tran shares that because of her life history, the theme of migration has defined her life. As a lawyer she had the opportunity to live in Thailand with refugees from Vietnam, very strong experience.
She later came to Mexico specifically to Guadalajara Jalisco where he founded The Rhizome Center for Migrants. The mission of the Rhizome Centre for Migrants is to support and defend forcibly displaced and uprooted people at risk around the world. Through the help of technology and cross-border networks, direct services, advocacy and social development are combined to empower migrant communities.
This Non Profit Organization is considered to be the first and only legal aid clinic south of the border, fully focused on providing post-deportation legal services to the returning community. In Mexico, this project aims to strengthen and expand legal and reintegration resources for deportees and returnees at risk; specializes in legal care for migrants, family law, criminal law, human rights; it is important to mention that the services offered are free.
In Guadalajara, support is provided to the elderly, as well as to a community of ex-convicts deported from the United States. The projects of the Non Profit Organization The Rhizome Center for Migrants aim to support uprooted people to readjust after deportation or repatriation, giving visibility to their causes.
DIFFERENT TOPICS ARE ADDRESSED:
• COMMUNITY OUTREACH Understanding of human rights is promoted through community programs, media campaigns, and digital outreach.
• LEGAL SUPPORT AND ADVOCACY It is the only legal center south of the border focused on post-deportation legal assistance for returning migrants.
• EDUCATIONAL PROGRAMS Student programs are aimed at raising awareness about US-Mexico border policy, immigration policies, and impact.
• NOT-FOR-PROFIT CAPACITY BUILDING Support is provided to local non-profit organizations that serve deportees by sharing resources, knowledge and experience. In June 2018, the Rhizome Center for Migrants partnered with Casa Scalabrini to provide legal representation and advice to deported migrants at risk at the Casa Scalabrini shelter in Guadalajara, Mexico. We also work with the returning community to help separated families understand their reunification options. We promote understanding of human rights through community programmes, media campaigns and digital outreach.
CONCLUSIONS
All the actions carried out at The Rhizome Center for Migrants are aimed not only at offering advice but also a support and socio-emotional protection every time, that they are separated from their families when they are deported, their integrity is safeguarded, preventing them from being discriminated against and abused, by giving them access to justice and to knowledge and protection of their human rights and fundamental freedoms, so as to strengthen them in the difficult phase of rebuilding their lives.

THE RELEVANCE OF THE SERVICES AND BENEFITS OFFERING BY THE PROGRAM “SOY MEXICO” AN EDUCATIONAL AND SOCIAL PERSPECTIVE FOR AMERICAN CHILDREN AND YOUTH MEXICAN ORIGIN POPULATION WHO WISH TO PROCESS THE NON LOSS OF AMERICAN NATIONALITY AND GET THE MEXICAN NATIONALITY AS WELL.

Bachelor´s Degree Pedro Uribe Colchado Jalisco State Coordinator of «SOY MÉXICO» PROGRAM

OBJECTIVE: To explain to the Heads of Sector, Inspectors and Supervisors of Primary and Secondary Education, in all their types and modalities, the process of procedure for the non loss of dual nationality of the children of Mexicans born in the United States; and provide information on the documentation required for this purpose. In addition to the importance of disseminating this information through schools and school zones to the educational community that serves binational students of Mexican origin living in Jalisco.
THEMES DEVELOPED GENERALITIES OF THE PROGRAM «SOY MÉXICO»

The Ministry of the Interior, through the General Coordinator of the Civil Registry, has implemented the «SOY Mexico» Program, which aims to offer dual nationality to children, girls and adolescents born in the United States and who have returned to the country, through the registration of birth in Mexico, in order to guarantee their legal and legal security and the right to Mexican nationality, by abolishing the requirement of apostille, granting the Mexican birth certificate with which they can enjoy the benefits of binationality.
In order to carry out this procedure, it will be necessary to carry out the electronic verification of the birth records of persons born in the United States of America to the platform of the National Association of Statistics and Computer Systems of Public Health, which was contracted by the Ministry of the Interior through the National Population Registry (RENAPO), once the check is made, the data are inserted in the Mexican Civil Registry so that the birth certificate and therefore the CURP can be issued, which will facilitate and expedite the accreditation of the nationality of Mexicans born abroad.

The objective is precisely to overcome the obstacles represented by obtaining the apostille or legalization, as well as the translation of foreign birth certificates, in order for the birth of a Mexican boy or girl to be registered in the national civil registers and have a way of proving his or her Mexican nationality.
A very important element to note is that only the cases that arise in the 27 states of the United States, which are included in the bilateral agreement, can be resolved through the «I am Mexico» Program.
In the state of Jalisco, this program currently serves 22 municipalities and there is no need for managers.
PROBLEMS
It should be noted that a problem has arisen with regard to double surnames, since in the United States only one surname is used and in Mexico both are used; this constitutes a dilemma that needs to be resolved if the Mexican document is issued in the same way as the American one, both surnames are given, as established in the right to identity, the right to filiation, and it is therefore essential to reach an agreement on the matter, whenever the registration platforms for basic, upper secondary and higher education request the entry of both surnames.
REQUIREMENTS
The requirements for dual nationality are the birth certificate of the person and his or her parents. Legalization, apostille or translation of these documents is not required. Approximately 120 minutes are issued per month and the duration of this management lasts one month.
BENEFITS
This program is also aimed at adults, and the benefits of obtaining Mexican nationality for both children, adolescents and adults will allow them to have the right to enrollment in public schools, access to public health services and the opportunity to work in either country. Given the importance and importance of this programme for the migrant population, it is essential to develop dissemination strategies that allow them to make this situation visible, encouraging them to appropriate their right to identity, with the aim of making them aware of the advantages and services they can access because they are bi-national.
CONCLUSIONS
It is necessary to strengthen the dissemination of this Program since there is ignorance of this important service that is offered free of charge. • To raise the awareness of the migrant population of all the services that they can access when obtaining their identity card and thus be able to exercise binationality, obtaining benefits from both countries.

EXPERIENCE OF MIGRANT FAMILIES IN THE PROCESS OF SCHOOL INTEGRATION
Phd. Ofelia Woo Morales Research Coordinator of Sciences and Humanities of The University of Guadalajara.
PROFESSIONAL EXPERIENCE
Sociologist, with Master in Regional Development and PhD in Social Sciences. She works as a researcher in the Department. de Estudios Socio – Urbanos de la Universidad de Guadalajara. He is a member of various associations including the Migration and Development Network; the Euro-American Network on Return Migration and Circularity. He has carried out multiple investigations in the area of migration. It has different institutional collaborations with several universities in the country and abroad. Co-author of several books, as well as author of chapters in published books and multiple collaborations in journals specializing in migration issues. She has presented numerous papers at different events. She has served as Professor and Thesis Director in various undergraduate, master’s and doctoral degrees at the University of Guadalajara; she has been part of academic boards and evaluation committees highlighting the UN Women Mexico Advisory Committee.
OBJECTIVE OF THE RESEARCH: To know the experience of returning migrant families in the process of school insertion.
The premise of his research is that the experience in the school insertion of migrant minors is diverse, complex and puts in conditions of vulnerability of migrant minors and their family in the returning society.
This presentation is based on the chapter «School reintegration of migrant minors. Experiences of Returning Migrant Families in the Metropolitan Area of Guadalajara» by Ofelia Woo and Marcela Alejandra Ortíz, published by COLEF 2019.
Interviews were conducted with seven families who lived in the United States and returned for different reasons: unemployment, deportation, offer of voluntary departure; these families settled in the ZMG.
The topics of the interviews were: migratory and return experience, educational experience in Mexico and the United States, levels of preparation in the return, needs and support of the government, expectations of emigration.
Migrant children in return
The return migration of children and adolescents, hereinafter referred to as migrant minors, sometimes responds to a family project without participating in the decision to stay in the United States or return to Mexico; however, they consider themselves social actors, from their own identities, needs, interests, life projects and expectations.
On the other hand, it is necessary to understand its context, to identify the family life cycle, the composition of the family and the migratory status of its members at the different stages of the migration process, when emigrating and when returning.
• Many migrant families become so-called mixed families, due to the migratory situation of some members of them, who have Mexican nationality (when they emigrated they took their young children and their socialization and education process was carried out in the United States.) Others with American nationality, even with dual nationality.
Some Results
• The migration is carried out for multicausal reasons; attending to individual and family projects, which according to their economic status mobilize resources, which have an impact on the process of educational and social insertion in the place of return. They also experience different experiences in relation to gender and generation.
Different degrees of vulnerability were found in relation to the resources accumulated in the migratory experience; the decision to return (individual or family). To have members of US nationality or those who arrived as children, so they did not socialize or educate themselves in Mexico. On the other hand, families who have returned face a complex public education system, since their status as migrants has not been made visible, since many of them do not speak, read or write in Spanish. They also agree that it is very easy to access schools in the United States because they only have to check that they live in the school district, they don’t spend anything, they even feed them and have free transportation, unlike when returning to Mexico and inserting In public school, they lower their educational level.
Challenges for the Mexican government and society
• There is a very important advance in the formulation of norms and processes for the registration of returning migrant children and adolescents (Niños, niñas y adolescentes), it is necessary to make progress in providing information to managers and teachers, since the procedures and documentation are very different in the Mexican and American education systems. In addition, it is necessary to give the identity to migrants born in the United States and to give them the tools for learning Spanish.

Opportunities for migrants in return
• The advantages offered by being bi-national, bicultural as well as in many cases being bilingual. There are good educational practices that are favoured by the autonomy of the curriculum (which considers in the learning the interests and the context of the students), thus facilitating and optimizing the process of school reinsertion, together with the cooperation of parents in this process.
It is very important to recover the experiences of the teachers participating in the Exchange Program (PIM) of PROBEMJAL, to make pedagogical proposals that impact on a better adaptation of migrant students in public school.

PROCESS AND DOCUMENTATION REQUIRED TO REGISTER MIGRANT STUDENTS OF MEXICAN ORIGIN IN SITUATION OF RETURN
María del Carmen Alfaro Román Coordinator of School Administration Basic in the State of Jalisco.
PROFESSIONAL EXPERIENCE
She works as Coordinator of School Control of Basic Education in the Ministry of Education of the State of Jalisco. She is a lawyer certified by the Institute of Alternative Justice of the State of Jalisco; Legal Advisor and Solicitor of the Commission for the Regularization of Land Tenure. He has served as Legal Advisor in the Directorate of Incorporation, Revalidation and Equivalence, as well as in the Directorate of Accreditation, Incorporation and Educational Revalidation, both in the Secretariat of Education of the State of Jalisco.
OBJECTIVE OF THE PRESENTATION
To raise awareness of the importance of the application and unification of criteria of the School Control Standards and their knowledge, aimed at binational and transnational students; as well as the importance of the work of the staff of the Regional Delegations in dealing with these cases whose main objective is their immediate incorporation into the school. The panellist mentioned some considerations about enrollment and re-enrollment in basic education, referring to what the Specific Rules of School Control establish regarding the enrollment or re-enrollment of migrant students, which must be done immediately according to the last grade, as evidenced by the official document exhibited.
The panellist emphasized that the registration of the migrant and transnational student of Basic Education, will still be done without documents. In the case of pupils coming from another State or from abroad, it will be necessary to present the school record within a maximum of three months. In the absence of such documents, a diagnostic examination, or a comprehensive knowledge examination, as the case may be, will be presented.
At the preschool level, no documents are required. The school will apply a diagnostic evaluation, just to identify areas where it needs support.
At the primary level, documents issued abroad from 1° to 5° primary level do not require revalidation and will be located according to the SEP correspondence tables. The school will apply the location method it deems appropriate and will be validated by School Control.
• Age
• Diagnostic Assessment For 6° or any grade taken in NON-INTEGRATED school:
• Global Knowledge Exam • 6° primary and all secondary grades require revalidation except those with Binational Migrant Transfer document. At the Secondary level.- Global Knowledge Exam for any grade.
CONSIDERATIONS FOR THE CHANNELLING OF DIAGNOSTIC EVALUATION RESULTS OR GLOBAL KNOWLEDGE TESTS TO THE COORDINATION OF SCHOOL CONTROL OF BASIC EDUCATION (CCEEB)
• Prior to the evaluations, verify the academic status of the student registered on the platform, other entity or with the document issued abroad.
• Refer the job where the particular situation of the student is specified: if he or she comes from abroad, or if he or she studied at school without joining or did studies at home, etc.
Taking into account that the lack of accreditation of grades from 3° to 5° primary, either by average or by absenteeism, cannot be corrected by evaluations, the rule only provides for this possibility in students from 6°.
• In the case of diagnostic evaluations, it is sufficient to indicate that the student has been verified to be of the age to study the grade and that according to the evaluation it appears that he or she has sufficient knowledge to study the appropriate grade, IT IS NOT NECESSARY TO REGISTER AS YOUR RECORD WILL REMAIN AS A STUDENT WITHOUT A RECORD. It is important to mention that the application of the global examination of knowledge will be applied by staff of the technical pedagogical area at the appropriate educational level.
CONCLUSIONS AND CONTRIBUTIONS OF THE PANELLIST
• Unify criteria and train the operational staff of the DRSES in the School Control Area on the Specific Rules for School Control Regarding Enrolment, Re-registration, Accreditation, Promotion, Regularization and Certification in Basic Education, applicable to binational and transnational students.
• To make the managerial and teaching staff of the basic education schools aware of the standard and correspondence tables that apply in the case of the admission of binational and transnational students, because the criteria applied differ and are not uniform in all cases.
• Develop a manual with equivalence standards and tables, which should be disseminated to basic schools.
• Stresses the importance of the Mexico-US Binational Migrant Student Transfer Document, which grants official recognition to basic education studies carried out by the migrant population who travel frequently between Mexico and the United States and vice versa, providing them with their location in the receiving school, according to their age and grade; should be accepted without any restrictions by schools and school control areas and the location of the pupil shall be made immediately according to the grade indicated by the document for both primary and secondary. The Transfer Document must be accepted without any restrictions by schools and school control areas.
• In the event that students do not submit documents that prove their school history, specifically from the 6th grade and the three secondary grades, an evaluation will be applied that will have to be flexible since the reagents of the subjects are of universal character, the context in which the learner developed should also be considered.

SOCIAL AND EDUCATIONAL IMPACT OF THE MIGRANT PHENOMENON IN MEXICO AND JALISCO
Master´s Degree Eugenia Vignon Castrejón, Coordinator of the Paisano Program and Repatriation Program in Jalisco Delegation. National Institute of Migration

PROFESSIONAL EXPERIENCE
Degree in Philosophy and Letters from the University of Navarra in Pamplona, Spain. Specialization in Education Sciences. He has taken numerous courses and diplomas in migration, human rights and human trafficking. He has worked as a teacher in Secondary and Higher Education as in the University of the Valley of Atemajac and the Pan American University among others. Since 2005, it has been part of the National Institute for Migration, coordinating the following programmes: the Paisano Programme; the Federal Programme against Human Trafficking and Trafficking in Persons; and the Human Repatriation Programme, whose objective is to facilitate the social and economic reintegration of repatriated Jaliscian nationals. It has also implemented a pilot programme to ensure the safe return of children and and unaccompanied Jalisco migrant adolescents.
OBJECTIVE: The purpose of Bachelor Vignón in the Forum was to sensitize the educational authorities of the State of Jalisco: Sector Chiefs, Inspectors and Supervisors of the primary and secondary education levels in their different types and modalities, about the importance of attending to repatriated students and families by government agencies linked to this end and the importance of making visible the needs of Mexican migrants, especially those of school-age students».
DEVELOPED THEME: The panelist developed some experiences derived from the attention and support given to different people from Jalisco and other origins in a situation of return from the Paisano Program. She moved us with her stories to the stories of some families that helped to understand the situation of the migrant world. Here are some of their stories:
STORIES OF MIGRANTS
• González family, made up of Juan (Mexican) and Dolores (Honduran) and two children, one 14 and one 7 (years old). The support provided was to manage the return of Dolores who was deported to El Salvador, as well as to coordinate with PROBEMJAL the school reinsertion of the two children. • Mauricio, Cabinetmaker, the support provided was that of obtaining his identity papers, as he lacked them; the return of his wife and son to Mexico was processed and he was given a job at the Hilton Hotel in Guadalajara.
Braulio, 19 years deported, was accused of human trafficking, spent nine months in prison, with unfinished studies in computer science, thanks to the support offered by the University of Guadalajara continues with his studies.
• Ivan and Julio, 15 and 17, worked in gardening, were deported, one is from Tepatitlán and another from Arandas; thanks to the support of the Ministry of Education they continue their studies and have discarded the possibility of returning to the US. The panelist mentioned that there is currently a new dynamic of Mexican migration, motivated by the serious risks faced by the migrant population, in addition to the harsh migration policies that have been implemented in The American Union, which has caused:
1. Dramatic drop in migratory flows to the U.S.
2. Considerable increase in return migration. This has led to the creation of public policies to address this phenomenon. In the state of Jalisco from January to September 2019, 6,806 people have returned.
The majority of returnees have completed secondary education (39.9 per cent) and, second, complete primary education (25.12 per cent). The children of the migrants were born in the US, or were born in Mexico and went to The American Union very young.
Return Migration in Jalisco (deportees) The state received 5,159 returnees, of whom 226 (female), 4,933 (male), for a total of 5,063 adults and 126 (children and adolescents).
Classification of Migrants according to the Country Program: The migrant population in a situation of return is classified into four groups:
• Deportees (return with family).
• Voluntary Return (with family).
• Deportees (those who return alone and subsequently bring their family).
• Deported (unaccompanied) children and adolescents. They are the most vulnerable because of the current situation, so it is essential to provide them with security in return because of the risks they face.
EDUCATIONAL CHALLENGES FROM THE PERSPECTIVE OF THE PAISANO PROGRAM AND THE NATIONAL INSTITUTE OF MIGRATION FOR MIGRANT STUDENTS.
The insertion of migrant students of school age into Mexican public schools is a challenge because of the experiences they are experiencing in their new school space.
Perception of children and adolescents
• They are living a «Mourning», for the loss of their daily life in the U.S. (language, friends, school, extracurricular activities etc.)
• His country is the United States (they don’t like Mexico to live, they usually compare the lifestyle, school style and learning Mexico vs United States).
• Difficulties in language management (think, dream, add and subtract in English). • They have difficulty reading and writing in Spanish.
• Different curricula (USA/MEX)
• They suffer from bullying (because of the difference in language, appearance, customs, etc).
The aforementioned, becomes an area of opportunity since children and adolescents:
• They can learn to love Mexico and develop a sense of belonging.
• With the right strategies they can learn Spanish and therefore read and write in that language.
• Support them to level their studies.
• They can become the friend that everyone wants to have, the one who knows English.
REPATRIATION PROGRAM
Objective:
To provide Mexicans in return with comprehensive care through an inter-institutional, multisectoral and coordinated model involving the different levels of government: Federal Government, State Governments, Municipal Governments, as well as the Private Initiative and the Foundations and Civil Organizations and International Organizations, to contribute in the short term to the national development of Mexico.
Finally, in the case of children and adolescents (children and adolescents), who are repatriated and who travel alone, there is a protocol in which they are provided with the necessary support to return to their places of origin in the best conditions of security that these cases require. The process is described below: Reception at the Border (INM Human Repatriation), the children and adolescents of the border DIF are handed over to the state DIF and then to the Municipal DIF (Database, INM representation office in Jalisco). The return is always by air, when arriving at the place of origin the Municipal DIF takes charge and contacts the Ministry of Health, Secretariat of Education, and Social Programs.
CONCLUSIONS
• There are 6,806 Mexicans in a situation of return, specifically in the state of Jalisco, the migratory dynamic has changed significantly increasing the return emigration, this phenomenon has led to the creation of public policies to address this problem, Migration in Jalisco takes place in four forms: deportees with the family; deportees with the family; the deportees volunteer with the family; the deportees alone who will then bring their family and the children and adolescents who travel alone. The situation of the children of repatriated migrant families, when inserted in the public school, present and live a complex situation, since they are living a mourning; they consider that their country is the United States. These situations present areas of opportunity to be addressed by teachers and managers who in implementing appropriate strategies, students will be able to acquire their national identity, learning to love Mexico and although it involves hard work, teach them Spanish (read and write in Spanish); this will therefore help them to level their studies and finally promote with their students the novelty and interest that can be a partner who knows another language: English.
• The importance of establishing coordinated actions between the different levels of government, private initiative and non-governmental agencies, to provide comprehensive care to migrants in situations of return.

GOVERNMENT COORDINATOR FOR MIGRANTS IN THE STATE OF JALISCO
Bachelor´s Degree Ingrid Karina Cervantes Franco
PROFESSIONAL EXPERIENCE
Graduate in Law from the University of Guadalajara, she has been part of different economic, social and cultural projects, aimed at the defense and protection of the rights of migrants, In 2015 he was a member of the «Scholarships Prepare Program» of the City of Guadalajara.
In 2018, she joined the Directorate for Assistance to Migrants of the Jalisco State Government as Chief of Care for Jaliscienses Abroad, where part of her work consists of maintaining ties with civil associations and academia, develop support programmes that include harnessing the talents, capacities and experiences for the social development of Jaliscienses abroad under the approach of gender equity and Human Rights; contribute to the strengthening of the links of Jalisco abroad with their places of origin through cultural, economic and social activities.
OBJECTIVE: During the Forum on Binational or Transnational Education and Migration in Basic and Higher Secondary Education organized by the Ministry of Education of the State of Jalisco, the Undersecretary of Basic Education, through the Binational Program of Migrant Education Mexico- The United States in Jalisco reported on the services offered by the Directorate for Migrant Care in the state of Jalisco to Jaliscian residents of the American Union, as well as to those who voluntarily or forcibly return.
JALISCO MIGRANT STATE Jalisco is among the first four states in the republic to receive the most immigration; it is above the national average in international emigration and is the ninth state with the most returnees in 2019.
SERVICES OFFERED BY THE DIRECTORATE FOR ASSISTANCE TO MIGRANTS OF THE GOVERNMENT OF THE STATE OF JALISCO
It is part of one of the six directorates that make up the Under-Secretariat for Human Rights, whose function is to promote, guarantee and respect the Human Rights of migrants in the entity; as well as of Jaliscienses abroad. The offices are located in the municipality of Guadalajara, additionally have two offices Jalisco, one in Los Angeles, California and one in Chicago, Illinois. These offices act as a liaison for those who require state procedures but cannot cross the border.
The Directorate for Assistance to Migrants is working comprehensively on procedures, advice and assistance for migrants of origin, transit, destination, return and persons subject to international protection. In addition to:
• Workshops and trainings to municipalities.
• Dissemination campaigns on consular services.
• Information fairs in conjunction with other institutions.
• Institutional programs to combat family separation.
• Generation of care protocols, reports, research documents, as well as statistics.
WHO MAKES UP THIS PRIORITY GROUP?
• Migrants of Origin.- This is the population of Jalisco that is provided with advice and support abroad.
• Migrants of Destination.- It consists of the offer of shelters and humanitarian shelters.
• Migrants in Return.- Provides support for reintegration into the community.
• Migrant Persons in Transit and Subject to International Protection.- Support for population in refugee status for humanitarian reasons.
HOW IS WORK DONE?
• Developing strategies and programs for the care, protection and integration of migrants.
• Conducting research
• Providing advice and supporting the processing of documents.
• Making links with other programs and institutions.
• Reporting on the rights of migrants.
• Accompanying migrants in the integration process.
• Migrant Co-investment Program. That consists of the economic participation of the compatriots who reside in the United States to the growth in terms of infrastructure refers to their locality of origin with support from the state government.
• Generating and facilitating support networks with civil organizations, academia and government. • It focuses primarily on people regardless of ethnicity or national origin, gender, age, disability, social class, health status, religion, opinions, sexual preferences, marital status, recognizing that everyone deserves respect for fundamental rights.
SERVICES TO MIGRANTS OF ORIGIN
Offices Jalisco
Legal/Registration/Migratory Advice.
• Window to Jalisco institutions.
• Printing of birth, marriage and death certificates Civil Registry
• National Records System (filling out the form).
• Correction of extracts in the system for transcription errors.
• Administrative clarifications of minutes.
• Registrations of United States Records in Mexico.
• Certification Directorate.
General Secretariats of the Town Councils
• Apostille of Jalisco documents.
• Letters of origin (2 witnesses are required in the municipality and one family member). Secretaría de Educación Jalisco
• Certificado de Estudio Preventiva
• Asesoría preventiva para planificación el retorno.
Integration
Advice and follow-up for the integration process through the various programs offered in the entity in the areas of: shelter and housing, family unit, identity, legal and property security, health, education, work, Migrant coinversion and transfer of human remains. Support for the transfer of human remains of deceased compatriots, from the airport of the City of Guadalajara, to the municipality of destination.
Location of Jaliscienses at the border and abroad
• Channelling to the SRE (Ministry of Foreign Affairs) to carry out the search in the network of consulates, transfer of human remains at the international level and attention in cases of international abduction of minors.
• Search networks of shelters and border deportation points.
• Amber alert.
Accompaniment in the process of migratory regularization
• Obtaining documents through consulates in Mexico.
• Processing of residence documents before the town councils.
• Processing of socio-economic studies before the offices of the corresponding municipal DIF system.
Protection
• Association with the State Commission for the Care of Victims.
• Association with the State Human Rights Commission.
• Association with Consulates in Mexico. Advice on the naturalization process before the SRE (Ministry of Foreign Affairs)
Accompaniment in the process to obtain the naturalization letter
The generalities of what is a form of work, universe of attention and types of support were mentioned in general, however in the event the following information was socialized. It is noted that the mode of operation is through civil society networks, so it is very important that a person from each of the institutions involved with the issue of migration be designated to be the link with the Directorate of Care for Migrants. Work is under way with Central American countries to establish mobile consulates.
She mentions that the Families Without Borders program will have several adjustments, but it will continue. Another program is to support the visit of elderly people to their families in the American Union, this program will have several changes because the desired results were not obtained due to the lack of visa. It will only be necessary for the person traveling to absorb the cost of the visa.
A gender perspective protocol was generated to support migrant caravans, reports, documents, etc. Currently there is a high demand for support to carry out procedures in the American Union, To this end, a platform is being implemented that will operate from 2020 and whose purpose will be for migrants to access it to expedite the resolution of their procedures, it is intended to be very friendly in its use, however it will have certain restrictions.

THE INSERTION AND PERMANENCE OF IMMIGRANT POPULATIONS IN EDUCATION, RETURN AND TRANSNATIONAL MOBILITY: CHALLENGES FOR THE ADMINISTRATION AND REENGINEERING OF PROCESSES IN EDUCATIONAL MANAGEMENT BASED ON EXPERIENCES IN THE UDG
Phd. María Evangelina Salinas Escobar and Phd. Alma Leticia Flores Ávila Researches in Social Sciences University of Guadalajara.
Professional Experience of Alma Leticia Flores Ávila
Full-time Research Professor at the University of Guadalajara, attached to the University Center of Social Sciences and Humanities. Member of the National System of Researchers. It is part of the academic body Social, Migratory, Spatial and Demographic Processes in Urban and Rural Contexts. Lecturer in the Bachelor of International Studies and Cooperation, Bachelor of Social Work and the Master in International Economic Relations and Cooperation and the Master in International Relations of Governments and Local Actors, Three o’clock at the University of Guadalajara. His general line of knowledge is Migration in Urban Contexts, around which he has written various articles and chapters in books, and presented various papers at different national and international academic events. He is currently responsible for the project: «When the dream is no longer in Migration, Education remains: Challenges of the incorporation and permanence of students from the United States in the Higher Secondary Education System of the University of Guadalajara».
Professional Experience of María Evangelina Salinas Escobar.
Graduate in Geography with a master’s degree in Social Sciences from the University of Guadalajara. Candidate for PhD in Geography from the UNAM. Research professor, attached to the Department of Geography and Territorial Planning of the University of Guadalajara. He has taught in several academic programs of Undergraduate and Master’s degrees of the University of Guadalajara, as well as in the College of Jalisco (Master in Studies of the Region) and the University Vizcaya of the Americas (Master in Architecture).
She is currently Coordinator of Undergraduate Teaching Programs at the Centro Universitario de Ciencias Sociales y Humanidades. His academic orientation is the area of geopopulation studies. In the line of research Internal and international migration has developed important works such as «Foreigners in the West of Mexico in the 21st Century: Comparison of characteristics and profiles by cities; Challenges of the incorporation and permanence of students from the United States in the High School of Education System University of Guadalajara, among others. In addition to writing numerous chapters in recently published books such as: «Contribution of Geographical Education for Peace», «Territorial Planning in the Municipality of Zapotlanejo, Jalisco, among local and regional interests» among others. She is an important collaborator in the research conducted by Alma Leticia Flores Ávila, a Doctor in Social Sciences, whose general line of knowledge is Migration in Urban Contexts.

OBJECTIVE OF THE RESEARCH:
To visualize, size, dialogue and propose actions around the insertion and educational permanence of migrants arriving in Jalisco, in geographical terms. Stages of the research project:
First
• Addresses adolescents from the United States of high school age, their study context and the educational and administrative staff who accompany them, at the University of Guadalajara (captures just over 40% of the total population studying higher secondary education in the state).
Second
• Approach to other secondary education subsystems in the state, with the aim of having a broad and deep perspective that allows understanding the challenges of the educational insertion of the population of age to study and in a situation of mobility.
Methodological Strategy
• Dialogic
• Collaborative
• Situated and multi-observational from ethnography. Recovery of life experiences.
• Supplemented with data from official registers (University of Guadalajara) and census data (microdata from the Population Census of the years 2000 and 2010 and the Intercensal Survey 2015).
I.-Family Trajectory
• Arrival and stay in the USA: (year of parents’ arrival, type of ties or contacts, places of arrival, residence and mobility, social or economic roots, type of household, type of residence, with American sons or daughters, with Mexican sons or sons, number of members of the nuclear household, type of headship)
• Family return migration: (year, month and places of arrival, reason to do so, who traveled together, with whom arrived, type of home that conformed upon arrival, whether prepared the return, whether had support to arrive, type of support received, relationship with people who supported the return, main difficulty upon arrival, members of the nuclear family who stayed in the United States, members of the nuclear family in Mexico).
• Labor aspects: (work in Mexico and reason, work in the U.S. and reason, possible monthly income, government support). • Future plans: (continuation of professional studies, return to USA).
Characteristics of returning migrants
• Estimated population in 2015: 39,790 persons between 5 and 104 years, with an average age of 37 years.
• Predominantly male (64%), with a tendency towards gender balance. • Mostly young adults (25 to 44 years). • 11.8% attend school in the state of Jalisco.
Situations identified
• Varied conditions of return or arrival in Mexico: voluntary (fear of deportation or family separation; opportunity to study, family reunification), forced (deportation of parents or staff).
• Cultural elements and life experiences different from the context of insertion in Mexico.
• Different processes of school organization and administration in Mexico and the United States.
• Different school contexts, academic demands and services available for comprehensive student education in Mexico and the United States.
• Mixed perceptions and feelings that are complicated by the life stage of adolescents.

• Fear of sharing the reason for their return/arrival in Mexico, particularly when their father or mother was deported.
Administrative problems identified in the integration of young migrants to SEMS-University of Guadalajara
• The revalidation of studies is complex for young migrants and their families, «because of the slowness with which it operates» and resolutions, in particular the numerical allocation of the revalued valuation.
• Limited coordination between units in the same educational entity. It leads to wear and cost increases in procedures.
• Difficulties in registering a single surname in the birth records of young people born in the United States. and the UdG registration platform, which requires both surnames.
• There is no systematization of information on mobile populations, nor institutional policies that promote their knowledge.
• Problems/delay in entering the baccalaureate and therefore in its academic progress, due to: incomplete documentation that demonstrates the educational levels studied in the United States (by forced return or lack of information), problems in the legal identity. Errors in official documents. Chains of errors, delayed access to basic health services.
Problems for integration identified in the integration of young migrants to SEMS-University of Guadalajara, product of the research: «The insertion and permanence of immigrant populations, of return and in transnational mobility: challenges for the administration and reengineering of processes in the educational management based on experiences in the University of Guadalajara».
• Difficulty in adapting to the differentiated school environment between metropolitan and regional schools.
• In communication (problems with language comprehension, teacher’s instructions).
• Bewildered by the educational practices (schedules of classes, regularity in the times and days of classes).
• Discomfort due to lack of sports activities similar to those they had in schools in the U.S.
Administration and reengineering of educational management Planning, organization and management activities carried out by a unit, institution or group, developed to achieve an objective, are often reflected in a series of procedures and formalities in order to maintain control and order in order to achieve specific goals in a field or sector.
The lack of matching of activities within this flow of procedures and formalities results in a number of situations that hinder or hinder other parallel processes. It is pertinent to question and ask whether the processes that follow correspond to the times and situations of social realities. Even more so in the face of emerging contexts linked to social phenomena, such as migration.
The incorporation of migrant students faces a series of administrative difficulties to be inserted in Mexican educational institutions for various reasons:
• Disinformation of requirements.
• Adequate times and processes.
• Lack of knowledge of accreditation standards.
• Certification and revalidation of studies abroad.
• Operational defects for the registration of Mexican legal identity.
Final challenges and reflections and conclusions
• It is necessary to think about the inclusion and multiculturalism of migrants who arrive in Jalisco. Make them visible in the structures of the Mexican education system.
• At the administrative level, there is a need to systematize information on migrant students and to develop procedural manuals to speed up the incorporation process.
• It is important to review the relations of educational institutions with other social institutions in order to facilitate the insertion, exploitation and innovation that have a favourable impact on students.

EXPERIENCES, PROCESSES AND DECISION-MAKING CARRIED OUT FROM THE SCOPE OF ACTION OF A JUNIOR HIGH SCHOOL PRINCIPAL TO REGISTER MIGRANT STUDENTS IN THEIR SCHOOL
Carlos Rubén Sánchez Puc. Principal of the Junior High School “Octavio Paz No. 23”
PROFESSIONAL EXPERIENCE
Born in the state of Yucatán, he has a professional experience of 48 years, graduated from Rural Normal Schools of the states of Yucatán and Campeche; has served in primary and secondary schools in the interior of the state of Jalisco and currently as Director of the Federal General High School No. 23. He also has a specialty in Mathematics and a Master in Pedagogy.
OBJECTIVE
To report on the importance of the experience of a High School Principal in enrolling migrant students in their school and to the Regional Offices, as well as sharing the academic and administrative experiences of the high school education community within the framework of its twinning program with the American Union state of Oregon.
GENERAL ASPECTS OF THE PRESENTATION
El Maestro refers to his experiences in caring for migrants, mentions that the procedures have now been simplified; however there are cases that present difficulties, such as migrants who do not have or have lost documentation or records of educational background.
In the School Centre which it runs, it also caters to internal migrants in the country, specifically agricultural workers, a population with low economic resources whose work is temporary, and they are supported in preparing their documents since their stay is 2 or 3 months. With regard to international migrants, all formalities are referred to the current standard, in agreement with the parents. In this school cycle, nine migrants entered the school: eight nationals and one Colombian; the latter has had difficulties in obtaining CURP; however, the relevant guidance has been received in the Regional Delegations to address this situation and normative support is very important. He also mentions that not only migrants from the United States but also internal migrants belonging to different ethnic groups who do not speak Spanish have been cared for in school, which has been a source of pride for the school to serve this sector of the population.
The High School in his charge, on a circumstantial basis, had the opportunity to establish a relationship with a school in Bend Oregon. In 2014, the twinning was formalized with the support of the Department of International Affairs of the Secretary of Education of the State of Jalisco. Since then, annual school visits have been established alternately, except on two occasions where they were suspended for lack of budget to travel to Oregon and because of insecurity in the country.
The Oregon school has been visited only once, the experience was very enriching by the characteristics of the US educational system. ; the relevance and efficiency of work dynamics and the quality of care provided, teaching Spanish from an early age.
Last year, the Oregon school again visited the school in the municipality of Tlaquepaque, performing various activities such as sports practices, environmental protection actions and school maintenance activities. The visit scheduled for this year to the school in Oregon, could not be made due to lack of budget.
Through the program called «Window to the World» of the University of Guadalajara, the visit of a teacher from England was received, who established a comparison with the studies in his country which greatly motivated the students. This teacher has established a list of several visits to the high school. This year through this same program, a teacher from Peru also participated with various activities with the students of this school.
CONCLUSIONS
• Both internal and external, it has provided flexibility for curricular adaptation and the attention that is required, thus making the teaching – learning processes more efficient.
• The area of School Control has been an important ally for the Directors, since it provides an important normative support to carry out the necessary procedures and integrate to the public school and in the short term the migrants who require it.
• The twinning established with the Bend Oregon School has allowed students in both schools to establish lasting friendly relationships. The main activities carried out were sports events and school renovation and maintenance activities, in addition to encouraging educational development through the exchange of experiences.
However, this practice could offer an area of opportunity that would be important, in terms of structuring a State Twinning Program, which would be coordinated by the Secretary of Education, extending it to other schools in the Metropolitan Area of Guadalajara and the interior of the State, with the implementation of projects whose objectives and lines of action would not only involve students, teachers and managers, but also parents and the educational community in general.
. Twinning could also be an important instrument for establishing school partnerships, highlighting those of a pedagogical nature.
• It is important to transform the way of thinking of the educational community, since the need to learn another language has not been sold. One strategy would be to promote scholarship programs that come to support schools by teachers of Mexican origin.