Translating the initial assessment of migrants’ informal learning in practice

Bencivenga, Rita

doi:10.1080/02660830.2018.1453321

Cited by 6 publications

(8 citation statements)

References 38 publications

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“…However, this limitation misses an area that is a huge part of the lives of adult newcomers. In Italy, Bencivenga's (2017) research of informal initial assessment, as seems to be provided by the job centre in the UK, has suggested that much of adult migrants' informal and non-formal prior learning and skills are disregarded. Scotland does discuss prior learning to some degree, but could elaborate on this further in its policy.…”

Section: Discussionmentioning

confidence: 99%

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

Bouttell

2023

Studies in the Education of Adults

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Learning, particularly learning English is presented as a key part of integration for adult migrants in the UK. England and Scotland differ in how their policy approaches to integration include adult learning. This article aims to explore and uncover the ways in which adult education, particularly for refugees and asylum seekers is embedded and included in policy for integration of new migrants in England and Scotland. This is based on a discourse analysis of policy documents, through which themes were developed and explored. In these documents, adult education can be included in explicit ways, particularly when it comes to language learning, while informal learning is not always explicitly considered. In England, British values are highlighted as an important area for learning, while Scottish policy uses a different tone, referring to newcomers as 'New Scots'. The ways in which certain groups, particularly people seeking asylum are politically constructed, appear to impact greatly on how they are included in policy. This paper argues for the need for an explicit policy for adult learning for refugees and asylum seekers, the need to consider informal learning in policy, and identifies areas for future research in the field of adult learning relating to migration.

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Section: Discussionmentioning

confidence: 99%

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

Bouttell

2023

Studies in the Education of Adults

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“…The reported data are structured according to the predetermined categories (Table 1): Within the EU context, the studies were performed most of the times in Central European countries (e.g. Germany). The selected studies had different research designs: Seven studies with a qualitative research design; Two studies with a quantitative research design; One study with a mixed method approach. These research instruments were more frequently reported: Five Interviews (Baláž et al, 2021; Bencivenga, 2017; Lambrechts, 2020; Schneider, 2018; Thondhlana, 2020); Three Document analyses (Abamosa et al, 2019; Jungblut et al, 2020; Souto-Outero & Villalba-Garcia, 2015); One literature review (Souto-Outero & & Villalba-Garcia, 2015); Two secondary data analyses (Baláž et al, 2021; Tibajev & Hellgren, 2019); One observation (Bencivenga, 2017). …”

Section: Data Analysis and Discussionmentioning

confidence: 99%

“…These research instruments were more frequently reported: Five Interviews (Baláž et al, 2021; Bencivenga, 2017; Lambrechts, 2020; Schneider, 2018; Thondhlana, 2020); Three Document analyses (Abamosa et al, 2019; Jungblut et al, 2020; Souto-Outero & Villalba-Garcia, 2015); One literature review (Souto-Outero & & Villalba-Garcia, 2015); Two secondary data analyses (Baláž et al, 2021; Tibajev & Hellgren, 2019); One observation (Bencivenga, 2017). …”

Section: Data Analysis and Discussionmentioning

confidence: 99%

“…The results of the present literature review show that most studies were based on small-scale, qualitative research design (Bencivenga, 2017;Lambrechts, 2020;Schneider, 2018;Thondhlana, 2020): this raises some concerns not only in terms of the research quality but also in terms of dissemination of good practices among university and administrative staff involved in the process of validation and recognition of migrants ' and refugees' learning (RQ3).…”

Section: Methods and Data Collectionmentioning

confidence: 95%

“…• The study was published in the last 5 years (2015)(2016)(2017)(2018)(2019)(2020) • Three Document analyses (Abamosa et al, 2019;Jungblut et al, 2020;Souto-Outero & Villalba-Garcia, 2015); • One literature review (Souto-Outero & & Villalba-Garcia, 2015); • Twosecondarydataanalyses(Balážetal.,2021;Tibajev&Hellgren,2019); • One observation (Bencivenga, 2017).…”

Section: Methods and Data Collectionmentioning

confidence: 97%

See 2 more Smart Citations

With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context

Pastore

Delville

Colosimo

et al. 2023

Higher Education for the Future

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The attention deserved to the recognition of qualifications (degrees) and competencies acquired elsewhere, as a means for equity and inclusion in education has progressively influenced educational research and also educational policy and decision-making. Different European countries, agreeing with the importance of valorising informal learning, have expressed the need to make learning ‘beyond the classroom’ visible and to assess it in a more responsive and effective way. Despite the common educational policy framework, in the European area, students with a migratory background (i.e., migrants and/or refugees) continue to struggle in accessing university paths. Given the persistent difficulties in ensuring migrants and refugees equal access to education and training opportunities, this article reports a systematic review study focused on recognition practices realized, over the last 5 years, in the European higher education context. Against the backdrop of the learning recognition debate, the results of this literature review study show a scattered landscape of local practices, sometimes, misaligned with the educational policies defined at the European level. The present study represents a useful step in reflecting on what actions are expected to be designed and implemented by higher education institutions in order to ensure a culturally responsive and equitable education for all.

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Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres

Oshodi

2023

Int Rev Educ

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This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth’s theory of recognition to provide an understanding of how these adult learners’ experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants’ experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers’ previous experiences, and training adult educators who work with asylum seekers in adult learning principles.

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Translating the initial assessment of migrants’ informal learning in practice

Cited by 6 publications

References 38 publications

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context

Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres

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