With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context
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| Title: | With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context |
|---|---|
| Language: | English |
| Authors: | Pastore, Serafina (ORCID |
| Source: | Higher Education for the Future. Jan 2023 10(1):71-85. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Equal Education, Migrants, Refugees, Higher Education, Educational Policy, Culturally Relevant Education, Recognition (Achievement), Prior Learning, Educational Practices |
| Geographic Terms: | Europe |
| DOI: | 10.1177/23476311221143003 |
| ISSN: | 2347-6311 2348-5779 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1374579 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2347-6311 2348-5779 |
| DOI: | 10.1177/23476311221143003 |
