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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 0000-0001-8598-021X), Delville, Aleidis, Colosimo, Marianna, Scardigno, Fausta, Manuti, Amelia
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
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  Data: With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context
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  Data: <searchLink fieldCode="AR" term="%22Pastore%2C+Serafina%22">Pastore, Serafina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8598-021X">0000-0001-8598-021X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Delville%2C+Aleidis%22">Delville, Aleidis</searchLink><br /><searchLink fieldCode="AR" term="%22Colosimo%2C+Marianna%22">Colosimo, Marianna</searchLink><br /><searchLink fieldCode="AR" term="%22Scardigno%2C+Fausta%22">Scardigno, Fausta</searchLink><br /><searchLink fieldCode="AR" term="%22Manuti%2C+Amelia%22">Manuti, Amelia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+for+the+Future%22"><i>Higher Education for the Future</i></searchLink>. Jan 2023 10(1):71-85.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Migrants%22">Migrants</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Achievement%29%22">Recognition (Achievement)</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
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  Data: 10.1177/23476311221143003
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  Data: 2347-6311<br />2348-5779
– Name: Abstract
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  Data: 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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