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

Autor/inn/en	Pastore, Serafina; Delville, Aleidis; Colosimo, Marianna; Scardigno, Fausta; Manuti, Amelia
Titel	With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context
Quelle	In: Higher Education for the Future, 10 (2023) 1, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pastore, Serafina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/23476311221143003
Schlagwörter	Foreign Countries; Equal Education; Migrants; Refugees; Higher Education; Educational Policy; Culturally Relevant Education; Recognition (Achievement); Prior Learning; Educational Practices; Europe + Suchen Sie Ihr Suchwort? Ausland; Migrantin; Flüchtling; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Soziale Anerkennung; Vorkenntnisse; Bildungspraxis; Europa
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01