Translating the Initial Assessment of Migrants' Informal Learning in Practice

Autor/in	Bencivenga, Rita
Titel	Translating the Initial Assessment of Migrants' Informal Learning in Practice
Quelle	In: Studies in the Education of Adults, 49 (2017) 2, S.136-156 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bencivenga, Rita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1453321
Schlagwörter	Adult Education; Migrants; Informal Education; Recognition (Achievement); Prior Learning; Foreign Countries; Educational Assessment; Educational Policy; Training; Educational Objectives; Nongovernmental Organizations; Italy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Migrantin; Informelle Bildung; Nichtformale Bildung; Soziale Anerkennung; Vorkenntnisse; Ausland; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Ausbildung; Educational objective; Bildungsziel; Erziehungsziel; Italien
Abstract	This research contributes to critical literature in the field of recognition of prior learning and skills. It frames the idea of the initial assessment as a tool for selecting and orienteering migrants in their further learning and/or training paths, considering the influence of the training background and personal beliefs of the personnel, who design and perform assessments. Using sociology of translation perspective, I observed how the idea of assessment is translated in practice when Italian organisations carry out their initial assessment of migrants' informal learning and skills. The research was based on a qualitative approach, through three strands allowing a data triangulation useful for validation purposes. Firstly, education policies and training activities for migrants were analysed through desk research and meetings with stakeholders; secondly, in-depth interviews were held to examine how personnel and volunteers do their initial assessments of migrants' non-formal and informal learning and skills. Finally, ethnographic observation was carried out in two organisations, which assess migrants. The results show how the initial assessment procedure materialises as a result of each organisation's approach, guided by their mission and vision, and the personal views of individuals based mainly on empirical experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01