Blank Slates or Hidden Treasure? Assessing and Building on the Experiential Learning of Migrant and Refugee Women in European Countries

Autor/in	Clayton, Pamela
Titel	Blank Slates or Hidden Treasure? Assessing and Building on the Experiential Learning of Migrant and Refugee Women in European Countries
Quelle	In: International Journal of Lifelong Education, 24 (2005) 3, S.227-242 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Foreign Countries; Females; Adult Education; Refugees; Experiential Learning; Case Studies; Career Guidance; Vocational Education; Migrants; Job Skills; Czech Republic; Denmark; Germany; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Flüchtling; Experiental learning; Erfahrungsorientiertes Lernen; Case study; Fallstudie; Case Study; Berufsorientierung; Ausbildung; Berufsbildung; Migrantin; Produktive Fertigkeit; Tschechische Republik; Dänemark; Deutschland; Großbritannien
Abstract	Commonly, the work situation of migrant and refugee women declines notably on arriving in the new country, irrespective of their existing qualifications and even after they have taken accepted qualifications. The primary objectives of this research were to test the hypothesis that women bring to their new countries skills and competencies arising from their education, working life and experiential learning, in addition to those learnt in the process of adapting to a new way of life, such as communicative and intercultural competencies, and to develop a typology which would facilitate access to appropriate education and training. This process also, crucially, involves vocational guidance and counselling to ensure that women develop goals which are both realistic and desirable to them. To this end an interview schedule was developed and delivered, after adaptations to local circumstances, to 120 women in four countries: Denmark, Germany, the Czech Republic and the UK. This paper presents only the detailed findings from the UK research. The main value of the data gathered is qualitative and the samples used were non-random, but certain patterns emerged which are described in this paper. It was concluded that education and training were usually necessary in the new country but that a much more considered approach needs to be taken to placement on courses. The paper concludes with recommendations for practice by institutions of further education and case studies to illuminate the findings. Four case studies are attached. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10