Introducing research on recognition of prior learning

Andersson, Per; Fejes, Andreas; Sandberg, Fredrik

doi:10.1080/02601370.2013.778069

Cited by 55 publications

(48 citation statements)

References 36 publications

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“…Research on these practices has had a rather practical focus, e.g. analyzing different attempts to realize and implement recognizing practices around the world, and the extent of theoretical research has been rather limited (Andersson, Fejes & Sandberg, 2013).…”

Section: The Recognition Of Knowledge Norms and Valuesmentioning

confidence: 99%

Swedish career guidance counsellors’ recognition of newly arrived migrant students’ knowledge and educational strategies

Hertzberg

2017

NORDVEI

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Abstract:This article studies the recognition of newly arrived students (NAS) knowledge in Swedish career guidance. It aims to analyze how career guidance (CG) counsellors at public schools a) describe and assess the already existing knowledge and competences of NAS, and b) express opinions towards their viewpoints on learning, education and work. The article is based on a qualitative analysis of semi-structured interviews with five CG counsellors. The notion of "recognition" denote both the evaluation of a) knowledge and b) the general attitudes towards educational choosing. The acts of evaluation studied are informal in character, and derive from interviews with CG counsellors. The knowledge of NAS about the labor market and the educational system are considered inadequate, and that their vocational aspirations were held to be erratic, narrow and rigid. Educational preferences and strategies influenced by a collectivistic ethos are regarded as pedagogically and ethically erroneous, and are not recognized.

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Section: The Recognition Of Knowledge Norms and Valuesmentioning

confidence: 99%

Swedish career guidance counsellors’ recognition of newly arrived migrant students’ knowledge and educational strategies

Hertzberg

2017

NORDVEI

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“…Despite strong criticism in research literature regarding competency-based programmes, a shift to learning-outcomes-based qualifications and frameworks for validation of informal learning, leading to the economisation, commodification and instrumentalisation of knowledge and education (Andersson, Fejes & Sandberg, 2013;Barros, 2012;Fragoso & Guimarães, 2010;Nicoll & Olesen, 2013), they have been incorporated into Slovene AE policy without serious reflection of the concepts and ideologies involved. How the employability regime (Nilsson & Nyström, 2013) and privatisation increasingly shapes Slovene AE practices will be discussed in the last section of this paper, in which financial schemes and problems connected to funding are analysed.…”

Section: Resultsmentioning

confidence: 99%

“…The share of funds given by different ministries, according to the APAE 2015, is presented in Table 3. 2011, 2012and 2013 show that the EU funds remained important to the Slovene budget for AE and that there were gaps between planned funding and the realisation of the APAEs.…”

Section: Graphmentioning

confidence: 99%

Marketising Slovene adult education policies and practices using mechanisms of the Europeanisation of education

Mikulec

Krašovec

2016

RELA

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“…This is particularly important for migrants, who -as we have already noticed [section 2]-are too often subjected to the deskilling or decredentialising of their prior learning and work experience, independently from their educational credentials (Andersson & Guo, 2009;Andersson, Fejes, & Sandberg, 2013). Moreover, recognising SKC wherever and however acquired may represent an extraordinary opportunity for gaining credits for re-entering the education system and, as such, a motivational lever to keep on studying (Werquin, 2010a).…”

Section: Recognition Systems In the Light Of Lifelong Learning Perspementioning

confidence: 99%

Towards an inclusive and smart approach to immigration: The issue of competence recognition

Zanfrini

Lodigiani

2017

RIEM

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The European approach to migration is traditionally characterized by a sort of "schizophrenia", generated by the attempt to keep together two contradictory philosophies: the "economicistic" philosophy, and that of solidarity and equal opportunities. To overcome this paradox -which has been producing a condition of migrants' structural disadvantage, while inhibiting the full exploitation of their skills, knowledge and competences (SKC)-a crucial shift must be promoted: from the perception of migrants as a workforce expected to fill contingent vacancies, to the conception of their human capital as a structural resource for economic and social development, in line with a smart and inclusive way to approach immigration. In this perspective, the issue of recognizing migrants' SKC has both a practical and a symbolic value, as it can contribute to change such a perception.Starting from the findings of the DIVERSE project (supported by the European Commission through the European Integration Fund and carried out in 10 EU countries), the article discusses some characteristics of the current functioning of the national systems of recognition, focusing on migrants as their peculiar target. The discussion is grounded on the cross-country analysis carried out on the documentations and reports produced by each country team on the basis of a multi-situated research conducted (also) on selected regional systems of recognition.The analysis shows many differences among the systems of recognition especially related to: their level of "seniority", degree of universalism and accessibility, friendliness of procedures' in relation to migrants. Beyond these results, the analysis reveals that the difficulties faced by a migrant in taking up the SKC recognition opportunities mirrors the inadequacies and shortfalls of those systems, that is, their failure in realising the inclusiveness promise for all citizens. Therefore, the article draws attention on the paradigmatic value of migrants' experience: developing the systems of SKC recognition giving specific attention to migrants' needs can not only concur to recast the European approach towards migration and its role in the labour market, but also have profitable outcome on social cohesion, equality, and economic competitiveness.Key words: economic migrations, competences recognition, social inequalities, lifelong learning, Europe.Towards an inclusive and smart approach to inmigration: The issue of competence recognition Revista Internacional de Estudios Migratorios, ISSN: 2173-1950, 2017, Vol. 7(2), pp. 275-307.-277 - ResumenEl enfoque europeo sobre las migraciones se caracteriza por una especie de esquizofrenia, generada como consecuencia de intentar juntar dos filosofías contradictorias: la filosofía "economicista" y la de igualdad de oportunidades. Para superar esta paradoja -que está produciendo una condición de desventaja estructural de los migrantes, inhibiendo el pleno aprovechamiento de las aptitudes, conocimientos y competencias de los migrantes-es importante promover un ...

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Introducing research on recognition of prior learning

Cited by 55 publications

References 36 publications

Swedish career guidance counsellors’ recognition of newly arrived migrant students’ knowledge and educational strategies

Swedish career guidance counsellors’ recognition of newly arrived migrant students’ knowledge and educational strategies

Marketising Slovene adult education policies and practices using mechanisms of the Europeanisation of education

Towards an inclusive and smart approach to immigration: The issue of competence recognition

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