Adult education
Understanding the learning experiences of highly educated refugees from Iraq and Syria en route to economic integration in Luxembourg
This qualitative exploratory study sought to understand highly educated Iraqi and Syrian refugees’ perceptions of their learning experiences during economic integration in Luxembourg. This research sought to elucidate how these new migrants learned to integrate in a country with a long tradition of migration but little exposure to Arabic-speaking groups. Further, it sought to explore participants’ experiences of what knowledge,…
2022
Refugee women’s establishment in the rural north of Sweden: cultural capital in meeting local labour market needs
This paper investigates opportunities and obstacles refugee women face in establishment in rural areas. Drawing on ethnographic research in three rural municipalities in northern Sweden, including interviews with refugee women, local employers and educational staff, I analyse the women’s space for agency and opportunities to use and capitalise on different resources in relation to the local labour market and belonging.…
2022
Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings
This chapter provides an overview of adult students with limited or interrupted formal education (SLIFE) who have immigrated to English-speaking countries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of…
2022
Temporality and space in highly skilled migrants’ experiences of education and work in the rural north of Sweden
The aim of this article is to critically explore and analyse opportunities and obstacles faced by highly skilled migrants in rural areas seeking to re-enter their profession, focusing on the lived experiences of migrants residing in northern Sweden. Analysis of their stories focusing on intersections of temporal and spatial positionings reveal different lived experiences and opportunities depending on migration regime…
2021
Scaling up and Crowding out: How German Adult Education Centers Adapted Course Offers to Refugee Integration
Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation…
2021
Critical perspectives on social inclusion in integration education programs for adult migrants
This thesis explores the process of social inclusion of adult migrant learners enrolled in integration education programs. It reveals the Inclusectionalities denoting the intersections of inclusion and exclusion through which liminal spaces are revealed that position migrant students as between and betwixt belonging and othering. The study is based on research findings obtained during multiple case study fieldwork in Finland…
2020
How can migrant entrepreneurship education contribute to the achievement of the sustainable development goals? The experience of the fresh start programme
This article considers the implications of migrant entrepreneurship education (MEEd) for sustainability and for the work of global adult educators. It will present some insights into the opportunities and challenges created by the Sustainable Development Goals (SDGs) through the experience of running the Fresh Start (FS) MEEd programme. This programme, funded by the European Union (EU) in 2017-2019, brought together…
2020
Language training for asylum seekers and newcomers in Sweden: Key findings and recommendations
Swedish language training and education for adult immigrants occurs under the intersecting policy areas of integration, labour market participation and education. Since the first initiatives in the 1960s, it has undergone numerous reforms. Today it is, for the large part, a highly formalised education while at the same time some certain aspects of language training are practically unregulated. Importantly, asylum…
2019
Language learning and educational inclusion in Calabria: Key findings and recommendations
In Italy, the acquisition of the Italian language is considered a fundamental means to guarantee access to local services and the beginning of an integration process. The teaching of the Italian language is entrusted with two providers: on the national government side, it is provided by the Centres for Adult Education (CPIA); from the third and private sector, these courses…
2019
Language Education for Asylum Seekers and Refugees in Italy: Provision and Governance
In Italy, the acquisition of the Italian language is considered a fundamental step to guarantee access to the territory for a period of more than one year and the beginning of the integration process. The teaching of the Italian language is entrusted to two channels: from the government side, it is provided by the Provincial Centres for Adult Education (CPIA);…
2019
Education, acculturation, and adaptation: Unaccompanied migrant and refugee youths in Italy
Migration worldwide is characterized by the presence of unaccompanied minors, separated from their parents or any primary caregivers. The present study aimed to fill literature gaps on the acculturation and adaptation of unaccompanied migrant and refugee adolescents. The Ward and Geeraert model (2016), which explores how acculturation unfolds within different ecological contexts, namely societal, institutional and familial, was employed to…
2019
An investigation into the barriers to education and employment for refugees in Wales
Forced migration is one of the most important issues of our time. By the end of 2017, 68.5 million people were estimated to be forcibly displaced across the world due to factors such as persecution, human rights violations, environmental degradation, and conflict (UNHCR 2017). A small percentage of displaced people come to the United Kingdom, and some have been resettled…
2019
Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls
[No abstract available]
2019
Immigrants and Asylum Seekers' Digital Entrepreneurship Competence: Evaluation of the Theoretical Framework
The article reveals the concept of digital entrepreneurship and its framework for education of immigrants and asylum seekers in Baltic Sea countries. The research has been carried out in the boundaries of the Nordplus Adult project with participation of partner organisations from Estonia, Latvia, Lithuania and Sweden. As stated in the article, digital entrepreneurship is supposed to be one of…
2019
Adult education and the fostering of asylum seekers as “full” citizens
The role of adult education in the shaping and fostering of democratic citizens is prevalent in current transnational and national policy discussions; a significance which has been further infused by the past few years’ historically high migration flows. This article focuses specifically on the role of adult education in shaping asylum seekers into “full” citizens in Sweden. Drawing on a…
2019
Addressing refugees and non-refugees in adult education programs: A longitudinal analysis on shifting public concerns
The paper analyses mainly non-vocational courses offered by a sample of 47 out of the approximately 900 public adult education centres (Volkshochschule-VHS) in Germany. The focus is on courses, events or other learning forms dealing with refugees in Germany from 1947 to 2015. Refugees can be taught in all-refugee or in mixed-groups, but it can also mean that flight and…
2018
Adult education in Europe 2017: a civil society view
The following report is based on a survey sent to EAEA’s members, asking them about the state of adult education in their country. The views expressed come from a variety of contexts. EAEA members are often umbrella organisations representing their country’s adult education providers, and can have the status of a non-governmental organisation representing providers to the national or regional…
2017
Sweden
Finland
Austria
Liechtenstein
Serbia
Macedonia
Surveys & questionnaire
Poland
United Kingdom
Netherlands
Portugal
Teachers & educational staff
Ireland
Russia
English
Greece
Slovakia
Policy & law
Spain
Access & participation
Denmark
Türkiye
Iceland
Equity & equality
Romania
Vocational and technical education
Adult education
Formal education
Belarus
Lifelong learning
Bosnia
Germany
Croatia
Case study
Estonia