Translating the initial assessment of migrants’ informal learning in practice

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.