The educational inclusion of sub-Saharan adult immigrants through the recognition of previous learning and personalization of the training offer: a vision of the system

Abstract

The recognition of competences and access to education and training courses for adult immigrants is essential to ensure quality social, professional and cultural inclusion paths. These are complex paths whose implementation requires, in the first place, the intervention and collaboration of multiple institutional actors. Secondly, it is necessary to look at the needs of adult immigrants without generalizations, taking into account that they are people with extremely heterogeneous histories, resources, potentials that require personalized inclusion paths. The article presents the research results relating to the representations provided by stakeholders on the subject of recognizing the competences of sub-Saharan adult immigrants and the narrative biographical approach as an element of personalization. The importance of adopting an intercultural approach on the part of operators and modular tools for implementing the practices was noted.