par Maes, Renaud David ;Sztalberg, Cécile ;Sylin, Michel
Référence European Universities Continuing Education Network - EUCEN Conference(41: 2011-05-25: Grenade, Espagne), Education as a right - LLL for all!, Granada University, Grenade, Espagne
Publication Publié, 2011-05-24
Publication dans des actes
Résumé : On the basis of a case study, we were able to show that first generation and second generation migrants do not interact exactly the same way with the counselling service in charge of acknowledgement of prior experiential learning (APEL) within the university. We consider here the case of migrants coming from Algeria (7), Morocco (35) and Tunisia (8) applying to the APEL process to be admitted to the master courses (EQF level 7), even if they do not hold a bachelor diploma (EQF level 6). Both the type of motivations for undergoing the APEL process and the way they reconstruct their curriculum vitae show important differences between first and second generations. 1) type of motivations Using a now well-tested categorization of the candidates motivations for undergoing the APEL process (Maes et al. 2010), we show significant differences between the migrants generations. Introducing a new, more precise model for the candidates motivations and distinguishing the second generation migrants from lower socio-economical background (measured by the income and qualification levels of the candidate) from the others, we can find some possible explanations in terms of social habitus. 2) reconstruction of the CV The way the candidates describe their experience is of course a good indicator of how they conceive the expectations of the university. Here also, striking differences appear in the types of experience the candidates choose to highlight. Comparing the results of this case study to our previous results for a general population of APEL candidates, we can conclude the following : in general, for the second generations migrants the original 'cultural difference' due to the foreign origins tends to be less important than the socioeconomical factors for explaining the way the candidates conceive the APEL process. The underlying question is therefore the role of the individual habitus versus the role of the institutional habitus, as we already discussed in our previous works (Maes et al., 2010, 2011). In the case of first generation and second generation migrants, we show that is therefore particularly important to take this question into account to adapt the counselling service given to those returning adult learners.

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