1,721,006 research outputs found
Educare per integrare: le sfide dei rifugiati all’apprendimento permanente nei contesti di istruzione terziaria.
No full textPartendo dalla sfida che il processo di apprendimento permanente deve sostenere per favorire l’accesso ai sistemi di istruzione ed educazione terziaria da parte dei giovani e adulti rifugiati, il presente contributo offre una panoramica delle esperienze e dei risultati conseguiti dal Centro Servizio per l'Apprendimento Permanente dell'Università degli Studi di Bari (d’ora in poi CAP), che opera dal 2015 per sostenere l’integrazione accademica delle persone con background migratorio, in risposta alla crescente domanda di valutazione delle credenziali educative formali pregresse e di riconoscimento delle competenze professionali e trasversali. Vengono descritti, pertanto, la metodologia di lavoro e gli output prodotti dalle attività svolte dal Centro Servizi di Ateneo, al fine di sostenere, in un’ottica di sistema di apprendimento permanente, il processo di integrazione culturale e la partecipazione attiva sul territorio delle persone rifugiate
L'Apprendimento Permanente delle persone rifugiate: un focus sulla valutazione di accesso all'Istruzione Terziaria
No full textNegli ultimi anni si assiste ad un numero sempre più crescente di persone provenienti da Paesi in stato di
crisi che intendono riprendere gli studi interrotti e veder riconosciuto il proprio diritto all’Apprendimento
Permanente. In quest’ottica è sempre più determinante che le Università Italiane adottino dei sistemi flessibili e
autonomi di valutazione e di riconoscimento dei titoli di studio e culturali e delle competenze acquisiti, il che è
ancora abbastanza complesso per le persone rifugiate. Partendo da tale consapevolezza, il presente contributo,
dopo aver illustrato il quadro normativo di riferimento sul tema e i sistemi di valutazione attualmente presenti
nelle realtà accademiche italiane, si sofferma sulle esperienze e i risultati conseguiti dal Centro Servizio per
l’Apprendimento Permanente dell’Università degli Studi di Bari (d’ora in poi CAP) nella sperimentazione e
adozione di una procedura di valutazione autonoma dei titoli di accesso all’Università delle persone rifugiate,
a sostegno di una sempre maggiore inclusione e integrazione accademica
The Evaluation of Educational Credentials for Young Refugees Inclusion: an Explorative Research
No full textIn a historical moment such as this one marked by the Covid-19 emergency, characterised by the difficulty of access to resources for the inclusion of people with a migrant background, the need to rethink the actions that educational agencies must implement for the integration between the formal, non-formal and informal – also for the purposes of the recognition of educational credentials – strongly re-emerges (Merico and Scardigno, 2020). The process of recognition and subsequent validation aimed at migrants, in fact, «can increase participation in lifelong learning and access to the labour market» (Council of the European Union, 2012, p. 3; Souto-Otero and Villalba-Garcia, 2015, p. 588). Through the initial results of a critical review of the initiatives carried out in some North-East European countries, this contribution focuses on the experiences of validation of migrants’ skills, highlighting the role played by the connection between formal and informal systems and of no formal education in the processes of integration and enhancement of cultural capital. The aim of the research work is to reconsider the value of lifelong-learning processes, through a ‘polycentric’ structure of the training system which is far from being consolidated, yet which is decisive for the cultural and professional integration of young migrants, who are ‘challenging’ the traditional education and training system. In order to pursue this aim, an analysis of the scientific and grey literature of reference has been carried out, querying online databases and international search engines. The measures taken and described in the European Inventory on validation of non-formal and informal learning show the importance of ensuring that recognition services should also be integrated with other forms of access to study and work, as migrants «are not a uniform group, but a very complex and heterogeneous one» (Clayton 2005; Sainsbury 2006; Souto-Otero and Villalba-Garcia, 2015, p. 596). The reflections reached also show the importance of ensuring a more fruitful dialogue between local governments and civil society and also of implementing measures to support tertiary education, especially for young refugees, as several Italian universities have already experimented, valuing informal education and skills acquired especially in non-formal contexts
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Lifelong Learning and Higher Education serving for the inclusion of refugees and students with migratory backgrounds.
No full textIn recent years, permanent learning and the enhancement of previously acquired skills have
become highly significant priorities within EU society. This significance has received further
attention and become strategic as potential integration tool with respect to refugee
international students’ access to Higher Education (HE). This is supported by a growing
demand expressed by this vulnerable target group to validate and recognise their learning
credentials and previously acquired soft skills, regardless from where these were gained.
Consequently, universities through their commitment to the third mission enables HEIs to
engage and carry out actions addressed to strengthen the right to Lifelong Learning (LLL),
meant as a “right of the person.”
This paper explores the topic of inequality in access to tertiary education with specific
reference to refugee international students, in particular, the acknowledgement and
validation of previously acquired learning. The paper addresses these as a challenge to
promote flexible actions and paths that might facilitate cultural inclusion in the local context
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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