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1.
Maurice De Greef Dominique Verté Mien Segers 《International Journal of Lifelong Education》2013,32(4):453-476
Our current knowledge society does not only have an impact on labour market demands, but its citizens also have to cope with increasing social demands. A growing number of vulnerable adults lack basic competences and therefore risk social exclusion. In this respect, The European Commission as well as the OECD agree that adult education can play a significant role in increasing social inclusion of vulnerable adults. However, to date, evidence of outcome of adult education programmes in terms of social inclusion is hardly available. The present study aims to unravel the complexity of the phenomenon of adult education to enhance participants’ social inclusion. Using a phenomenographic approach, we have explored different experiences of 32 vulnerable adults who have participated in adult education courses. The results show that an increase on an individual level (activation and internalisation) is more often perceived by the interviewees than an increase on the collective level of social inclusion (participation and connection). To ensure successful results and to improve quality of the lifelong learning process it seems that particularly the variables teacher support, life circumstances, and learning contents and activities are important elements to enhance the transfer aiming to increase social inclusion. 相似文献
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According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection. 相似文献
3.
GREG MANNION 《International Journal of Inclusive Education》2013,17(2):175-192
This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation. 相似文献
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To date, hardly any evidence is available on the quality of adult education programs for vulnerable adults. Evaluation instruments or models mostly focussed on regular education and less on programs of adult education aiming to enhance social inclusion. This study presents a first exploration of the construct validity of a newly developed instrument, called the SIT-instrument (social inclusion after transfer) for the evaluation of educational programs for vulnerable adults and their impact on increasing social inclusion. The sample consisted of 308 respondents belonging to the target-group of vulnerable adults. The results of the validation study indicate a reliable instrument consisting of elements of a learning-environment for “vulnerable” adults influencing 4 specified categories of social inclusion. 相似文献
5.
Understanding persistence in adult learning 总被引：4，自引：1，他引：3
Veronica McGivney 《Open Learning》2013,28(1):33-46
The paper summarizes recent data on the retention and non‐completion patterns of adult students, especially those over the age of 25 who have had a gap since completing full‐time education. While data on further and higher education suggest that older learners are less likely than younger ones to complete longer, qualification‐bearing programmes, central statistics do not distinguish between students in their early‐to‐mid 20s, many of whom still have much in common with those in their late teens, and those in their 30s, 40s and 50s whose lifestyles, learning goals and aspirations are often qualitatively different. The section on retention data is followed by a summary of the reasons for not completing courses commonly cited by adults learning in conventional education settings, and reflection on whether these are significantly different from those cited by younger students and students in open or distance learning programmes. The paper ends with a summary of the kind of factors that might increase adult retention rates in both kinds of learning programme. For the purposes of this paper, ‘adults’ are defined as those over the age of 25 who have had a gap since completing full‐time education. 相似文献
6.
Robert Tobias 《International Journal of Lifelong Education》2013,32(5):418-429
In common with many other countries, the 1980s and early 1990s in New Zealand were years of considerable upheaval. The welfare state along with many democratic institutions was under attack from the forces of multinational capital. This article reports some findings from a largescale study investigating the impact of these changes on the provision of education and training opportunities for adults as well as possible effects of some of these programmes on wider policies and practices. It is hoped that the study will contribute to greater understanding of the complex relationships between the ‘curriculum’ of adult learning and education and wider social, economic and political forces. This article focuses exclusively on adult education programmes for active citizenship, i.e. programmes explicitly intended to promote, inform, analyse, critique, challenge, or raise public consciousness about public policies and issues. It investigates the nature and extent of the contributions of educational institutions and voluntary organizations to adult and community education for active citizenship. The findings suggest that from one perspective adult education for active citizenship was alive and well in the late 1980s and early 1990s. The period saw an increase in the number of social movements and ‘non-educational’ voluntary organizations and groups engaged in adult education for active citizenship. Much of this drew on progressive or radical democratic traditions. From another perspective the position was by no means as positive. Educational institutions varied widely in their commitment to adult education for active citizenship. Most institutions, drawing on conservative and pragmatic traditions, demonstrated little commitment, while those that were involved drew on liberal traditions. These traditions, grounded in discourses that de-politicized education, reinforced the boundaries between adult education and political action and thus served to legitimate the neo-liberal ideologies. 相似文献
7.
Membership in voluntary associations and participation in adult education programmes have long been recognized by researchers in the fields of adult education and sociology as closely related forms of participatory behaviour. This inquiry realizes the potential of this relationship for the study of participation in adult education programmes through the reformulation of a sociological construct called personal influence. It is argued that personal influence in the form of face‐to‐face contact with primary and secondary influentials is at the heart of recruitment strategies targeted at adults, is often an important component of an adult's decision to participate in formally organized learning activities, and may play a critical role in retention and instruction of the adult learner. Secondary analysis of research on voluntary associations, social movement organizations, and adult education programmes, together with data on two populations of adult learners from ar ongoing large scale study of Adult Basic Education participants, underscores the importance of personal influence for explaining the entire range of participatory action and interaction. 相似文献
8.
Jim Crowther 《International Journal of Lifelong Education》2013,32(6):479-492
The terms in which the dominant discourse of participation is framed systematically reinforces one particular view about the relationship between life and learning. It is one in which participation in learning is professionally and institutionally controlled and, consequently, defined largely in vocational, instrumental and individual terms. A significant absence in the dominant discourse is an understanding of participation which draws on the experience of the radical tradition in adult education. In a context where there is potential for greater participation in social and civic politics, as evidenced by the growth of social movements, reconnecting with radical ideas about participation in education can lead to rethinking the ‘problem of participation’ and its implications. We need to understand not only how the discourse of participation has generated knowledge but also excludes and limits what is known. A thorough critique is necessary and overdue and one that is critical of the ‘regime of truth’ which has been seeded, cultivated and harvested through the dominant professional discourse. 相似文献
9.
Natalie A. Hendry Marina Carman Jeanette Ellard Jack Wallace Gary W. Dowsett 《Sex education》2018,18(5):527-540
Young adults, aged 18–30 years, are disproportionally mentioned in sexually transmissible infection surveillance data both in Australia and internationally. This contributes to categorising young adults as an ‘at risk’ group in health policy. How young adults are framed in policy, and what informs this, have direct implications for policy priorities and responses, including the development of health promotion programmes. In this paper, we provide a case study of Australia’s National Strategies for Blood Borne Viruses and Sexually Transmissible Infections from 2005 to 2017. We identify how ‘young adults’ as a population are masked by, and subsumed within, the broader category of ‘young people’ within these strategies. As a result, young adults become framed by default as a ‘risk category’ that requires education to correct its deficits, regardless of personal experience. For health promotion to advocate, mediate and enable better sexual health outcomes, a policy environment is needed that reflects the changing social and cultural contexts and sexual independence that young adults experience. Sexual health policies should reflect the complexity and opportunities of young adulthood if we are to offer an enabling policy environment for innovative and nuanced health promotion strategies, including adult appropriate health education. 相似文献
10.
John Preston 《International Journal of Lifelong Education》2013,32(4):335-350
Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education. 相似文献
11.
Judith Walker 《教育政策杂志》2013,28(3):335-351
This paper argues that underlying the OECD’s promotion of inclusion in, for and through lifelong learning is the notion of an ‘active citizen’ who establishes their worth through learning and, ultimately, competence. Through the critical examination of recent OECD policy documents on adult and lifelong learning, the paper also calls for a re‐examination of the purported goals of inclusion and participation, essential elements of ‘inclusive liberalism’. 相似文献
12.
荷兰开展的成人教育促进弱势群体社会融合成效评估,通过搭建理论框架、建构评估指标体系、编制评估量表等一系列活动,首创成人教育促进弱势群体社会融合成效评估工具——SIT工具,实现了成人教育与弱势群体社会融合的有力对接。荷兰的SIT工具为我国建构成人教育促进弱势群体社会融合成效评估体系提供了参考范式和思维框架。 相似文献
13.
Priti Chopra 《Compare》2014,44(3):335-355
This paper draws on ethnographic vignettes in an Indian rights-based approach to adult education programmes in order to examine the contestations and negotiations of facilitators in interface situations involving programme capacity building, monitoring and evaluation practice. The paper proposes that making visible the hegemonic nature of relationships between different adult education actors is critical to engendering democratic participation in adult education. It explores conditions of possibility for democratic participation in adult education in terms of (1) conceptualising empowerment as self-representation and autonomy; and (2) interrogating one’s identity through self-deconstruction as an ethical responsibility and commitment to equity and social justice. This analysis has implications for informing and enhancing democratic participation in adult education capacity building, monitoring and evaluation processes. 相似文献
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This paper uses an auto‐ethnographic storytelling approach to connect an individual’s experience in leadership with the literature on women in leadership as a way of further exposing and understanding gendered organisational practices. Whilst the paper details only one women’s experience it was through the connection to the literature that most ‘sense making’ occurred and a realisation (on the part of one of the authors) that the experience was not unique or individualised but, rather, systematic of masculine, gendered, organisational cultures. The paper offers some ‘strategies for survival’ for other women who may find themselves in similar situations. It concludes with a call for programmes and strategies to bring about fundamental change. Although the setting is the higher education sector in Australia the paper’s findings and recommendations have much broader applicability. 相似文献
16.
Jill Sanguinetti Peter Waterhouse David Maunders 《Studies in Continuing Education》2013,35(3):271-287
This research arose from our involvements in adults and community education, adult literacy, youth issues, and in researching the new movement in Australia for the inclusion of ‘generic skills’ in education and training curriculum. We recruited twenty-two practitioners in Adult and Community Education (ACE) in a participatory action research approach to assist us in exploring how ‘generic skills and attributes’ are fostered in the context of adult and community education and to theorise pedagogies of ACE in the light of the changed demographic of those who access ACE programs (especially disaffected young people and older unemployed men). A ‘Framework for ACE Pedagogy’ was one outcome of the research. In this paper we describe the five ‘elements’ which we found to constitute ‘The Teacher’ in ACE. The elements include: personal engagement with learners; self-reflection on one's teaching and one's own learning journey; improvisation and risk-taking; awareness of relations of power; and having patience and trust in the learning process. 相似文献
17.
‘Delayed participation’ in higher education (HE) is an increasingly important feature of modern HE systems in many countries. Despite this, surprisingly little empirical research has been undertaken seeking to better understand levels of delayed adult participation in HE across Europe. The present article responds to this gap by analysing country-level data on delayed adult participation in HE across 15 European countries and by modelling associations between participation levels and a range of theoretically derived economic, social, demographic and systemic factors. The findings suggest that there is considerably more cross-national variation in levels of adult delayed participation and that prevalent typologies of HE, such as Trow’s, fail to give recognition to the importance of delayed participation. The modelling work finds that social and demographic factors exhibit relatively strong associations with delayed participation in HE. This questions the pre-eminence of economic factors within much of the academic literature, policy discourse and policy activity. 相似文献
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Sue Kilpatrick Robin Katersky Barnes Jennifer Heath Alex Lovat Wee-Ching Kong Nicholas Flittner 《高等教育研究与发展》2019,38(3):550-564
ABSTRACTWidening higher education participation can deliver benefits to individuals, societies and economies but rural populations experience factors which inhibit their aspiration for and participation in higher education. When designing outreach programs, universities need to consider this landscape of factors, many of which are socio-cultural. This article reports evaluation results from a project that trialled three university outreach programs designed to align with rural contexts with the aim of identifying aspects which were effective in addressing factors of rurality, revealing obscured future options and showing higher education pathways as attainable. Universities can work effectively with rural communities to inform people’s higher education aspirations through ‘disruptions’, interventions that inform educational aspiration, and ‘bridges’ which support higher education participation through facilitating access to information, physical, financial, academic and social resources. A model including both ‘disruptions’ and ‘bridges’, jointly resourced and drawing on social capital resources of communities and higher education institutions is presented. 相似文献
20.
This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online ‘learning activities’ which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed. 相似文献