Why U.S. Solutions Don't Travel: Lifetime Learning and Post-Compulsory Education and Training in the U.K.

Autor/inn/en	Gorard, Stephen; Furlong, John; Rees, Gareth
Titel	Why U.S. Solutions Don't Travel: Lifetime Learning and Post-Compulsory Education and Training in the U.K.
Quelle	(1997), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Apprenticeships; Developed Nations; Education Work Relationship; Employment Patterns; Employment Qualifications; Foreign Countries; Job Training; Lifelong Learning; Policy Formation; Postsecondary Education; Public Policy; Vocational Education; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Developed countries; Industriestaat; Industrieland; Beschäftigungsstruktur; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Berufsqualifizierender Bildungsgang; Life-long learning; Lebenslanges Lernen; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung; Ausbildung; Berufsbildung
Abstract	A study attempted to determine whether the United States experience of continuing education and training provides an appropriate resource for changes intended to increase lifelong learning in the United Kingdom by considering institutional and cultural differences for the two countries. The study considered the trajectories for lifelong learning over several decades as the UK has moved closer to the U.S. model with increased participation rates in formal post-16 education and increased entry to higher education. At the same time, the UK has experienced a decline in youth employment opportunities and employer-offered apprenticeships. Data were gathered through a contextual analysis of data about education and training providers; a regional study of several generations of families in South Wales gathered through a door-to-door survey of 1,104 householders and their children followed by semi-structured interviews; and taped oral histories from the local Miners' Archive. Through this research, five education and training trajectories were devised: non-participant, delayed learner, transitional learner, immature learner, and lifetime learner. Socioeconomic class was often seen as a determinant of learning trajectories, and influences of time and place are large. The study concluded that the best way to create lifelong learners is to create the motivation for lifelong learning in the schools and colleges. (Contains 82 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC