Universities, Partnership and the Promotion of Social Inclusion: Some Issues and Developments in Ireland.

Autor/in	O Fathaigh, Mairtin
Titel	Universities, Partnership and the Promotion of Social Inclusion: Some Issues and Developments in Ireland.
Quelle	(1997), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Education; Community Education; Community Programs; Developed Nations; Disadvantaged; Disadvantaged Environment; Empowerment; Equal Education; Foreign Countries; Higher Education; Partnerships in Education; Poverty Areas; School Community Relationship; Social Integration; Social Isolation; Stakeholders; Universities; Ireland + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Developed countries; Industriestaat; Industrieland; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Soziale Integration; Soziale Isolation; University; Universität; Irland
Abstract	University College Cork (UCC) and excluded/disadvantaged communities on Cork's Northside undertook a partnership project. The partnership process exposed real divisions and differences among the partners and stakeholders on the link between participation and partnership and on the continuum of issues ranging from the more traditionalist model of dependency-creating courses to community-empowerment development programs. The model of traditional university adult education provision and assumptions that underpinned the mode of delivery and organization were in contrast to the "lived experiences" and needs of the disadvantaged/excluded community sectors on Cork's Northside. McGivney's six-stage process of access facilitation was integrated into UCC practical community projects. The Northside Education Initiative focused on social inclusion and educational intervention based on social commitment; accessibility to all community members; opportunities for full and open participation in the intervention; and attention to the best conditions for learning to occur. Positive aspects of the socio-educational partnership were development of a cohort of adult role models in an excluded community; progressive ladder of accreditation; full partnership in program design and implementation; participative methodology; build on/with existing foundations in the community; provision of a wide range of services; share ownership of learning; and build high trust. (Contains 12 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC