How Effective Are Collaborative Approaches for Widening Participation in Further Education and Training?

Autor/in	Giwa, Moore
Titel	How Effective Are Collaborative Approaches for Widening Participation in Further Education and Training?
Quelle	In: Research in Post-Compulsory Education, 13 (2008) 1, S.79-105 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Adult Education; Foreign Countries; Minority Groups; Outreach Programs; Volunteer Training; Enrollment Management; Educational Opportunities; Disadvantaged Youth; Educational Cooperation; Program Effectiveness; Case Studies; Interviews; Questionnaires; Stakeholders; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Ethnische Minderheit; Jobcoaching; Freiwilliges Betriebspraktikum; Bildungsangebot; Bildungschance; Benachteiligter Jugendlicher; cooperation; Kooperation; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Fragebogen
Abstract	This study examines the different types, and effectiveness, of collaboration used by providers to widen participation in further education and training in England between 2001 and 2003. The first section, an introduction, sets a scene for the study and definitions are offered for the main terminology--collaboration and widening participation. The political, economic and policy contexts for the study are also briefly introduced. A review of relevant literature, pertaining to collaboration is carried out in the second section to set a context and establish a rationale for the study. A case-study approach employing multiple methods of data collection is used to answer the questions in the third section. The case-study locations are described in the fourth section. Conclusions from analysing the data suggest that collaborative practices can be effectively used to recruit members of ethnic minority communities (as defined by the Learning and Skills Council--see Tables 7-10) and the long-term unemployed onto further education and training programmes. The evidence is, however, less conclusive regarding the contribution of collaborative approaches to enabling members of these communities to achieve their learning aims. A number of recommendations are made for improving collaborative practices. (Contains 8 tables and 13 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10