Beyond Higher Education. A Survey and Analysis of the Experience of Access Students Proceeding through the Polytechnic of North London and into Employment.

Autor/in	Rosen, Verna
Institution	Access to Learning for Adults, London (England).; North London Polytechnic (England).
Titel	Beyond Higher Education. A Survey and Analysis of the Experience of Access Students Proceeding through the Polytechnic of North London and into Employment.
Quelle	(1990), (136 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-951-309
Schlagwörter	Access to Education; Adult Education; Adult Literacy; Education Work Relationship; Educational Opportunities; Employment Opportunities; Foreign Countries; Outcomes of Education; Racial Bias; Two Year Colleges; United Kingdom (London) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Bildungsangebot; Bildungschance; Berufschance; Beschäftigungschance; Ausland; Lernleistung; Schulerfolg; Racial discrimination; Rassismus
Abstract	Access to Learning for Adults (ALFA) links education providers and organizations in collaborative work to extend and improve access to education opportunities for adults underrepresented in the system. A survey followed the progress, performance, and experiences of 86 former ALFA students, aged 25 to 49, in London, England, in their seeking of employment. Seventy-one students had successfully completed courses at the Polytechnic of North London. The interviews examined employment outcomes; relevance of education as preparation for work; student and teacher expectations; the reasons for withdrawal of the nine who did not complete courses; issues such as finances, child care, confidence, and prejudice; and academic, personal, and other gains from completing courses. The vast majority felt that ALFA was worthwhile. For those who succeeded, support from peers, family, and the college was significant. Problems were cited in the size and atmosphere of the college, low expectations of tutors, and racism and classism. Changes recommended by students included strenthening links between the polytechnic and higher education, clear definitions of policy and practices, greater personal autonomy, attention to race issues, a longer induction period, and financial assistance. For those who withdrew, "failure" was a concept with different interpretations. Results of the study led to development of a mission statement for access. (28 references and 7 tables) (NLA)
Anmerkungen	Access to Learning for Adults, Marlborough Bldg., Room 306, 383 Holloway Road, London N7 0RN, England (5.00 pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC