Adult Learning in England: A Review. IES Report 369.

Autor/inn/en	Hillage, J.; Uden, T.; Aldridge, F.; Eccles, J.
Institution	National Inst. of Adult Continuing Education, Leicester (England).; Sussex Univ., Brighton (England). Inst. for Employment Studies.
Titel	Adult Learning in England: A Review. IES Report 369.
Quelle	(2000), (135 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-85184-299-3
Schlagwörter	Access to Education; Adult Education; Adult Learning; Adult Programs; Basic Skills; College Programs; Educational History; Educational Needs; Educational Opportunities; Educational Planning; Educational Trends; Enrollment Trends; Financial Support; Foreign Countries; Lifelong Learning; Outcomes of Education; Participation; Policy Formation; Postsecondary Education; Program Administration; Program Development; Public Policy; Trend Analysis + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Basic skill; Grundfertigkeit; Studienprogramm; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Bildungsplanung; Bildungsentwicklung; Finanzielle Förderung; Ausland; Life-long learning; Lebenslanges Lernen; Lernleistung; Schulerfolg; Teilnahme; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Programmplanung; Öffentliche Ordnung; Trendanalyse
Abstract	In England, adult education became widespread as industrialization fed the demand for popular democracy. A marked shift from practical to leisure-based adult education occurred after World War II. More recently, policymakers have acknowledged the broader aims of education, including social inclusion and creation of a learning society. More than 90% of adults in England consider learning very or fairly important. At any given time, one in seven adults are actively engaged in formal learning. The three main groups of obstacles deterring participation in adult learning are practical/material, structural, and attitudinal barriers. Recent skills audits in England highlight a deficit in basic and intermediate skills among adults. A range of measures to broaden the social profile of people participating in adult, further, and higher education have been introduced or proposed in recent years. The measures range from targeting certain groups to making fundamental changes in funding methods. Although the positive relationship between education level and financial rewards is clear at the individual level, the returns of education are more difficult to identify at the organizational level. (Eighteen tables/figures and a glossary are included. Contains a bibliography listing 147 references, a list of 24 useful Web sites, and an appendix containing additional data.) (MN)
Anmerkungen	Grantham Book Services, Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, U.K. (25 pounds, plus 2 pounds post & packing).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01