Space, Mobility and the Education of Minority Groups in Wales: The Survey Results. Patterns of Participation in Adult Education and Training. Working Paper 10.

Autor/inn/en	Gorard, Stephen; Fevre, Ralph; Rees, Gareth; Furlong, John
Institution	Cardiff Univ. (Wales). School of Education.; Bristol Univ. (England).
Titel	Space, Mobility and the Education of Minority Groups in Wales: The Survey Results. Patterns of Participation in Adult Education and Training. Working Paper 10.
Quelle	(1997), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-872330-11-8
Schlagwörter	Academic Achievement; Academic Aspiration; Adult Learning; Continuing Education; Educational Background; Educational Mobility; Educational Opportunities; Educational Status Comparison; Family Influence; Family School Relationship; Foreign Countries; Minority Groups; Outcomes of Education; Parent Influence; Postsecondary Education; Predictor Variables; Social Mobility; Sociocultural Patterns; Socioeconomic Influences; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Schulleistung; Adulte education; Adult training; Erwachsenenbildung; Weiterbildung; Vorbildung; Bildungsmobilität; Bildungsangebot; Bildungschance; Soziokultureller Vergleich; Ausland; Ethnische Minderheit; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Prädiktor; Soziale Mobilität; Soziokulturelle Theorie; Sozioökonomischer Faktor
Abstract	This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study examined learning trajectories, defined in an earlier study, by area of residence, for non-participants by area and age, for delayed learners by area and age, for transitional learners by area and age, for lifetime learners by area and age-cohort, by place of birth, and by number of area moves. Ethnicity was also examined. The study found that traditional Christians of working-class families are more likely to be lifetime learners, as are middle-class families speaking Welsh and those who are more mobile, while fundamentalist Christians are less likely to engage in learning activities. Over time, the trend has been for all types of families to engage in more learning, including ethnic groups from other countries. (Contains 23 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC