Working with Excluded Groups: Guidelines on Good Practice for Providers and Policy-Makers in Working with Groups Under-Represented in Adult Learning.

Autor/in	McGivney, Veronica
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	Working with Excluded Groups: Guidelines on Good Practice for Providers and Policy-Makers in Working with Groups Under-Represented in Adult Learning.
Quelle	(2000), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86201-081-1
Schlagwörter	Leitfaden; Access to Education; Action Research; Adult Education; Adult Students; Adults; Caregivers; Developed Nations; Educational Planning; Educationally Disadvantaged; Foreign Countries; Homeless People; Minority Groups; Nontraditional Students; Older Adults; One Parent Family; Outreach Programs; Partnerships in Education; Program Development; Program Implementation; Rural Population; Student Recruitment; Unemployment; Unskilled Workers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Projektforschung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Caregiver; Carer; Betreuungsperson; Pfleger; Developed countries; Industriestaat; Industrieland; Bildungsplanung; Ausland; Homeless person; Homeless persons; Obdachloser; Ethnische Minderheit; Älterer Erwachsener; Single parent family; Ein-Eltern-Familie; Jobcoaching; Hochschulpartnerschaft; Programmplanung; Landbevölkerung; Arbeitslosigkeit; Unskilled worker; Hilfsarbeiter
Abstract	The groups least represented in education and training provision in the United Kingdom are those who are also the most socially and economically disadvantaged: long-term unemployed people; low-wage manual workers; people with poor literacy and no qualifications; members of some black and Asian communities; older adults; homeless people; single parents; caregivers of sick or elderly relatives; and rural adults. Encouraging these groups to engage in education is a complex and multi-faced process that involves a range of inter-dependent elements, such as development work in the community, curriculum development, student support, and provision of continuation strategies. The Oxfordshire (England) Strategic Partnership was formed in the summer of 1997 to run innovative learning programs with nonparticipatory adults. Five action research projects, database creation, and five local planning partnerships were created with the responsibility of developing plans for widening participation of these groups of potential learners. (The action research projects form the basis of this guidance document, which contains 12 sections covering the following topics: partnerships; reaching people; defining the target group; development work; networking; negotiating with the gatekeepers; consulting the target group; responding to identified interests, motivations, and needs; delivery; learner support; exit and continuation strategies; and embedding. Eight appendixes provide information on the projects and contact information.) (KC)
Anmerkungen	National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE11 7GE, United Kingdom, Web site: http://www.niace.org.uk (6 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC