Attracting New Learners: International Evidence and Practice.

Sonst. Personen	Taylor, Sue (Hrsg.); Cameron, Helen (Hrsg.)
Institution	Learning and Skills Development Agency, London (England).
Titel	Attracting New Learners: International Evidence and Practice.
Quelle	(2002), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-736-3
Schlagwörter	Access to Education; Adult Learning; Adult Students; Case Studies; Comparative Analysis; Education Work Relationship; Educational Demand; Educational Opportunities; Educational Research; Enrollment Influences; Foreign Countries; Glossaries; Informal Education; International Programs; Job Training; Learning Motivation; Lifelong Learning; Models; Motivation Techniques; Nontraditional Students; Postsecondary Education; Role of Education; School Business Relationship; Statistical Analysis; Strategic Planning; Student Recruitment; Vocational Education; Womens Education; Australia; Germany; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Case study; Fallstudie; Case Study; Bildungsanforderung; Bildungsnachfrage; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Ausland; Glossary; Glossar; Informelle Bildung; Nichtformale Bildung; Berufsqualifizierender Bildungsgang; Motivation for studies; Lernmotivation; Life-long learning; Lebenslanges Lernen; Analogiemodell; Motivationsförderung; Post-secondary education; Tertiäre Bildung; Bildungsauftrag; Statistische Analyse; Strategy; Planning; Strategie; Planung; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Australien; Deutschland; Großbritannien
Abstract	This document explores the question of how the United Kingdom can attract more people into education and training. The introduction discusses the international seminar on which the document is based. "What Triggers Participation?" offers a conceptual framework for the seminar's findings. "A Comparative Perspective" examines participation and performance in the United Kingdom, other European Union countries, and Organisation for Economic Cooperation and Development (OECD) member states. "Motivation to Learn: The Social and Community Dimension,""Attracting New Learners through Learning Programmes and Qualifications," and "Attracting New Learners in the Workplace" comment on different sources of demand for learning. Presented next are the following case studies: "The Role of Learning in the Economic Development of Latin American Women" (Celita Eccher); "Overcoming Employees' Reluctance to Take Part in Vocational Education and Training" (Wolfgang Hendrich); "Collaboration in Australian Vocational Education and Training" (Sue Kilpatrick); "The Campaign for Learning in the UK" (Bill Lucas); "Informal Learning in the UK" (Veronica McGivney); "German Cultural Institutions a: A Gateway to Learning" (Achim Puhl); and "The Experience of a UK Trade Union in Reaching Non-traditional Learners" (Tony Chandler). The conclusion details seven strategies to promote increased demand in the United Kingdom and suggests pertinent research directions. A list of the international research seminar participants, a glossary, and a World Wide Web site list are appended. (Contains 54 references.) (MN)
Anmerkungen	Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom, England (Reference No. R1159). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/R1159.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC