Breaking Down the Barriers

Autor/in	Ives, Liora
Titel	Breaking Down the Barriers
Quelle	In: Adults Learning, 16 (2005) 6, S.14-16 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Females; Adult Learning; Education Work Relationship; English (Second Language); Language Skills; Barriers; Womens Education; Adult Education; Self Esteem; Family School Relationship; Social Attitudes; Immigrants; Partnerships in Education; School Community Relationship; Bangladesh; United Kingdom (London) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Adulte education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; 'Women''s education'; Frauenbildung; Adult; Adults; Education; Adult basic education; Self-esteem; Selbstaufmerksamkeit; Social attidude; Soziale Einstellung; Immigrant; Immigrantin; Immigranten; Hochschulpartnerschaft; Bangladesch
Abstract	Success in engaging learners defined as "hard to reach" always relies on developing a tailor-made approach; and working with parents through their children's schools has proved a successful model. Moving on from offering primarily craft-based activities as a first step into learning for Bangladeshi mothers, a joint project in schools across two London boroughs sought to take the next step. The Parents Advanced Learning and Support project (PALS) explored how to raise levels of engagement and provide opportunities for progression onto accredited courses. The PALS project targeted Sylehti speaking Bangladeshi women. Project manager Jill McGinley says their experience of working with this group highlighted that many learners faced a substantial number of barriers restricting them from taking part in traditional adult learning and engaging with their child's school-based learning. Barriers include limited spoken English; lack of confidence; lack of understanding about the British education system; anxieties linked to travel from their local area; family commitments and family resistance to participation in activities which take women away from their local area and home. To counteract these barriers, the curriculum was developed in close partnership with parents and schools. Research commissioned to determine the main findings from the PALS project indicated that all parties, including the parents, the children and the schools involved, benefited from the project. Working in partnership with schools was key to the success of the project. For classes to be successful, schools needed to be actively involved in their promotion and take responsibility for supporting the project. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10