Evaluation of the Outcome of Lifelong Learning Programmes for Social Inclusion: A Phenomenographic Research

Autor/inn/en	De Greef, Maurice; Verte, Dominique; Segers, Mien
Titel	Evaluation of the Outcome of Lifelong Learning Programmes for Social Inclusion: A Phenomenographic Research
Quelle	In: International Journal of Lifelong Education, 31 (2012) 4, S.453-476 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.663808
Schlagwörter	Education Courses; Adult Education; Labor Market; Lifelong Learning; Foreign Countries; Social Isolation; Teaching Methods; Risk; Interviews; Individual Development; Outcomes of Education; Program Evaluation; Self Concept; Interpersonal Relationship; Social Mobility; Participant Characteristics; Netherlands + Suchen Sie Ihr Suchwort? Fortbildungskurs; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Labour market; Arbeitsmarkt; Life-long learning; Lebenslanges Lernen; Ausland; Soziale Isolation; Teaching method; Lehrmethode; Unterrichtsmethode; Risiko; Interviewing; Interviewtechnik; Individuelle Entwicklung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Mobilität; Niederlande
Abstract	Our current knowledge society does not only have an impact on labour market demands, but its citizens also have to cope with increasing social demands. A growing number of vulnerable adults lack basic competences and therefore risk social exclusion. In this respect, The European Commission as well as the OECD agree that adult education can play a significant role in increasing social inclusion of vulnerable adults. However, to date, evidence of outcome of adult education programmes in terms of social inclusion is hardly available. The present study aims to unravel the complexity of the phenomenon of adult education to enhance participants' social inclusion. Using a phenomenographic approach, we have explored different experiences of 32 vulnerable adults who have participated in adult education courses. The results show that an increase on an individual level (activation and internalisation) is more often perceived by the interviewees than an increase on the collective level of social inclusion (participation and connection). To ensure successful results and to improve quality of the lifelong learning process it seems that particularly the variables teacher support, life circumstances, and learning contents and activities are important elements to enhance the transfer aiming to increase social inclusion. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10