Community Voice: Focus Group Research with Adult Learners in Worcestershire and Herefordshire.

Autor/in	Dinsdale, Julia
Titel	Community Voice: Focus Group Research with Adult Learners in Worcestershire and Herefordshire.
Quelle	(2002), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Adult Education; Adult Educators; Adult Students; Community Education; Course Selection (Students); Day Care; Delivery Systems; Educational Attitudes; Educational Counseling; Educational Needs; Educational Opportunities; Educational Policy; Enrollment Influences; Financial Support; Focus Groups; Foreign Countries; Guidelines; Lifelong Learning; Participation; Policy Formation; Publicity; Relevance (Education); School Holding Power; Student Attitudes; Student Educational Objectives; Student Needs; Student Recruitment; Transportation; Tutors; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Course selection; Kurswahl; Tagespflege; Auslieferung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Finanzielle Förderung; Ausland; Richtlinien; Life-long learning; Lebenslanges Lernen; Teilnahme; Politische Betätigung; Relevance; Relevanz; Schülerverhalten; Verkehrswesen; Förderlehrer; Lehrender; Tutor
Abstract	Focus groups of adult learners and some nonlearners in the English counties of Worcestershire and Herefordshire were convened to gather information about local adults' attitudes toward and experiences of further education courses. The focus groups examined how people hear about courses, why they join courses, what factors prevent people from completing courses, and why people choose to keep attending a course and enroll in additional courses. The findings were synthesized into conclusions and recommendations intended to help policymakers and practitioners attract more learners to adult courses and enable more people to complete courses successfully. The following were among the key findings and recommendations: (1) because most people hear about courses through word of mouth, engaging with community and workplace networks and supporting people in such networks with realistic, up-to-date information is important; (2) taster events are a useful way of publicizing courses; (3) guidance must become an integral part of the publicity procedure; (4) courses must be tailored to suit diverse needs; (5) holding courses locally is key to attracting learners; (6) learners would welcome workplace learning and leisure courses; (7) transportation, child care, and low course fees are key to course enrollment and completion; and (8) courses on all levels of education are needed at the local level. (MN)
Anmerkungen	University College Worcester, Henwick Grove, Worcester WR2 6AJ, Tel: 01905 855554; e-mail j.dinsdale@worc.ac.uk. For full text: http://www.worc.ac.uk/wp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC