Getting Connected Guide: Curriculum Framework for Social Inclusion. Second Edition.

Autor/inn/en	Keane, Dee; Merton, Bryan; Napper, Rosemary; Jackson, Carol
Institution	National Youth Agency, Leicester (England).; National Inst. of Adult Continuing Education, Leicester (England).
Titel	Getting Connected Guide: Curriculum Framework for Social Inclusion. Second Edition.
Quelle	(2002), (226 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86201-164-8
Schlagwörter	Leitfaden; Adolescents; Adult Education; Alienation; Curriculum Guides; Emotional Intelligence; Foreign Countries; Individual Development; Interpersonal Competence; Learning Motivation; Mentors; Models; Postsecondary Education; Self Efficacy; Skill Development; Social Integration; Social Isolation; Student Certification; Young Adults; Youth Programs; United Kingdom + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Entfremdung; Curriculare Materialien; Emotionale Intelligenz; Ausland; Individuelle Entwicklung; Interpersonale Kompetenz; Motivation for studies; Lernmotivation; Analogiemodell; Post-secondary education; Tertiäre Bildung; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Integration; Soziale Isolation; Schulzeugnis; Young adult; Junger Erwachsener; Jugendsofortprogramm; Großbritannien
Abstract	This document presents an innovative curriculum framework for helping individuals aged 16-25 years reconnect with learning and develop the "soft skills" needed to manage their lives and relationships. The guide contains ideas and approaches to help mentors and program managers implement the Getting Connected program, which is designed to support the public policy goal of re-engaging disengaged and disillusioned adolescents and young adults with mainstream opportunities for lifelong learning and work. Part 1 introduces the guide. Part 2 discusses the curriculum's policy context and partnership approach and presents two case studies. Part 3 details the curriculum's nine units, which are titled as follows: knowing myself; coping with feelings: holding beliefs: handling relationships; getting and giving support; exploring risks; managing myself; using information; and rights and responsibilities. Each unit includes materials for mentors and materials for learners. Part 4 examines the following topics: mentoring (skills, attitudes, and qualities needed by mentors; managing the mentoring process); emotional intelligence (self-awareness; OK-ness; self-management; motivation; empathy; handling relationships); learning (how people learn, choosing and using learning methods); and assessment (when, why, and how assessment should take place; giving constructive feedback; recording achievements). Part 5 lists the following resources for mentors: 86 references; 15 organizations; and 29 World Wide Web sites. (MN)
Anmerkungen	National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (90 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC