共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT The article focuses on social vulnerability and how Lifelong Learning (LLL) policies tackle it. Two Italian case studies on local LLL measures within Italian Youth Guarantee (YG) scheme are discussed: Civic Service in Genoa and NEETwork Project in Milan. The aim is to investigate how such measures shape the life courses of young adults in vulnerable conditions. Examining whether their support of the school–work transitions meets the youths’ needs, accounting for the different contexts and the individual resources and shortcomings. Similarities and differences between the two case studies are discussed, focusing on policies’ governance and concept of vulnerability applied to young adults. A conceptualisation of the vulnerability as a process developing over the young adults’ life course trajectories is presented. Conceiving it in a multidimensional way, discussing the interplay between the individual resources, and contextual factors in emerging ‘vulnerable conditions’ of young adults. Then, the article proposes possible interpretations of the ways in which young adults relate to and cope with LLL policies, according to the Merton’s strain theory, outlining different strategies of adaptation in uncertain biographies. The risk to increase social exclusion and inequalities is discussed as an unintended effect of LLL policies. 相似文献
2.
The use of local languages in formal education is a widely debated educational strategy in sub-Saharan Africa. National-level policies abound which permit mother-tongue instruction in primary grades, and yet successful implementation of those policies is not merely so common. The reasons for this are varied, but one powerful reason has to do with the perspectives and desires of stakeholders in the education process who reside in the local community: teachers, parents, community leaders, school authorities, and the children themselves. Responding to their particular historical, social and economic context, these stakeholders have developed their own perspectives on the nature and outcomes of formal education as well as beliefs about the utility and proper place of the local language. 相似文献
3.
Education for Older Adults with Early-Stage Dementia: Health Promotion for the Mind,Body, and Spirit
Later life learning (LLL) has a profound beneficial effect on older adults; therefore, it is important to assess older adults' learning needs. A representative random sample of 1,867 soon-to-be older adults (between 45 and 59 years of age) were assessed for their interest in formal learning after their retirement or when they become 60 years old. We examined their preferences for courses and identified the socioeconomic and health-related characteristics related to their planned participation in formal LLL. About 38% of these respondents expressed an interest in formal learning after retirement; the most popular three content courses included computers, interest classes, and physical exercise. Those who did not plan to commit themselves to formal LLL indicated "no interest" and "lack of time" as the most frequently reported reasons for not wanting to participate in LLL. Moreover, we found that LLL was positively related to socioeconomic indicators including education, income, and retirement protection; whereas those who received financial support from adult children or from the government (in the form of welfare) were less likely to express interest in formal LLL. 相似文献
4.
《Journal of School Choice》2013,7(4):13-25
Abstract State residential schools specializing in mathematics and science are schools of choice for gifted young people who are interested in pursuing careers in science, technology, engineering, and mathematics. Fourteen states have such schools supported by state funding. These schools offer educational opportunities for high school young people who are ready for more advanced learning opportunities than are available in their home high schools. These specialized schools provide learning environments for engaging in high-level study and research. This article highlights policies establishing these schools and that guided their implementation as schools of choice. 相似文献
5.
Oscar Valiente Kevin Lowden Queralt Capsada-Munsech 《British Journal of Sociology of Education》2020,41(2):218-233
AbstractThis article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. The article adopts a Cultural Political Economy perspective to examine LLL policy discourses contained in 12 policy documents published by the SG during the period between the Scottish National Party’s arrival in power and the Independence Referendum (2007–2014). The analysis draws attention to the fact that the GFC has been used by the SG to legitimize selective cuts to the further education sector as well as a stronger labour market orientation within LLL provision. 相似文献
6.
Xavier Rambla Yuri Kazepov Judith Jacovkis Lukas Alexander Marcelo Parreira Do Amaral 《International Journal of Lifelong Education》2020,39(1):48-60
ABSTRACT This article explores the interface between lifelong learning policies and the definition of social vulnerability of young adults in two regions located within the European Union. Girona comprises a constellation of small towns with important industry, service and hospitality sectors. Vienna is a global city where many key international operators are based and employ a large number of highly qualified professionals. The article explores to what extent the meta-governance and the ‘causal narratives’ of lifelong learning policies contribute towards shaping the prevailing images of youth vulnerability in these regions. In Girona, bureaucratic governance patterns lifelong learning policies, which strongly rely on the potential of career guidance to encourage the youth to undertake further education. Correspondingly, policy designs and professional discourses emphasise that the beneficiaries previously failed at school. In Vienna, authorities govern lifelong learning by means of both bureaucracy and complex networks of employers and non-profit organisations. The ‘causal narrative’ of the policies straightforwardly claims that all youth must have an experience with employment, whether in apprenticeships or in transitional workshops that emulate real jobs. There, policies portray beneficiaries according to their capacity to undertake and finish apprenticeships. 相似文献
7.
Ellen Boeren Alan Mackie Sheila Riddell 《International Journal of Lifelong Education》2020,39(1):119-131
ABSTRACT Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative ‘The Youth Guarantee’. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative. In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants’ destinations will provide better evidence on the effectiveness of these programmes. 相似文献
8.
Gareth Rees 《教育政策杂志》2013,28(3):227-244
Current policies aimed at promoting a ‘new vocationalism’ through changes in vocational training in further education are based upon a particular functional model of labour market behaviour, which sees the relationships between technical qualifications, training and recruitment to jobs as unproblematic. In fact, however, this model bears little relationship to the realities of actual labour markets, especially given the enormous diversity which exists between economic conditions in different localities. What this implies, therefore, is that there are considerable tensions between the imperatives of a national training strategy, promoted centrally by the Training Commission (and previously by the Manpower Services Commission), and its local implementation mainly by the local education authorities and their colleges of further education. In many local labour markets, far from promoting closer responsiveness to the needs of employers, current policy initiatives may actually be making it more difficult for the colleges to react to employers' demands. These general arguments are illustrated here by reference to a large‐scale empirical study which was specifically designed to investigate the inter‐relationships between the labour market behaviour of employers and the implementation of the ‘new vocationalism’ in further education. 相似文献
9.
B. Ives M. Alama C.L. Mosora 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):53-70
Background Budgets for teacher education programmes have been substantially reduced as a result of the global economic crisis. Purpose The purpose of this study was to compare the teacher education budget cutting processes and procedures for universities in Romania versus one university in the United States. Sample The data were collected from six Romanian universities that all have teacher education programmes. These universities represent the range of higher education quality in the country as indicated by their publication rates. Data from these universities were compared with those from the University of Nevada, Reno (UNR). UNR is the flagship university in the Nevada System of Higher Education, and Nevada has been harder hit by the recent global economic crisis than any other state in the United States and cuts to teacher education there have been substantial. Design and methods Data about the budget cutting processes and decisions in the teacher education programmes of six Romanian universities were collected through an electronic survey. These data were compared with the processes and decisions made at the UNR. Results The budget cutting processes in Romania were less transparent, and involved less input from stakeholders such as faculty and staff. Most decisions were made at a higher level of authority in Romania, and cuts in Romania were more likely to be across the board rather than more strategically targeted as they were in Nevada. Conclusions These differences are discussed in terms of the historical legacy of structures and policies in Romania, and the resistance to reform inherent in those structures and policies. 相似文献
10.
Ruzanna Gevorgyan Elena Schmidt Martin Wall Geoffrey Garnett Rifat Atun Svetlana Maksimova 《Sex education》2013,13(2):213-226
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia. Design Qualitative semi-structured interview study. Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation. Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives. Main outcome measures Perception of and attitudes towards the introduction of sex education in schools. Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues. Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation. Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools. 相似文献
11.
Tara M. Brown 《Equity & Excellence in Education》2016,49(3):363-379
Common explanations for the employment difficulties facing young adults without a secondary credential center on skill deficits, with little attention given to policies and practices that shape the nature of work. Using interview data from a participatory action research project, this article examines the employment experiences of 43 uncredentialed young adults in a deindustrialized, urban community. Contextualizing their accounts within shifts in job and labor markets in the postindustrial political economy and drawing on the “vulnerable workers” framework, it shows how participants were disenfranchised as workers and job-seekers. I argue that educators should more fully account for the challenges facing workers with low levels of formal education and engage with economic and labor policies and practices that make these workers economically vulnerable. 相似文献
12.
《Journal of Further & Higher Education》2012,36(2):149-157
This article is a set of reflections based on research into the secondary school/further education college interface over the past five years. The research highlighted a number of issues relating to values and management in post-compulsory education. These issues will be explored in the article. The setting up of the quasi-market in post-compulsory education has led to a tension between liberal democratic and economic instrumentalist values. For example, the officially stated policies may emphasise collaboration between school and colleges yet at the operational level school leaders accuse colleges of 'poaching' pupils and college leaders accuse schools of 'hanging on' to pupils. There exists a discrepancy between the market-led managerialism which leads to young people being treated as commodities and the alternative market view of young people as potential or actual clients with educational or training needs to be met. There also exist alternative discourses on the nature of young people themselves which reflect value positions. The same young people perceived themselves as adults making rational decisions about their own futures. It is important that leaders and managers in post-compulsory education consider these differing value positions. 相似文献
13.
Evangelia Koutidou 《International Journal of Lifelong Education》2014,33(3):309-325
This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through quantitative and qualitative content analysis, are presented. Firstly, there are significant differences in the ranking of four LLL objectives (employability/adaptability takes priority over social inclusion, personal fulfilment and active citizenship) as between legal documents of different origin (EU or national) and binding force (hard or soft law). Secondly, the key role of the global recession of 2008 in reinforcing the economic dimension of EU policy in the field is revealed. These data, considered from a socio-legal perspective, provide a basis for further discussion regarding national alignment to the EU’s LLL policy and argue for new ‘policy syntheses’ informed by the views of social actors concerned with policy implementation, in line with a broad humanistic notion of LLL. 相似文献
14.
Language-in-education policies are a highly debated topic in Africa and at the root of understanding inequalities in Africa's education systems. This article explores the implementation of Uganda's recent local language education policy; how it has been received and practiced in urban and rural contexts, and the major challenges and implications addressed by education stakeholders in each context. The study confirms that the use of local languages as the language of instruction has contributed to the improvement of literacy skills, children's participation in lessons, and their understanding of content. Nevertheless, the local language policy was fiercely disputed by teachers, parents and various authorities at district and national levels, as many appeared to be concerned with the policy constraining children's academic success at upper primary levels and limiting their transition to secondary education. Through the study, the authors highlight critical misconceptions and assumptions in language-in-education within both policy development and in local education practices and perceptions. The article points to a review of language-in-education in its entirety; across mediums of instruction and assessment for lower and upper primary levels; across teaching methodologies for second language acquisition in multilingual environments; and across socio-economic divides in rural and urban regions of the country. 相似文献
15.
产教融合活动涉及职业学校、企业、政府、行业协会等多方主体的权益,不同利益相关者的诉求、地位和影响力不尽相同。通过对产教融合利益相关者之间的博弈分析,发现产教融合实践中存在各利益相关者对产教融合政策执行力度弱、地方政府对产教融合活动的评价机制尚不完善、企业参与产教融合活动的意愿较弱、职业学校缺乏对接地方经济发展的专业体系等困境。以产教融合利益相关者为视角,应从协调与定位产教融合中各利益相关者的合理角色、构建各利益相关者之间的长效合作机制、完善产教融合的激励措施、创建双师型教师团队、提高人才培养质量等方面促进区域性产教融合政策的健康持续发展,为教育部门、法律部门的决策提供学理支撑和实践依据。 相似文献
16.
Michelle J. Neuman Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(2):129-141
Since the 1990s, many OECD countries have expanded their early childhood services and developed more coherent and coordinated policies. Through this process, countries have adopted very different approaches to governing their early childhood systems. Drawing from findings of a 12‐country comparative study, this article explores cross‐national approaches to the governance of early childhood systems, as well as some possible implications for future policy development. The article discusses the roles of the national government, the local authorities, the private sector and other stakeholders, such as teachers and parents, in making key decisions about how the system operates in different countries. The article calls for empirical research on the effects of governance on the nature of policies and programmes for young children and their families in different nations. 相似文献
17.
Abstract The purpose of this paper is to investigate the integration between research findings produced at the University and Community College levels and local SMEs (small and medium enterprises) as it impacts regional innovation systems and in particular the prospect of cluster formation. The paper explores certain factors that have been identified in international literature as being critical to fostering innovation in non‐metropolitan regions. These factors include government policies and programmes, internal and external infrastructure, partnership or research links among educational institutions, and support from local business and civic leaders. Stakeholders from non‐metropolitan regions were asked to judge the level of effectiveness with reference to these development “factors” while highlighting weaknesses, strengths, and effects on innovation in their locale. 相似文献
18.
Gideon de Jong Miguel Arturo Fajardo Rojas Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197
ABSTRACTSince the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services. 相似文献
19.
Lorenza B. Fontana 《教育政策杂志》2019,34(3):351-373
ABSTRACTPolicy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures. 相似文献