By Paul Downes
This ebook identifies key components of a global framework to strengthen systems-level switch to advertise entry to schooling, together with greater schooling, for socio-economically marginalized teams. it truly is according to interviews with senior govt officers and senior administration in universities, non formal schooling and prisons throughout 12 international locations in Europe. The ebook identifies systemic hindrances to and possibilities for promoting of entry to schooling for socio-economically excluded teams which are matters transferable to different international locations’ contexts. It adopts a systemic concentrate on entry throughout quite a number domain names of schooling, either formal larger schooling and non-formal schooling, in addition to legal schooling. via a spotlight on a extra dynamic structuralist structures framework it develops an leading edge post-Bronfenbrennerian view of approach degrees in lifespan developmental and academic psychology. It additionally develops a global schedule for reform relating to those quite a few method degrees for entry to schooling for socio-economically marginalized teams, via extraction of key structural signs to guage reform development in a clear, culturally delicate demeanour. The booklet identifies present gaps and strengths in coverage, perform and constructions that effect upon entry to schooling, together with greater schooling, throughout a number nations. those gaps and strengths are illustrative and are to notify a strategic method of procedure point swap and improvement for the promoting of entry to schooling for socio-economically marginalized teams in Europe and beyond.
“Too many academic practices entrench social exclusion: it's an pressing precedence throughout Europe that social justice regulations are carried out for the inclusion of marginalised teams. Paul Downes' research of those concerns is well timed. His conclusions are thought of and useful: this ebook is a useful and confident source for practitioners, lecturers and the coverage community.”Professor Alistair Ross, Jean Monnet ad Personam Professor of Citizenship schooling in Europe, Emeritus Professor of schooling, Institute for coverage stories in schooling, London Metropolitan University
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Extra info for Access to Education in Europe: A Framework and Agenda for System Change
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In this interrogation of systems of access to (a) higher education, (b) non-formal education and (c) prison education, the primary dimension for current purposes is access to education with regard to social exclusion and social class. A phasing out of language such as ‘educational disadvantage’ and the term ‘disadvantaged’ is due to the recognition that it is a negative labelling, offering a pejorative, deficit model of working class communities. The scope of the research findings presented in this book is based on national reports, completed in 2010, from Austria, Belgium, Bulgaria, England, Estonia, Hungary, Ireland, Lithuania, Norway, Russia, Scotland and Slovenia, as part of the European Commission Sixth Framework Project, Towards a lifelong learning society.
Access to Education in Europe: A Framework and Agenda for System Change by Paul Downes