Bringing down the Barriers. First WEA Submission to "The Learning Age" Consultation.

Institution	Workers Educational Association, London (England).
Titel	Bringing down the Barriers. First WEA Submission to "The Learning Age" Consultation.
Quelle	(1998), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Education; Adult Students; Caregivers; Case Studies; Cultural Differences; Disabilities; Educational Needs; Educational Policy; Ethnic Groups; Foreign Countries; Lifelong Learning; National Organizations; Needs Assessment; Open Education; Policy Formation; Public Policy; Rural Areas; Rural Education; School Guidance; Special Needs Students; Student Evaluation; Unemployment; Unions; Voluntary Agencies; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Caregiver; Carer; Betreuungsperson; Pfleger; Case study; Fallstudie; Case Study; Kultureller Unterschied; Handicap; Behinderung; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Ethnie; Ausland; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Offene Erziehung; Offener Unterricht; Politische Betätigung; Öffentliche Ordnung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Arbeitslosigkeit; Großbritannien
Abstract	The Workers' Educational Association (WEA) is a national voluntary organization dedicated to giving adults in the United Kingdom access to organized learning. In a response to the British government green paper "The Learning Age," the WEA outlined its positions regarding lifelong learning and its recommendations regarding increasing the following groups' access to organized learning: educationally disadvantaged adults; unemployed people; parents/caregivers of young children; residents of socially deprived urban and rural areas; members of ethnic communities; frail elderly; adults with learning difficulties/disabilities; prisoners; adults with physical disabilities; adults recovering from mental illness; caregivers of adults with physical or mental disabilities; refugees; trade unionists; and members of community-based organizations. The following issues were emphasized: ensuring equality of opportunity of access to provision; providing appropriate educational guidance; valuing quality of learning through identification of learning outcomes; and developing progression routes and learning pathways. Six case studies were presented to illustrate the following strategies for improving access to organized learning: strong base in local communities; effective partnerships with other community-based agencies; effective links with statutory bodies; flexible and innovative approaches to learning, evaluation of learning, and assessment; recognition of all types and levels of learning; and increased use of new technologies in education. (MN)
Anmerkungen	Workers' Educational Association, Temple House, 17 Victoria Park Square, London E2 9PB, England.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC