Further Education for the New Millennium. The Learning Age.

Institution	Department for Education and Employment, London (England).
Titel	Further Education for the New Millennium. The Learning Age.
Quelle	(1998), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Change Strategies; Educational Change; Educational Finance; Educational Opportunities; Educational Policy; Foreign Countries; Government School Relationship; Lifelong Learning; Partnerships in Education; Position Papers; Postsecondary Education; Public Policy; Strategic Planning; Student Recruitment; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lösungsstrategie; Bildungsreform; Bildungsfonds; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Ausland; Life-long learning; Lebenslanges Lernen; Hochschulpartnerschaft; Positionspapier; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung; Strategy; Planning; Strategie; Planung
Abstract	This document presents the British government's response to the report "Learning Works," which was written by a committee charged with identifying ways of engaging individuals who have traditionally not taken advantage of educational opportunities. Chapter 1 outlines the following steps that the government proposes to take to promote lifelong learning: extend learning opportunities; make education and training more flexible and accessible; remove barriers to learning; invest in young people; improve the quality, responsiveness, and local accountability of further education colleges; secure improvements in information on learning; and rebalance the partnership for investment in learning. The following government strategies for promoting lifelong learning are discussed in chapters 2-7: widen participation in lifelong learning based on increasing access to learning and providing opportunities for success and progression; form strong partnerships to develop efficient local strategies for learning; factor the need to widen post-16 learning into the Comprehensive Spending Review; develop more equitable mechanisms for financing further education; promote and encourage good practice in widening participation and keep the qualifications framework for post-16 under close review; and stimulate the demand for learning through a coherent system of information, advice, and guidance. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC