Literaturnachweis - Detailanzeige
| Autor/in | Henderson, Jacqui |
|---|---|
| Titel | A Challenge to Do Things Differently |
| Quelle | In: Adults Learning, 21 (2010) 7, S.16-18 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0955-2308 |
| Schlagwörter | Stellungnahme; Economic Climate; Unemployment; Youth Employment; Labor Market; Labor Force Development; Access to Education; Minority Groups; Criminals; Disabilities; Educational Change |
| Abstract | The recession has caused a sharp rise in the number of young people not in education, employment or training in the UK. Consequently, the spotlight of skills policy has been turned onto the young. Concerns over youth unemployment are well founded, of course. However, the underlying problems of educational underachievement and worklessness have persisted within society for decades. For many social groups, low skill levels and exclusion from the labour market are nothing new. Systemic problems within skills policy are a contributing factor to these inequalities. It is clear that more can and must be done to help these groups access and achieve higher-level skills, and progress on to further learning and meaningful employment. This is the context in which the National Skills Forum and Associate Parliamentary Skills Group undertook a six-month inquiry into skills and social inclusion which explored the impact of skills policy on three traditionally excluded groups: (1) black and minority ethnic people; (2) offenders and exoffenders; and (3) disabled people. The final report, "Doing Things Differently: Step Changes in Skills and Inclusion," is based on the findings of a series of roundtable sessions and an open consultation with experts and key figures working in the field. This report urges government, training providers and employers to challenge themselves "to do things differently". It calls for a move away from the superficial targets and processes which can lead to a "tick box" mentality, towards an approach which focuses on real outcomes for individuals. The author argues that such an approach is needed in order to provide better access to education and training for society's most vulnerable. (ERIC). |
| Anmerkungen | National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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