Adult Learning in Northern Ireland: Investigating Further Education Policies for Widening Participation

Autor/inn/en	McAleavy, Gerry; Collins, Katrina; Adamson, Gary
Titel	Adult Learning in Northern Ireland: Investigating Further Education Policies for Widening Participation
Quelle	In: Research in Post-Compulsory Education, 9 (2004) 1, S.83-104 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Qualitative Research; Adult Education; Adult Learning; Foreign Countries; Access to Education; Special Needs Students; Educational Policy; Policy Analysis; Barriers; Accessibility (for Disabled); Educational Development; Disadvantaged; Interviews; Questionnaires; College Planning; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Student Needs; Investigations; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Ausland; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Politikfeldanalyse; Accessibility; Zugänglichkeit; Bildungsentwicklung; Interviewing; Interviewtechnik; Fragebogen; Studienplanung; Schülerverhalten; Lehrerverhalten; Untersuchung
Abstract	In Northern Ireland there has been a dearth of evidence on the role of further education colleges in relation to educating adults. Given the existence of a system of education based on academic selection, it has emerged that the "losers" in this process grow up to become adults with reduced self-esteem in relation to how they perceive their educational potential. The study draws on a qualitative research study carried out to examine the barriers that inhibit access to colleges and to identify routes for the development of policies for widening participation. The two main types of barriers identified were the personal attitudes of adults, who expressed severe apprehensions regarding their ability to cope with study, and "logistical" barriers such as lack of childcare, ability to pay fees and transport. The latter factor impinged particularly on students with special needs in rural areas. Learning with others, as opposed to learning alone, was preferred on the grounds that emotional and intellectual support is available which allows the learner to have experiences beyond their present level of knowledge and skill. The findings have implications for policy and practice both in terms of refocusing the service towards adults who underachieved during their period of statutory schooling and in respect of the need to direct new forms of teaching and learning towards excluded communities. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10