Philosophy Social Aspects

Access to Education in Europe: A Framework and Agenda for by Paul Downes

By Paul Downes

This booklet identifies key components of a global framework to increase systems-level swap to advertise entry to schooling, together with greater schooling, for socio-economically marginalized teams. it really is in keeping with interviews with senior executive officers and senior administration in universities, non formal schooling and prisons throughout 12 international locations in Europe. The e-book identifies systemic stumbling blocks to and possibilities for promoting of entry to schooling for socio-economically excluded teams which are matters transferable to different nations’ contexts. It adopts a systemic concentrate on entry throughout quite a number domain names of schooling, either formal greater schooling and non-formal schooling, in addition to felony schooling. via a spotlight on a extra dynamic structuralist structures framework it develops an cutting edge post-Bronfenbrennerian view of approach degrees in lifespan developmental and academic psychology. It additionally develops a world schedule for reform when it comes to those quite a few approach degrees for entry to schooling for socio-economically marginalized teams, via extraction of key structural signs to judge reform growth in a clear, culturally delicate demeanour. The e-book identifies present gaps and strengths in coverage, perform and buildings that influence upon entry to schooling, together with better schooling, throughout more than a few international locations. those gaps and strengths are illustrative and are to notify a strategic method of procedure point swap and improvement for the merchandising of entry to schooling for socio-economically marginalized teams in Europe and beyond.

“Too many academic practices entrench social exclusion: it truly is an pressing precedence throughout Europe that social justice guidelines 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 e-book is a worthy 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 reviews in schooling, London Metropolitan University

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Efficiency and equity in European education and training systems. Communication from the Commission. {COM(2001) 678 final}. Making a European area of lifelong learning a reality. Cross, K. P. (1981). Adults as learners. San Francisco: Jossey-Bass. , & Todd, L. (2011). Beyond the school gates. London: Routledge. Darkenwald, G. , & Merriam, S. B. (1982). Adult education: Foundations of practice. New York: Harper and Row. , & Fite, K. (2007). Disadvantage and diversity in early childhood education.

In the period up to 2020, the primary goal of European cooperation should be to support the further development of education and training systems in the Member States which are aimed at ensuring: (a) The personal, social and professional fulfilment of all citizens (b) Sustainable economic prosperity and employability, whilst promoting democratic values, social cohesion, active citizenship, and intercultural dialogue 1 The Council recognised that the earlier ‘Education and Training 2010’ work programme established for the first time a solid framework for European cooperation in the field of education and training, in the context of the Lisbon Strategy.

Health for all targets: The health policy for Europe. Copenhagen: WHO Regional Office for Europe. World Health Organization. (2003). Caring for children and adolescents with mental health disorders: Setting WHO directions. Geneva: World Health Organization. 1 The European Union’s Strategic Priority on Paper of Access and Lifelong Learning as a Means of Fostering Social Inclusion: Falling Between Two Stools in the ET2020 Targets? An array of diverse calls for the encouragement of continuing or lifelong education and the creation of a ‘Learning Society’ have come from international organisations, including UNESCO, the European Commission and the OECD, as well as national governments across the world (Faure et al.

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