By Frank Coffield
Lifelong studying has been an evidence-free quarter for too lengthy. it's been under-researched and under-theorized. This quantity, the 1st of 2, is the end result of years of empirical paintings undertaken for the ESRC's studying Society Programme, a huge funding in lifelong studying examine. It explores the methods lifelong studying can give a contribution to the improvement of data and talents for employment, and different components of grownup existence.
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Additional resources for Differing Visions of a Learning Society: Research Findings,Volume 1
1999) ‘Paradoxes of the learning society’ in J. Holford, C. Griffin and P. Jarvis (eds), Lifelong learning: Reality, rhetoric and public policy, Jones, S. (1996) Developing a learning culture, London: McGraw-Hill. Ministry of Education, Finland (1997) The joy of learning: A national strategy for lifelong learning, Helsinki: Ministry of Education. Moser, C. (1999) A fresh start: Improving literacy and numeracy, London: DfEE. National Committee of Enquiry into Higher Education (1997) Higher education in the learning society, London: HMSO (The Dearing Report).
The 1997 Association for Colleges Conference heard that 40% of colleges were in financial deficit and 20% were in serious financial difficulty. As is the case with other public sector markets, the post-compulsory education and training market is diverse, localised and, therefore, differentially intense. It is also highly segmented. Nationally there are many very different ‘lived’ markets. Nonetheless, Foskett and Hesketh 42 ‘Worlds apart’ (1996, pp 48-9) identify two broad types of market place: contiguous or overlapping, and parallel or distinct markets.
There was a lack of representation of middleclass males in the school and the PRU which is reflected in the sample. In an attempt to redress this, we did, with the help of a key informant, add two middle-class, Northwark Park males to the cohort. In the case of ‘race’, the sample contains many of the ‘races’/ethnicities present in the school/PRU and again the categorisation of young people in these terms was sometimes difficult. ) For example, two are BritishChinese but their families originate from different geographical regions; there are both African-Caribbean and Indo-Caribbean young people represented.
Differing Visions of a Learning Society: Research Findings,Volume 1 by Frank Coffield