By Paul Downes
This ebook identifies key components of a world framework to enhance systems-level swap to advertise entry to schooling, together with larger schooling, for socio-economically marginalized teams. it truly is according to interviews with senior executive officers and senior administration in universities, non formal schooling and prisons throughout 12 nations in Europe. The publication identifies systemic hindrances to and possibilities for merchandising of entry to schooling for socio-economically excluded teams which are matters transferable to different international locations’ contexts. It adopts a systemic specialise in entry throughout a number domain names of schooling, either formal better schooling and non-formal schooling, in addition to felony schooling. via a spotlight on a extra dynamic structuralist structures framework it develops an leading edge post-Bronfenbrennerian view of process degrees in lifespan developmental and academic psychology. It additionally develops a global schedule for reform relating to those a number of method degrees for entry to schooling for socio-economically marginalized teams, via extraction of key structural signs to judge reform development in a clear, culturally delicate demeanour. The booklet identifies present gaps and strengths in coverage, perform and constructions that effect upon entry to schooling, together with better schooling, throughout a number international locations. those gaps and strengths are illustrative and are to notify a strategic method of method point swap and improvement for the advertising of entry to schooling for socio-economically marginalized teams in Europe and beyond.
“Too many academic practices entrench social exclusion: it really is an pressing precedence throughout Europe that social justice guidelines are applied 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 helpful and optimistic source for practitioners, teachers and the coverage community.”Professor Alistair Ross, Jean Monnet ad Personam Professor of Citizenship schooling in Europe, Emeritus Professor of schooling, Institute for coverage reports in schooling, London Metropolitan University
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Additional info for Access to Education in Europe: A Framework and Agenda for System Change
World Health Organisation. (1993). 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.
Chicago: Aldine. Jonsson, J. O. (1993). Persisting inequalities in Sweden. In Y. -P. ), Persistent inequality: Changing educational attainment in thirteen countries (pp. 101–132). Oxford: Westview Press. Kellaghan, T. (2002). Approaches to problems of educational disadvantage. In A. L. ), Primary education: Ending disadvantage. Proceedings and action plan of National Forum. Dublin: Educational disadvantage Centre, St Patrick’s College. Kessler, R. (2009). Identifying and screening for psychological and comorbid medical and psychological disorders in medical settings.
It requires a level of scrutiny to ensure that between the idea and the reality falls not merely the image. As a key purpose of this book is to examine access strategies and policies in order to develop positive system level change, there is a need for theoretical understanding of systems. Systems theory is not a unified field. 1 An interdisciplinary conceptual framework for access to higher education and lifelong learning is being sought to be developed in this book. This framework draws from a number of paradigmatic attempts to question beyond Cartesian distinctions between mind (idea) and body (real).
Access to Education in Europe: A Framework and Agenda for System Change by Paul Downes