Access to Education in Europe A Framework and Agenda for System Change
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Springer Netherlands
2014
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| Schriftenreihe: | Lifelong Learning Book Series
21 |
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Datensatz im Suchindex
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|---|---|
| adam_text | ACCESS TO EDUCATION IN EUROPE
/ DOWNES, PAUL
: 2014
TABLE OF CONTENTS / INHALTSVERZEICHNIS
ACKNOWLEDGEMENTS.-FOREWORD BY SUE WADDINGTON, PRESIDENT OF THE EUROPEAN
ASSOCIATION FOR THE EDUCATION OF ADULTS (2008-2013).-1. INTRODUCTION:
DEVELOPING A CONCEPTUAL FRAMEWORK FOR ACCESS TO EDUCATION FOR
SOCIO-ECONOMICALLY MARGINALISED GROUPS - A SYSTEMS FOCUS.-CHAPTER 1:
SUMMARY
2. SYSTEM BLOCKAGES FOR ACCESS TO EDUCATION IN EUROPE: PAPER COMMITMENTS
AND SUBSTANTIVE GAPS
2.1 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 ?
2.2 ACCESS TO EDUCATION FOR MARGINALISED GROUPS: A NEGLECTED FOCUS IN
UNIVERSITY RANKINGS
CHAPTER 2: SUMMARY
3. CONCEPTUAL FRAMEWORK AND AGENDA: BEYOND BRONFENBRENNER (1979;1995) TO
INTERROGATION OF BLOCKED SYSTEMS VIA STRUCTURAL INDICATORS
3.1CONCEPTUAL FRAMEWORK: INTERROGATING BRONFENBRENNER’S (1979; 1995)
SYSTEMS FRAMEWORK IN EDUCATIONAL, DEVELOPMENTAL AND COMMUNITY PSYCHOLOGY
FOR ACCESS TO EDUCATION.-3.2 THE NEED FOR FOCUS ON SYSTEM BLOCKAGE AND
DISPLACEMENT IN MOVING FROM INERT TO INCLUSIVE SYSTEMS: KEY LIMITATIONS
TO BRONFENBRENNER’S (1979; 1995) UNDERSTANDING OF SYSTEMS
CHAPTER 3: SUMMARY
4. STRUCTURAL INDICATORS FOR SYSTEM LEVEL CHANGE FOR ACCESS TO EDUCATION
FOR MARGINALISED GROUPS
4.1 AN AGENDA OF STRUCTURAL INDICATORS FOR SYSTEM LEVEL CHANGE FOR
ACCESS TO EDUCATION FOR MARGINALISED GROUPS AT INTERNATIONAL, NATIONAL
AND INSTITUTIONAL LEVELS
4.2 KEY INTERPRETATIVE PRINCIPLES UNDERPINNING A SYSTEMIC REVIEW OF
STRUCTURAL INDICATORS FOR ACCESS TO EDUCATION DERIVED BY ANALOGY FROM
INTERNATIONAL RIGHTS DISCOURSE
4.3 STRUCTURAL INDICATORS: A KEY STRATEGIC GAP IN THE OECD (ORGANISATION
FOR ECONOMIC COOPERATION AND DEVELOPMENT) INTERNATIONAL EDUCATION
INDICATORS.-CHAPTER 4: SUMMARY
5. ACCESS TO HIGHER EDUCATION FOR SOCIO-ECONOMICALLY MARGINALIZED
GROUPS: INDICATORS AT MACRO-EXO LEVELS
5.1 A CENTRAL DRIVING COMMITTEE AT STATE LEVEL FOR ACCESS TO HIGHER
EDUCATION AND LIFELONG LEARNING FOR MARGINALISED GROUPS (STRUCTURAL
INDICATOR) – INCLUDING CLEAR FUNDING SOURCES
5.2 CLARIFICATION OF THE CRITERIA TO ASCERTAIN SOCIO-ECONOMIC EXCLUSION
(STRUCTURAL INDICATOR) GIVEN THE OBSERVED TENDENCY, ESPECIALLY IN
CENTRAL AND EASTERN EUROPEAN COUNTRIES, FOR TARGETING TO OCCUR FOR MORE
EASILY IDENTIFIABLE TARGET GROUPS LIKE THOSE WITH A DISABILITY OR FROM
AN ETHNIC MINORITY – IN CONTRAST WITH GROUPS EXPERIENCING
SOCIO-ECONOMIC EXCLUSION
CHAPTER 5: SUMMARY
6. ACCESS TO HIGHER EDUCATION FOR SOCIO-ECONOMICALLY MARGINALIZED
GROUPS: INDICATORS AT MACRO-EXO LEVELS
6.1 THE NEED FOR A FORMAL OBLIGATION ON INSTITUTIONS FROM THE STATE TO
IMPROVE ACCESS AND FOR INCENTIVES FOR THIRD LEVEL INSTITUTIONS SUCH AS
DIFFERENTIATED FUNDING FROM THE STATE BASED ON IMPLEMENTATION OF ACCESS
GOALS (STRUCTURAL INDICATOR)
6.2 STATE-LED INCENTIVES TO DIFFERENT FACULTIES AND DEPARTMENTS WITHIN
THIRD LEVEL INSTITUTIONS TO INCREASE ACCESS: A FACULTY AND DEPARTMENT
LEVEL FOCUS TO INCREASE ACCESS (STRUCTURAL INDICATOR)
6.3 AN ACCESS STRATEGY FOR THE SO-CALLED ‘ELITE’ UNIVERSITIES
(STRUCTURAL INDICATOR)
6.4 REPRESENTATION OF TARGET GROUPS, INCLUDING ETHNIC MINORITIES IN THE
DECISION MAKING STRUCTURES AND PROCESSES AT NATIONAL LEVEL REGARDING
ACCESS TO EDUCATION (STRUCTURAL INDICATOR)
6.5 A SYSTEM OF RESERVED PLACES OR EQUIVALENT APPROACH TO INCREASE
PARTICIPATION OF UNDERREPRESENTED GROUPS AT THIRD LEVEL (STRUCTURAL
INDICATOR)
6.6 A COHERENT SUPPORT STRATEGY FOR ACCESS TO THIRD LEVEL EDUCATION FOR
ORPHANS AND YOUNG PEOPLE IN CARE (STRUCTURAL INDICATOR)
CHAPTER 6: SUMMARY
7.ACCESS TO HIGHER EDUCATION FOR SOCIO-ECONOMICALLY MARGINALIZED GROUPS:
INDICATORS AT MICRO-MESO LEVELS
7.1 EDUCATION INSTITUTIONAL STRATEGIES FOR ACCESS FOR GROUPS
EXPERIENCING SOCIO-ECONOMIC EXCLUSION (STRUCTURAL INDICATOR)
7.2 DEVELOPMENT OF OUTREACH INSTITUTIONAL STRATEGIES THAT GO BEYOND MERE
INFORMATION BASED MODELS (STRUCTURAL INDICATOR)
7.3 AVAILABILITY OF SCHOOL AND UNIVERSITY INSTITUTIONS FREE OF CHARGE
DURING SUMMERTIME AND EVENINGS FOR COMMUNITY GROUPS FROM MARGINALISED
AREAS (STRUCTURAL INDICATOR)
7.4 OUTREACH STRATEGY TO COMMUNICATE WITH SPOKESPERSONS, OPINION MAKERS
AND COMMUNITY LEADERS IN SOCIO-ECONOMICALLY MARGINALISED OR ETHNIC
MINORITY COMMUNITIES (STRUCTURAL INDICATOR)
7.5 FORMAL LINKS BETWEEN UNIVERSITIES AND NON-GOVERNMENTAL ORGANISATIONS
REPRESENTING MARGINALISED GROUPS (STRUCTURAL INDICATOR)
7.6 OUTREACH STRATEGY TO ENGAGE YOUNG IMMIGRANTS AND YOUNG MEMBERS OF A
TARGET GROUP: COHORT EFFECT AS A POSITIVE POTENTIAL (STRUCTURAL
INDICATOR)
7.7 AN ACCESS STRATEGY OF THIRD LEVEL INSTITUTIONS WHICH ENGAGES WITH
PRIMARY AND SECONDARY STUDENTS EXPERIENCING SOCIO-ECONOMIC
MARGINALISATION (STRUCTURAL INDICATOR)
7.8 PREPARATORY ADMISSION COURSES (STRUCTURAL INDICATOR)
7.9 CHALLENGE TO INSTITUTIONAL STAFF ATTITUDES
CHAPTER 7: SUMMARY
8. NON-FORMAL EDUCATION: INDICATORS AT MACRO-EXO LEVELS
8.1 INTRODUCTION: NON-FORMAL EDUCATION AS A KEY PATH TO OVERCOMING FEAR
OF FAILURE IN MARGINALISED GROUPS
8.2 THE NEED FOR A NATIONAL AND REGIONAL STRATEGY FOR NON-FORMAL
EDUCATION –TO RELATE BUT NOT REDUCE NON-FORMAL EDUCATION TO THE FORMAL
SYSTEM (STRUCTURAL INDICATOR)
8.3 THE NEED FOR AGREED, NONREDUCTIONIST, ACCOUNTABILITY PROCESSES IN
THE NON-FORMAL SECTOR: DUE TO LESS ACCOUNTABILITY PROVIDED BY NON-FORMAL
EDUCATIONAL INSTITUTIONS IN A CLIMATE OF INCREASING NEED FOR
ACCOUNTABILITY (STRUCTURAL INDICATOR)
8.4 FUNDED STRATEGIES TO DEVELOP LOCAL COMMUNITY LIFELONG LEARNING
CENTRES (STRUCTURAL INDICATOR)
8.5 NON-FORMAL EDUCATION AS A KEY BRIDGE TO ETHNIC MINORITIES,
IMMIGRANTS AND THOSE EXPERIENCING SOCIAL EXCLUSION
CHAPTER 8: SUMMARY
9. NON-FORMAL EDUCATION: INDICATORS AT MICRO-MESO LEVELS
9.1 A STRATEGY TO DEVELOP COMMUNITY LEADERS (STRUCTURAL INDICATOR)
9.2 NATIONAL STRATEGIES FOR LIFELONG LEARNING TO INCLUDE THE ARTS AS A
KEY BRIDGE INTO SOCIETAL AND SYSTEMIC PARTICIPATION VIA NON-FORMAL
EDUCATION (STRUCTURAL INDICATOR)
9.3 NON-FORMAL AS A PATH TO FORMAL EDUCATION (STRUCTURAL INDICATOR)
9.4 STAFF CONTINUITY AND DEVELOPMENT IN NON-FORMAL EDUCATION (STRUCTURAL
INDICATOR)
9.5 PATHWAYS TO OVERCOME PROCESS DIFFICULTIES REGARDING RECOGNITION OF
PRIOR LEARNING
CHAPTER 9: SUMMARY
10. PRISON EDUCATION: INDICATORS AT MACRO-EXO LEVELS
10.1 INTRODUCTION: PRISON EDUCATION AS A DOMAIN OF LIFELONG LEARNING
10.2 A NATIONAL STRATEGY OF EDUCATION FOR PRISONERS (STRUCTURAL
INDICATOR)
10.3 OPPORTUNITIES FOR DISTANCE EDUCATION AND WEB-BASED LEARNING IN
PRISON(STRUCTURAL INDICATOR).-10.4 AN EDUCATION STRATEGY FOR HIGH
SECURITY PRISONS (STRUCTURAL INDICATOR)
10.5 OVERCOMING AMBIVALENCE FROM PRISON OFFICERS IN SOME COUNTRIES TO
PRISONER LEARNING
CHAPTER 10: SUMMARY
11. PRISON EDUCATION: INDICATORS AT MICRO-MESO LEVELS
11.1 ESTABLISHMENT AND IMPLEMENTATION OF A PRINCIPLE OF NORMALITY IN
PRISONS (STRUCTURAL INDICATOR)
11.2 INDIVIDUAL EDUCATION PLANS FOR PRISONERS (STRUCTURAL INDICATOR)
11.3 INITIAL ASSESSMENT APPROACHES FOR PRISONERS (STRUCTURAL INDICATOR)
11.4 SUFFICIENT SPACE IN PRISON FOR EDUCATION (STRUCTURAL INDICATOR)
11.5 PROFESSIONAL DEVELOPMENT SUPPORT AND RESOURCE MATERIALS FOR
TEACHERS IN PRISONS (STRUCTURAL INDICATOR)
11.6 PRISONER EXCHANGE BASED ON EDUCATIONAL REASONS, INCLUDING BRIDGES
TO EXTERNAL EDUCATION INSTITUTIONS (STRUCTURAL INDICATOR)
11.7 OVERCOMING PRACTICAL PROBLEMS TO ALLOW THE PRISONER TO STUDY IN
PRISON AND AT THIRD LEVEL
11.8 PEER EFFECTS ON MOTIVATION TO LEARN IN PRISON
CHAPTER 11: SUMMARY
12. CONCLUSION
12.1 DEVELOPING A EUROPEAN UNION AGENDA OF STRUCTURAL INDICATORS FOR
ACCESS TO HIGHER EDUCATION AND LIFELONG LEARNING FOR SOCIOECONOMICALLY
EXCLUDED GROUPS
12.2 DEVELOPING A CONCEPTUAL FRAMEWORK TO MOVE FROM BLOCKED SYSTEMS OF
EXCLUSION TOWARDS SYSTEMS OF INCLUSION FOR ACCESS TO HIGHER EDUCATION
AND LIFELONG LEARNING: FROM DIAMETRIC TO CONCENTRIC SYSTEMS OF RELATION
CHAPTER 12: SUMMARY
APPENDIX A: GLOSSARY OF KEY TERMS
APPENDIX B: ILLUSTRATIVE EXAMPLES OF A STRUCTURAL INDICATORS MATRIX TOOL
FOR ACCESS TO EDUCATION FOR SOCIO-ECONOMICALLY MARGINALISED GROUPS:
HIGHER EDUCATION, NON-FORMAL EDUCATION, PRISON EDUCATION
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
ACCESS TO EDUCATION IN EUROPE
/ DOWNES, PAUL
: 2014
ABSTRACT / INHALTSTEXT
THIS BOOK IDENTIFIES KEY ELEMENTS OF AN INTERNATIONAL FRAMEWORK TO
DEVELOP SYSTEMS-LEVEL CHANGE TO PROMOTE ACCESS TO EDUCATION, INCLUDING
HIGHER EDUCATION, FOR SOCIO-ECONOMICALLY MARGINALIZED GROUPS. IT IS
BASED ON INTERVIEWS WITH SENIOR GOVERNMENT OFFICIALS AND SENIOR
MANAGEMENT IN UNIVERSITIES, NON FORMAL EDUCATION AND PRISONS ACROSS 12
COUNTRIES IN EUROPE. THE BOOK IDENTIFIES SYSTEMIC OBSTACLES TO AND
OPPORTUNITIES FOR PROMOTION OF ACCESS TO EDUCATION FOR
SOCIO-ECONOMICALLY EXCLUDED GROUPS THAT ARE ISSUES TRANSFERABLE TO OTHER
COUNTRIES’ CONTEXTS. IT ADOPTS A SYSTEMIC FOCUS ON ACCESS ACROSS A
RANGE OF DOMAINS OF EDUCATION, BOTH FORMAL HIGHER EDUCATION AND
NON-FORMAL EDUCATION, AS WELL AS PRISON EDUCATION. THROUGH A FOCUS ON A
MORE DYNAMIC STRUCTURALIST SYSTEMS FRAMEWORK IT DEVELOPS AN INNOVATIVE
POST-BRONFENBRENNERIAN VIEW OF SYSTEM LEVELS IN LIFESPAN DEVELOPMENTAL
AND EDUCATIONAL PSYCHOLOGY.IT ALSO DEVELOPS AN INTERNATIONAL AGENDA FOR
REFORM IN RELATION TO THESE VARIOUS SYSTEM LEVELS FOR ACCESS TO
EDUCATION FOR SOCIO-ECONOMICALLY MARGINALIZED GROUPS, THROUGH EXTRACTION
OF KEY STRUCTURAL INDICATORS TO EVALUATE REFORM PROGRESS IN A
TRANSPARENT, CULTURALLY SENSITIVE MANNER. THE BOOK IDENTIFIES CURRENT
GAPS AND STRENGTHS IN POLICY, PRACTICE AND STRUCTURES THAT IMPACT UPON
ACCESS TO EDUCATION, INCLUDING HIGHER EDUCATION, ACROSS A RANGE OF
COUNTRIES. THESE GAPS AND STRENGTHS ARE ILLUSTRATIVE AND ARE TO INFORM A
STRATEGIC APPROACH TO SYSTEM LEVEL CHANGE AND DEVELOPMENT FOR THE
PROMOTION OF ACCESS TO EDUCATION FOR SOCIO-ECONOMICALLY MARGINALIZED
GROUPS IN EUROPE AND BEYOND. “TOO MANY EDUCATIONAL PRACTICES ENTRENCH
SOCIAL EXCLUSION: IT IS AN URGENT PRIORITY ACROSS EUROPE THAT SOCIAL
JUSTICE POLICIES ARE IMPLEMENTED FOR THE INCLUSION OF MARGINALISED
GROUPS. PAUL DOWNES ANALYSIS OF THESE ISSUES IS TIMELY.HIS CONCLUSIONS
ARE CONSIDERED AND PRACTICAL: THIS BOOK IS A VALUABLE AND CONSTRUCTIVE
RESOURCE FOR PRACTITIONERS, ACADEMICS AND THE POLICY COMMUNITY.”
PROFESSOR ALISTAIR ROSS, JEAN MONNET AD PERSONAM PROFESSOR OF
CITIZENSHIP EDUCATION IN EUROPE, EMERITUS PROFESSOR OF EDUCATION,
INSTITUTE FOR POLICY STUDIES IN EDUCATION, LONDON METROPOLITAN
UNIVERSITY
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
|
| any_adam_object | 1 |
| author | Downes, Paul 1970- |
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| bvnumber | BV041839587 |
| callnumber-first | L - Education |
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| callnumber-raw | LC189-214.53 |
| callnumber-search | LC189-214.53 |
| callnumber-sort | LC 3189 3214.53 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DU 6000 |
| collection | ZDB-2-SHU |
| ctrlnum | (OCoLC)879594327 (DE-599)BVBBV041839587 |
| dewey-full | 379.2/6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.2/6 |
| dewey-search | 379.2/6 |
| dewey-sort | 3379.2 16 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| doi_str_mv | 10.1007/978-94-017-8795-6 |
| format | Electronic eBook |
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| geographic | Europa (DE-588)4015701-5 gnd |
| geographic_facet | Europa |
| id | DE-604.BV041839587 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T04:06:42Z |
| institution | BVB |
| isbn | 9789401787956 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027284299 |
| oclc_num | 879594327 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-739 |
| owner_facet | DE-473 DE-BY-UBG DE-739 |
| physical | 1 Online-Ressource (XVIII, 267 S.) Ill. |
| psigel | ZDB-2-SHU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Springer Netherlands |
| record_format | marc |
| series | Lifelong Learning Book Series |
| series2 | Lifelong Learning Book Series |
| spellingShingle | Downes, Paul 1970- Access to Education in Europe A Framework and Agenda for System Change Lifelong Learning Book Series Chancengleichheit (DE-588)4009736-5 gnd Bildung (DE-588)4006650-2 gnd |
| subject_GND | (DE-588)4009736-5 (DE-588)4006650-2 (DE-588)4015701-5 |
| title | Access to Education in Europe A Framework and Agenda for System Change |
| title_auth | Access to Education in Europe A Framework and Agenda for System Change |
| title_exact_search | Access to Education in Europe A Framework and Agenda for System Change |
| title_full | Access to Education in Europe A Framework and Agenda for System Change Paul Downes |
| title_fullStr | Access to Education in Europe A Framework and Agenda for System Change Paul Downes |
| title_full_unstemmed | Access to Education in Europe A Framework and Agenda for System Change Paul Downes |
| title_short | Access to Education in Europe |
| title_sort | access to education in europe a framework and agenda for system change |
| title_sub | A Framework and Agenda for System Change |
| topic | Chancengleichheit (DE-588)4009736-5 gnd Bildung (DE-588)4006650-2 gnd |
| topic_facet | Chancengleichheit Bildung Europa |
| url | https://doi.org/10.1007/978-94-017-8795-6 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027284299&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027284299&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV046134281 |
| work_keys_str_mv | AT downespaul accesstoeducationineuropeaframeworkandagendaforsystemchange |