briefing papers for policy makers

Recommendations

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Specific policy recommendations related to social disadvantage and on the provision of training for unemployed and disadvantaged groups: 7. Improve the position of organisations and community centres providing training and other services to the unemployed and disadvantaged within the tendering processes by: • Increasing the representation and involvement of small providers for the disadvantaged in decision-making structures and bodies. • Providing information and training to small providers and associations about how to access and bid for funds, and how to manage projects. • Encouraging and facilitating greater collaboration and association among the small organisations and centres providing for the disadvantaged. • Encouraging innovation at the level of organisational arrangements and partnerships. 8. The principles of efficiency and need should be combined, and needs-based policy decisions sought, so as to ensure that providers closer to the unemployed access the funds available. 9. Induce work through the provision of worthwhile quality training by: • Combining current Labour Market Supply Efficiency & Labour Market Performance Indicators with new Labour Market Indicators such as Job Gaps Indicators and Wages Gap Indicators. • Designing and delivering worthwhile, quality training for the unemployed and disadvantaged. • Replace 'job-inducing' training schemes with quality training programmes. 10. Improve the funding and monitoring of training initiatives for the unemployed and disadvantaged by: • Setting up a funding framework, which provides both stability and efficiency. • Using both quantitative and qualitative measures as indicators of performance. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports). Key Publications Darmon, Frade & Hadjivassiliou, “The comparative dimension in Continuous Vocational Training: a preliminary framework”, in a book about continuous vocational training in Europe, Polity Press. “Educational Innovation and Educational Policy: the UK Educational Policy Framework in Comparative Perspective”, in the Comparative Education journal. Article for “Reports on the World of Employment”: Learning Innovations for Corporate Training, August 1998. 26
Briefing Paper 8 Research Institutions: University of Louvain, BE University of Warwick, UK Stockholm Universitet, SE Universität Bremen, DE Universidad de Barcelona, ES Nat. University of Ireland, IE Contact address: Prof. Etienne Bourgeois Centre of Educational and Developmental Psychology University of Louvain Place du Cardinal Mercier 10 B-1348 Louvain-la-Neuve Belgium Tel: +32-10-473.799 Fax: +32-10-478.589 etienne.bourgeois@psp.ucl.ac.be This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 University Access Policies for Adult Learners Context of the Research Economic and social changes across Europe, brought about by the transition to a knowledge society, have highlighted the need for the development of lifelong learning and promotion of social inclusion. This knowledge society has introduced a new form of inequality based on the acquisition, or not, of knowledge: ‘the haves’ and the ‘have nots’. Universities have traditionally been the domain of younger, and on the whole, white, middle class students. If Europe is to compete economically on a global scale a wider range of people need to be given opportunities to access knowledge at university level. There are signs that European universities are responding to these social and economic changes - expansion has generally been the pattern in many European universities moving the system as a whole to one of mass higher education. However, wider access to higher education is not an automatic outcome of this expansion. The widening access debate is concerned with who gets in and who is left out. This project conducted in six European countries: Belgium, Germany, Ireland, Spain, Sweden and the UK, focuses on the effectiveness of access policies and practices for adults in universities and higher education institutions across the European Union. The project has paid particular attention to socially excluded groups and communities and identifies barriers to the participation of the excluded. Key Conclusions The following conclusions were reached: 1. Access to university lifelong learning is not equal across Europe ranging from virtually impossible (Spain) to relatively open (UK). 2. The picture also varies within countries, as some institutions - the newer ones - are more open than traditional elite universities. 3. Non-traditional students are more likely to be found in the social sciences and humanities rather than the sciences, reflecting departmental attitudes as well as student choice. 4. The participation, or not, of non-traditional adult students in higher education is a complex issue. This complexity results from the interaction between national policies, institutional policies and practices, and student experiences. 5. For many non-traditional adult students returning to learn in higher education is a risk and at the point of entry many participants found entering a university campus daunting, not only because of the size and impersonal systems but also because the participants were unsure of themselves as learners. Many felt vulnerable particularly during the first few weeks and some had contemplated leaving due the challenges of adopting the student role, familiarising themselves with academic language and an underlying concern about the demands of working at degree level. 27
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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Key Recommendations The following r
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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Key Recommendations The following r
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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