Ireland's economic and social problems in the 1980s spawned a new kind of community education. Key characteristics of the new community education are as follows: (1) it is a learning environment and located in the community; (2) it provides learning programs based on identified needs; (3) its control remains in the local community's hands; (4) its…

The relationship between lifelong learning, active citizenship, and neighborhood renewal was explored in the context of the British government's declared intention to address the consequences of poverty through neighborhood renewal, encourage public participation in renewal, and make lifelong learning a central strategy for ensuring future…

A recent international symposium on radicalizing feminism explored ways of developing a dialogic feminism that emphasizes working in different settings under the common goal of including women who have been invisible in the dominant feminist literature by furthering theories and practices based on the principles of dialogic feminism. The seminar…

Educational strategies for social inclusion are based on particular definitions that do not always take account of the complexities of exclusion and inclusion. By attempting to "normalize" the unemployed and disaffected, social inclusion efforts often legitimate the status quo of systems that might otherwise be regarded as contributing…

The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2)…

The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2)…

The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2)…

This document contains papers from a 2-day meeting on identification, evaluation, and recognition of nonformal learning in the European Union. The following papers are included: "Identification, Assessment, and Recognition of Non-Formal Learning: European Tendencies" (Jens Bjornavold); "Why Measure Human Capital?" (Riel…

This book, which is addressed to managers in further education and higher education across Great Britain, explains what managers must do to enable the changes required to widen participation in their sectors. The following are among the topics discussed: (1) the why and how of widening participation (the importance of widening participation in a…

The term "cooperative and mutual enterprises" (CMEs) was developed in 1999 by a mutuality task force in Oxfordshire, England, as a modern way of reasserting the notion of the adult education movement as a cooperative movement for social (democratic) inclusion. CMEs recall the tradition of learning through clubs, unions, mechanics'…

Two innovative approaches to delivering vocational education and training (VET) in schools were examined to identify ways of helping Australia's indigenous students achieve academic success by ensuring a close cultural fit between course content and the realities of local employment opportunities. The first VET-in-School program, which was located…

The issue of how the outcomes of research on vocational education and training (VET) are influenced by categories that frame thinking about research and learning was explored. Special attention was paid to the following issues: (1) the role of researchers' culture and race in identification of adult learning principles; (2) the need for…

The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2)…

The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2)…

The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2)…