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Williams, Joanna – International Journal of Lifelong Education, 2011
Whilst in government, New Labour defined social exclusion as a state of "disadvantage" resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review…
Descriptors: Lifelong Learning, Discourse Analysis, Social Influences, Individual Psychology
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Bagnall, Richard G. – International Journal of Lifelong Education, 2010
Citizenship and belonging was identified as one of the nine progressive themes of the National Institute of Adult Continuing Education (NIACE) inquiry into the future of lifelong learning in the United Kingdom. It was used to inform the inquiry's recommendations on the desired form of that future. This paper articulates a critique of the report…
Descriptors: Foreign Countries, Adult Education, Continuing Education, Role of Education
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Bynner, John – International Journal of Lifelong Education, 1992
Britain's response to unemployment includes initiatives for 16- to 19-year-old school leavers and Open University/Colleges for adults. Although open learning principles underlie these programs, it is essential that continuing education be viewed more broadly than through its work-based aspects alone. (SK)
Descriptors: Adult Vocational Education, Continuing Education, Education Work Relationship, Foreign Countries
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Field, John; Taylor, Richard – International Journal of Lifelong Education, 1995
A research review identified major adult/continuing education trends in Britain: vocational education/training, university-business-industry interaction, educational needs of the disadvantaged, nonformal settings, life-cycle analysis, access to education, articulation, social purpose and radical adult education, and analysis of adult education in…
Descriptors: Adult Education, Continuing Education, Educational Research, Educational Theories