Access to Education in Europe - A Framework and Agenda for System Change
von: Paul Downes
Springer-Verlag, 2014
ISBN: 9789401787956
Sprache: Englisch
281 Seiten, Download: 1964 KB
Format: PDF, auch als Online-Lesen
Foreword | 8 | ||
Acknowledgements | 12 | ||
Contents | 14 | ||
Chapter 1: Introduction: Developing a Conceptual Framework for Access to Education for Socio-economically Marginalised Groups: A Systems Focus | 20 | ||
1.1 Scope of the Book | 23 | ||
References | 30 | ||
Chapter 2: System Blockages for Access to Education in Europe: Paper Commitments and Substantive Gaps | 34 | ||
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? | 34 | ||
2.2 Access to Education for Marginalised Groups: A Neglected Focus in University Rankings | 41 | ||
References | 46 | ||
Chapter 3: Conceptual Framework and Agenda: Beyond Bronfenbrenner (1979, 1995) to Interrogation of Blocked Systems via Structural Indicators | 48 | ||
3.1 Introduction | 48 | ||
3.2 Conceptual Framework: Interrogating Bronfenbrenner’s ( 1979, 1995) Systems Framework in Educational, Developmental and Community Psychology for Access to Education | 50 | ||
3.2.1 A Systems Focus as a Multilevelled Approach | 50 | ||
3.2.2 System Transitions in Education | 51 | ||
3.2.3 Systems: Beyond a Unidimensional Focus | 53 | ||
3.2.4 Systems as Key Silent Conditions for Complex Causal Influences | 55 | ||
3.2.5 Systems as Growth Rather than Deficits | 56 | ||
3.3 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 | 57 | ||
3.3.1 A Stronger Focus on Time | 57 | ||
3.3.2 System Change in Time as Overcoming System Blockage or Displacement | 58 | ||
3.3.3 The Need for Change Towards Inclusive Systems that Facilitate Individual Agency | 59 | ||
References | 63 | ||
Chapter 4: Structural Indicators for System Level Change for Access to Education for Marginalised Groups | 68 | ||
4.1 An Agenda of Structural Indicators for System Level Change for Access to Education for Marginalised Groups at International, European Commission, National and Institutional Levels | 68 | ||
4.2 Key Interpretative Principles Underpinning a Systemic Review of Structural Indicators for Access to Education Derived by Analogy from International Rights Discourse | 73 | ||
4.3 Structural Indicators: A Key Strategic Gap in the OECD (Organisation for Economic Cooperation and Development) International Education Indicators | 77 | ||
4.3.1 A Critique of Indicators as a Neo-liberal Agenda: The Need for a Democratic Agenda of Accountability That Is Not Reduced to Neo-liberalism | 81 | ||
References | 84 | ||
Chapter 5: Access to Higher Education for Socio-economically Marginalised Groups: Indicators at Macro-Exo Levels | 87 | ||
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 | 87 | ||
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 Thos | 92 | ||
References | 100 | ||
Chapter 6: Access to Higher Education for Socio-economically Marginalised Groups: Indicators at Macro-Exo Levels | 103 | ||
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) | 103 | ||
6.2 State-Led Incentives to Different Faculties and Departments Within Third-Level Institutions to Increase Access: A Faculty and Departmental Level Focus to Increase Access (Structural Indicator) | 106 | ||
6.3 An Access Strategy for the So-Called ‘Elite’ Universities (Structural Indicator) | 109 | ||
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)) | 113 | ||
6.5 A System of Reserved Places or Equivalent Approach to Increase Participation of Underrepresented Groups at the Third Level (Structural Indicator) | 117 | ||
6.6 A Coherent Support Strategy for Access to Third-Level Education for Orphans and Young People in Care (Structural Indicator) | 122 | ||
References | 125 | ||
Chapter 7: Access to Higher Education for Socio-economically Marginalised Groups: Indicators at Micro-Meso Levels | 128 | ||
7.1 Education Institutional Strategies for Access for Groups Experiencing Socio-economic Exclusion (Structural Indicator) | 128 | ||
7.2 Development of Outreach Institutional Strategies That Go Beyond Mere Information-Based Models (Structural Indicator) | 133 | ||
7.3 Availability of School and University Institutions Free of Charge During Summertime and Evenings for Community Groups from Marginalised Areas (Structural Indicator) | 142 | ||
7.4 Outreach Strategy to Communicate with Spokespersons, Opinion Makers and Community Leaders in Socio-economically Marginalised or Ethnic Minority Communities (Structural Indicator) | 145 | ||
7.5 Formal Links Between Universities and Non-governmental Organisations Representing Marginalised Groups (Structural Indicator) | 146 | ||
7.6 Outreach Strategy to Engage Young Immigrants and Young Members of a Target Group: Cohort Effect as a Positive Potential (Structural Indicator) | 148 | ||
7.7 An Access Strategy of Third-Level Institutions Which Engages with Primary and Secondary Students Experiencing Socio-economic Marginalisation (Structural Indicator) | 149 | ||
7.8 Preparatory Admission Courses (Structural Indicator) | 150 | ||
7.9 Challenge to Institutional Staff Attitudes | 153 | ||
References | 157 | ||
Chapter 8: Non-formal Education: Indicators at Macro-Exo Levels | 160 | ||
8.1 Introduction: Non-formal Education as a Key Path to Overcoming Fear of Failure in Marginalised Groups | 160 | ||
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) | 162 | ||
8.3 The Need for Agreed, Non-reductionist, 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) | 174 | ||
8.4 Funded Strategies to Develop Local Community Lifelong Learning Centres (Structural Indicator) | 176 | ||
8.5 Non-formal Education as a Key Bridge to Ethnic Minorities, Immigrants and Those Experiencing Social Exclusion | 182 | ||
References | 186 | ||
Chapter 9: Non-formal Education: Indicators at Micro-Meso Levels | 190 | ||
9.1 A Strategy to Develop Community Leaders (Structural Indicator) | 190 | ||
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) | 192 | ||
9.3 Non-formal as a Path to Formal Education (Structural Indicator) | 194 | ||
9.4 Staff Continuity and Development in Non-formal Education (Structural Indicator) | 196 | ||
9.5 Pathways to Overcome Process Difficulties Regarding Recognition of Prior Learning | 197 | ||
References | 206 | ||
Chapter 10: Prison Education: Indicators at Macro-Exo Levels | 208 | ||
10.1 Introduction: Prison Education as a Domain of Lifelong Learning | 208 | ||
10.2 A National Strategy of Education for Prisoners (Structural Indicator) | 209 | ||
10.3 Opportunities for Distance Education and Web-Based Learning in Prison (Structural Indicator) | 214 | ||
10.4 An Education Strategy for High-Security Prisons (Structural Indicator) | 216 | ||
10.5 Overcoming Ambivalence from Prison Officers in Some Countries to Prisoner Learning | 217 | ||
References | 220 | ||
Chapter 11: Prison Education: Indicators at Micro-Meso Levels | 222 | ||
11.1 Establishment and Implementation of a Principle of Normality in Prisons (Structural Indicator) | 222 | ||
11.2 Individual Education Plans for Prisoners (Structural Indicator) | 224 | ||
11.3 Initial Assessment Approaches for Prisoners (Structural Indicator) | 226 | ||
11.4 Sufficient Space in Prison for Education (Structural Indicator) | 229 | ||
11.5 Professional Development Support and Resource Materials for Teachers in Prisons (Structural Indicator) | 233 | ||
11.6 Prisoner Exchange Based on Educational Reasons, Including Bridges to External Education Institutions (Structural Indicator) | 234 | ||
11.7 Overcoming Practical Problems to Allow the Prisoner to Study in Prison and at Third Level | 235 | ||
11.8 Peer Effects on Motivation to Learn in Prison | 239 | ||
References | 242 | ||
Chapter 12: Conclusion | 244 | ||
12.1 Developing a European Union Agenda of Structural Indicators for Access to Higher Education and Lifelong Learning for Socio-economically Excluded Groups | 244 | ||
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 | 252 | ||
12.2.1 Amplifying a Structuralist Framework for Moving from Diametric Oppositional to Concentric Relational Spaces: From Assumed Separation to Assumed Connection in the Communicative Culture | 254 | ||
12.2.2 Systemic Assumed Separation Between Strategies, Structures and People: Barriers to Developing Concentric Systems of Inclusion | 256 | ||
12.2.3 Systemic Assumed Connection: A Transitions Focus on Developing Concentric Systems of Inclusion | 257 | ||
12.2.4 Systemic Assumed Separation Where Parts of an Institution Operate in Parallel Due to Historically Different Goals of These Parts: Barriers to Developing Concentric Systems of Inclusion | 259 | ||
12.2.5 Mirror Image Inversion as a Diametric Systemic Structural Relation: Beyond Diametric Mirror Image Inversions in the Relational Space of the Powerful (Teacher) Versus Powerless (Student), Active (Teacher) Versus Passive (Student) | 261 | ||
References | 265 | ||
Appendices | 267 | ||
Appendix A: Glossary of Key Terms | 267 | ||
Appendix B: Illustrative Examples of a Structural Indicators Matrix Tool for Access to Education for Socio-economically Marginalised Groups: Higher Education, Non-formal Education and Prison Education | 269 | ||
Introducing Structural Indicators | 269 | ||
Access to Higher Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators at National Levels | 269 | ||
Access to Higher Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators at Third-Level Education/University Institution Level | 270 | ||
Access to Non-formal Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators | 271 | ||
Prison Education: Illustrative Structural Indicators | 272 | ||
References | 272 | ||
Biopic | 274 | ||
Index | 275 |