Bringing down the Barriers. First WEA Submission to "The Learning Age" Consultation [electronic resource]
The Workers' Educational Association (WEA) is a national voluntary organization dedicated to giving adults in the United Kingdom access to organized learning. In a response to the British government green paper "The Learning Age," the WEA outlined its positions regarding lifelong lear...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1998.
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| Subjects: |
MARC
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| 110 | 2 | |a Workers' Educational Association. |0 http://id.loc.gov/authorities/names/n80034922 |1 http://isni.org/isni/0000000122601315 | |
| 245 | 1 | 0 | |a Bringing down the Barriers. First WEA Submission to "The Learning Age" Consultation |h [electronic resource] |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 21 pages | ||
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| 500 | |a Availability: Workers' Educational Association, Temple House, 17 Victoria Park Square, London E2 9PB, England. |5 ericd. | ||
| 500 | |a ERIC Note: For a related document, see CE 077 132. |5 ericd. | ||
| 520 | |a The Workers' Educational Association (WEA) is a national voluntary organization dedicated to giving adults in the United Kingdom access to organized learning. In a response to the British government green paper "The Learning Age," the WEA outlined its positions regarding lifelong learning and its recommendations regarding increasing the following groups' access to organized learning: educationally disadvantaged adults; unemployed people; parents/caregivers of young children; residents of socially deprived urban and rural areas; members of ethnic communities; frail elderly; adults with learning difficulties/disabilities; prisoners; adults with physical disabilities; adults recovering from mental illness; caregivers of adults with physical or mental disabilities; refugees; trade unionists; and members of community-based organizations. The following issues were emphasized: ensuring equality of opportunity of access to provision; providing appropriate educational guidance; valuing quality of learning through identification of learning outcomes; and developing progression routes and learning pathways. Six case studies were presented to illustrate the following strategies for improving access to organized learning: strong base in local communities; effective partnerships with other community-based agencies; effective links with statutory bodies; flexible and innovative approaches to learning, evaluation of learning, and assessment; recognition of all types and levels of learning; and increased use of new technologies in education. (MN) | ||
| 650 | 1 | 7 | |a Access to Education. |2 ericd |
| 650 | 0 | 7 | |a Adult Education. |2 ericd |
| 650 | 0 | 7 | |a Adult Students. |2 ericd |
| 650 | 0 | 7 | |a Caregivers. |2 ericd |
| 650 | 0 | 7 | |a Case Studies. |2 ericd |
| 650 | 0 | 7 | |a Cultural Differences. |2 ericd |
| 650 | 0 | 7 | |a Disabilities. |2 ericd |
| 650 | 0 | 7 | |a Educational Needs. |2 ericd |
| 650 | 1 | 7 | |a Educational Policy. |2 ericd |
| 650 | 0 | 7 | |a Ethnic Groups. |2 ericd |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd |
| 650 | 1 | 7 | |a Lifelong Learning. |2 ericd |
| 650 | 0 | 7 | |a National Organizations. |2 ericd |
| 650 | 0 | 7 | |a Needs Assessment. |2 ericd |
| 650 | 0 | 7 | |a Open Education. |2 ericd |
| 650 | 1 | 7 | |a Policy Formation. |2 ericd |
| 650 | 1 | 7 | |a Public Policy. |2 ericd |
| 650 | 0 | 7 | |a Rural Areas. |2 ericd |
| 650 | 0 | 7 | |a Rural Education. |2 ericd |
| 650 | 0 | 7 | |a School Guidance. |2 ericd |
| 650 | 1 | 7 | |a Special Needs Students. |2 ericd |
| 650 | 0 | 7 | |a Student Evaluation. |2 ericd |
| 650 | 0 | 7 | |a Unemployment. |2 ericd |
| 650 | 0 | 7 | |a Unions. |2 ericd |
| 650 | 0 | 7 | |a Voluntary Agencies. |2 ericd |
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