The Impact of Welfare State Regimes on Barriers to Participation in Adult Education

Rubenson, Kjell; Desjardins, Richard

doi:10.1177/0741713609331548

Cited by 227 publications

(270 citation statements)

References 10 publications

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“…It also fails to recognise that, whilst a positive classroom experience can enhance the learning of low-skilled workers, these employees face considerably greater barriers to learning than high-skilled workers. Not only do they often lack the financial resources to pay for courses they also face more dispositional barriers (Rubenson, and Desjardins, 2009) and many lack support from the workplace (Sanders, et al, 2011). We would suggest that when developing courses for low-skilled workers it is important to take note of the research evidence on what makes for good workplace learning and the importance of expansive learning environments (Fuller & Unwin, 2004).…”

Section: Resultsmentioning

confidence: 99%

Plugging a gap? Soft skills courses and learning for work

Weedon

Tett

2013

International Journal of Lifelong Education

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Governments across Europe have been encouraged by the EU to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills often lack confidence and require support to engage in learning. This paper examines an ESF-funded course aimed at developing soft skills in low-skilled employees through a course developed by a Scottish college. Semistructured interviews were conducted with learners from two cohorts of the course to examine their experiences and gains from the course. Learners' accounts demonstrate benefits from the course but workplace culture impacted on the level of gains. The paper questions the ability of one-off courses to deliver the aims of policy and suggests more coordinated and sustained effort is required.

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Section: Resultsmentioning

confidence: 99%

Plugging a gap? Soft skills courses and learning for work

Weedon

Tett

2013

International Journal of Lifelong Education

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“…As Elster (2009) explains in his outline of rational action, individuals must choose "among the options of which [they are] aware according to the possible consequences [they] attribute to them," (p. 23) which are shaped by their desires, beliefs, and the information they receive -all mutually influencing one another. Rubenson and Desjardins (2009) also discuss the complexity of this type of decision-making. They emphasize Sen's (1999) assertion that capabilities and functionings depend not only on external and internal resources, but also on "individuals knowing about the range of possibilities of how these resources can be used to realize things that matter to them and knowing how to do so" (Rubenson & Desjardins, 2009, p. 196).…”

Section: Figure 2 Gears Of Wellbeingmentioning

confidence: 99%

Elucidating the constructs happiness and wellbeing: A mixed-methods approach

Jongbloed¹,

Andres²

2015

Intnl. J. Wellbeing

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Abstract:In this study we examine the constructs "happiness" and "wellbeing" in a sample of Canadian women and men in mid-adulthood. Through a sequential mixed-methods approach, we utilize Sen and Nussbaum's conceptualizations of capabilities to inform the themes generated from semi-structured interviews. We find that participants understand happiness and wellbeing as two distinct constructs that are illuminated in the metaphors happiness as balance and the gears of wellbeing. Second, we corroborate these constructs through a principal component analysis of questionnaire data. We conclude that happiness and wellbeing are not static entities, but rather iterative processes that are constantly in flux and determined by the fulfillment of the often contradictory needs for (1) goal-achievement and an acceptance of reality, and (2) freedom along with meaning-making, which often involves creating restraints in one's life. These findings have important implications for those using happiness and wellbeing as policy outcome measures.

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“…The biggest differences between Scandinavian and other countries are not in the character of barriers, but in the possibilities of their overcoming. They are not fully in the hands of individuals and refer to the higher degree of responsibility of the local and national authorities for creating conditions for increasing of the level of adults' participation, not only from excluded environment, into the system of adult education [32].…”

Section: Barriers Of Participation In Adult Educationmentioning

confidence: 99%

Education of Adult Roma From Marginalized Communities in Slovakia

Lukáč¹,

Lukacova²,

Pirohova³

2018

Development Trends in Pedagogical and Psychological Sciences: The Experience of Countries of Eastern Europe and Prospects of Uk

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Abstract. The subject of this study is the analysis of the current state and of possibilities of the education's development of adult Roma from marginalized communities 4 in the system of formal and informal education. We also include the concept of informal learning, which we, alongside with the necessary changes of formal and informal education, see as the potential space for reaching of the desired changes in the life of marginalized Roma. We look at these mentioned systems critically while we, with the analysis of current educational processes in adult age, point to the limits and lacks, which co-influence the lasting problem of low effectiveness of education of adult Roma from marginalized communities. We are sure that in the education of adult Roma it is necessary to implement the elements of individualization of edu- Marginalized segregated Roma communities are socially excluded Roma communities, whose inhabitants have restricted access to public service, goods and sources and to participation in deciding in a town. They have restricted contact with other inhabitants living outside their community. Their communities are on a lower social-economical level than other parts of town and have different characteristics, e.g. lower quality and overpopulation of the houses, absence of the infrastructure, high unemployment, income and material poverty of the inhabitants, lower level of education and higher amount of lower age categories [38, p. 4]. Segregated Roma communities (geographically separated independent settlements) and separated Roma communities (separated Roma parts, streets or colonies, which are a part of town) belong to the marginalized Roma communities in Slovakia [10, p. 11].© Lukáč Marek, Lukáčová Silvia, Pirohová Ivana 519Education of adult Roma from marginalized communities in Slovakia cation. The main aim of any educational and social interventions within this target group is the learners' critical reflection of the reality and of their own options for change. The basis for our methodology is the methodology of social sciences [9], the critical pedagogy [11] and the theory of cultural capital [4]. Formal adult education is realized in the sub-system of second-chance education. As the absence, resp. low level of education is a strong exclusive factor on labor market, we consider enabling Roma from marginalized communities to complete their education in a school system to be crucial. The level of education is still the strongest stratification factor not only on labor market. From the educational activities in the system of non-formal education point of view, we deal mainly with the problematic effectiveness of non-formal education in connection with barriers of participation in education. We also draw attention to the inadequately created educational activities, which still keep the marginalized Roma passive. In the process of informal learning we think of the potential of its results in favor of the development of individual potential of adult Roma. The background of our ideas about problems i...

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The Impact of Welfare State Regimes on Barriers to Participation in Adult Education

Cited by 227 publications

References 10 publications

Plugging a gap? Soft skills courses and learning for work

Plugging a gap? Soft skills courses and learning for work

Elucidating the constructs happiness and wellbeing: A mixed-methods approach

Education of Adult Roma From Marginalized Communities in Slovakia

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