This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme. Our goal was to work collaboratively to generate new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning among those who have rejected it early in life. We set out to examine programmes which help people to RE-ENTER pathways of education and training, but ended with approaches which are better characterised by their ability to RECONNECT people, not only to opportunities in the social structures but also to each other and to their communities We have developed new models and guidelines based on analysis of the best of European practice using the distinctive approaches of 'situated learning'. By an iterative and collaborative method of working, we have arrived at the concept and approaches of Learning Communities Centred on Practice (LCPs), which lie at the heart of this volume.

This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme. Our goal was to work collaboratively to generate new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning among those who have rejected it early in life. We set out to examine programmes which help people to RE-ENTER pathways of education and training, but ended with approaches which are better characterised by their ability to RECONNECT people, not only to opportunities in the social structures but also to each other and to their communities We have developed new models and guidelines based on analysis of the best of European practice using the distinctive approaches of 'situated learning'. By an iterative and collaborative method of working, we have arrived at the concept and approaches of Learning Communities Centred on Practice (LCPs), which lie at the heart of this volume.

Ehrenamtliche Mitarbeit von Frauen in Verbanden hat sich verandert und weiterentwickelt. Waren Frauen traditionell vor allem im karitativen Be reich tatig, erstreckt sich ihr Anspruch auf Teilhabe heute auf alle Bereiche der Verbandsarbeit. Trotzdem ist in den Vorstanden der Jugendverbande der Anteil ehrenamtlicher Mitarbeiterinnen immer noch geringer als der ehren- amtlicher Mitarbeiter. Die vorliegende Studie ist im Interesse verfasst wor- den, die Bedingungen ehrenamtlichen Engagements von Madchen und Frauen in Jugendverbanden zu untersuchen, um damit einen Beitrag zur Verbesserung der Mitbestimmungschancen fur Frauen und Madchen in Verbanden zu leisten. Zum erstenmal hat ein Landesjugendring nicht nur analysieren lassen, wie stark die Partizipation von Frauen in seinen Mit- gliedsverbanden ist, sondern durch eine intensive Befragung von ehren- amtlich tatigen Frauen auch untersucht, welche Anforderungen Frauen an die Mitarbeit in Verbanden stellen, in welchen Lebensphasen sie fur sich eine Chance zur Mitarbeit sehen und in welchen Arbeitsbereichen sie be- vorzugt tatig sein moechten. Vor allem in der Auswertung der Interviews mit Frauen werden prakti- sche Hinweise zur Verbesserung der Mitwirkungsmoeglichkeiten und Inter- essenvertretung von Frauen in Verbanden gegeben. Wir danken der Ministerin fur Arbeit, Soziales, Jugend und Gesundheit fur die Foerderung des Projekts. Besonderer Dank gilt dem Frauenausschuss des Landesjugendringes und Beatrix Niemeyer, die in Zusammenarbeit mit dem Frauenausschuss die Studie konzipiert und verfasst hat. Wir wunschen uns, dass die Studie auch uber den Bereich der Jugendarbeit hinaus Anstoesse zur Verbesserung der Mitwirkungsmoeglichkeiten von Frau- en und Madchen in der Gesellschaft gibt.

Scientific Study from the year 2005 in the subject Pedagogy - Job Education, Occupational Training, Further Education, University of Flensburg (biat (Berufsbildungsinstitut Arbeit und Technik)), language: English, abstract: The project Re-Integration - Transnational evaluation of social and professional re-integration programmes of young people" was funded by the European Commission through the programme Leonardo da Vinci II," Reference Material strand, and lasted from the year 2001 till 2004. It dealt with a severe difficulty to be realised in all European countries. Youth unemployment is unbearably high and the transition from school to work is often hampered by strong obstacles that are due to restricted opportunities in the labour market and not well installed systems of vocational education and training. These problems are exacerbated for young people who are at disadvantage with respect to personal, social and/or educational features and who have therefore often difficulties in coping with the personal, social and also educational challenges during childhood and adolescence, resulting in problems with maintaining stable social relations and also low achievement in school. Therefore in all European countries, although to a varying extent, measures have been put into place to re-integrate these young people into the mainstream: schemes for re-integration. However, the success of these measures is usually low which is of course mainly due to the unfavourable general conditions. Still the challenge remains to also improve the quality of these programmes, through evaluation which is aiming not only at selecting examples of good practice, but even more at supporting the respective institutions in further developing their schemes. The final scientific report gives an overview on the course of the project and on its central results.

Braucht Europa eine "neue Lernkultur"? Der Band gibt einen Uberblick uber Erfahrungen mit neuen Modellen des Lernens und institutionellen Veranderungen der beruflichen Bildung und Weiterbildung in europaischen Landern.

Large scale changes in work and education are a key feature of contemporary global transformations, with a pervasive politics that affects people s experiences of workplaces and learning spaces.

This thought-provoking book uses empirical research to question prevailing debates surrounding compliance at work, education and lifelong learning, and emphasises the importance of debate and dissent within the current terms and conditions of work. Examining a number of types of work, including teaching, nursing and social work, through a transnational research space, the contributors investigate how disturbances in work both constrain and enable collective identities in practical politics.

Structured around three main themes, the book covers:

• Disturbed work: with cases of occupational reform in nursing and vocational teaching in Finland and re-regulating work in Australia
• Disturbing work: examining contested occupational knowledge in German school to work transitions, paraprofessional healthwork in the UK, social work in Finland, and mobilising professional expertise in US Community College faculty and Australian adult literacy
• Transforming politics: negotiating an ageing workforce in Germany, young adults moving through identities and careers, building a politics of we through a global book project

An enlightening collection of international contributions, this book will appeal to all postgraduate students, researchers and policy makers, in education, work, and lifelong learning.

Large scale changes in work and education are a key feature of contemporary global transformations, with a pervasive politics that affects people s experiences of workplaces and learning spaces.

This thought-provoking book uses empirical research to question prevailing debates surrounding compliance at work, education and lifelong learning, and emphasises the importance of debate and dissent within the current terms and conditions of work. Examining a number of types of work, including teaching, nursing and social work, through a transnational research space, the contributors investigate how disturbances in work both constrain and enable collective identities in practical politics.

Structured around three main themes, the book covers:

• Disturbed work: with cases of occupational reform in nursing and vocational teaching in Finland and re-regulating work in Australia
• Disturbing work: examining contested occupational knowledge in German school to work transitions, paraprofessional healthwork in the UK, social work in Finland, and mobilising professional expertise in US Community College faculty and Australian adult literacy
• Transforming politics: negotiating an ageing workforce in Germany, young adults moving through identities and careers, building a politics of we through a global book project

An enlightening collection of international contributions, this book will appeal to all postgraduate students, researchers and policy makers, in education, work, and lifelong learning.