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Understanding the origins of poor literacy and numeracy skills in
adulthood and how to improve them is of major importance when
society places a high premium on proficiency in these basic skills.
This edited collection brings together the results of recent
longitudinal studies that greatly extend our knowledge of what
works in raising skill levels, as well as the social and economic
returns to improvement. Many fundamental research questions in
adult education involve change over time: how adults learn, how
program participation influences their acquisition of skills and
knowledge, and how their educational development interacts with
their social and economic performance. Although a growing number of
longitudinal studies in adult basic education have recently been
completed, this book is the first systematic compilation of
findings and methods. Triangulating findings from different
methodological perspectives and research designs, and across
countries, this text produces convergence on key conclusions about
the role of basic skills in the modern life course and the most
effective ways of enhancing them.
In an age when the next generation have worse prospects than those
of their parents, this book appraises the challenges young people
face resulting from the instability of their lives. Based on youth
experience of education, employment and political participation in
England and Germany, the book examines the impact of digitalisation
in the context of rising inequality, accelerating technological
transformation, fragile European institutions, growing nationalism
and mental and economic stress arising from the COVID-19 pandemic.
The insights gained point to young peoples' agency as central to
acquiring the skills and resources needed to shape their future in
the digital society.
Since the end of the Second World War, society has been
characterised by rapid and extensive political, economic,
scientific, and technological change. Opportunities for education,
employment, human relations, and good health, have all been greatly
affected by those changes, as have all aspects of life.
Consequently, each post-war generation has been like no other
before or since. Britain, uniquely, has five large-scale life
course studies that began at intervals throughout that period. They
have shown how lives are shaped by individual characteristics,
their past and current experiences and opportunities, and so
reflect their times. This book describes those fundamental changes
that affected life chances differently in each generation, and how
governments struggled to accommodate the changes with new policies
for improving and managing the nation's capital in terms of
education, family policy, health, human rights, and economics. A
Companion to Life Course Studies provides a resource for the
interpretation of the findings and design differences in the five
studies, and the stimulus for new comparisons of life course
between these differing generations that would contribute to policy
and to understanding.
Published in 1997, this text is built around themes agreed upon for
a conference which aimed to set the agenda for youth research over
the next decade. These themes are: the shaping of trajectories and
biographies - individualization, agency, structure; vulnerable
groups excluded and included youth, polarization, marginalization;
social construction of identity - identity, culture, gender,
ethnicity; political and social participation and citizenship. The
book brings together the work of British and Continental
researchers.
First published in 1997, this study of 9,000 people born in the
same week in 1970, who have been followed up since birth, has
produced a unique picture of life for those in their mid 20s - a
year before the new Labour Government took office. The new survey
shows a fractured society with clear evidence of an increasing gulf
between those 'getting on' with their careers and blooming and
those who are being left behind. The polarisation between those
'getting on' and those 'getting nowhere' was primarily about
financial and career achievement but was also reflected in almost
every other area of their lives. A theme running throughout the
book is what characterises successful integration into adult life,
as opposed to marginalisation and social exclusion which is
encountered by increasing numbers of young people.
Understanding the origins of poor literacy and numeracy skills in
adulthood and how to improve them is of major importance when
society places a high premium on proficiency in these basic skills.
This edited collection brings together the results of recent
longitudinal studies that greatly extend our knowledge of what
works in raising skill levels, as well as the social and economic
returns to improvement. Many fundamental research questions in
adult education involve change over time: how adults learn, how
program participation influences their acquisition of skills and
knowledge, and how their educational development interacts with
their social and economic performance. Although a growing number of
longitudinal studies in adult basic education have recently been
completed, this book is the first systematic compilation of
findings and methods. Triangulating findings from different
methodological perspectives and research designs, and across
countries, this text produces convergence on key conclusions about
the role of basic skills in the modern life course and the most
effective ways of enhancing them.
Since the end of the Second World War, society has been
characterised by rapid and extensive political, economic,
scientific, and technological change. Opportunities for education,
employment, human relations, and good health, have all been greatly
affected by those changes, as have all aspects of life.
Consequently, each post-war generation has been like no other
before or since. Britain, uniquely, has five large-scale life
course studies that began at intervals throughout that period. They
have shown how lives are shaped by individual characteristics,
their past and current experiences and opportunities, and so
reflect their times. This book describes those fundamental changes
that affected life chances differently in each generation, and how
governments struggled to accommodate the changes with new policies
for improving and managing the nation's capital in terms of
education, family policy, health, human rights, and economics. A
Companion to Life Course Studies provides a resource for the
interpretation of the findings and design differences in the five
studies, and the stimulus for new comparisons of life course
between these differing generations that would contribute to policy
and to understanding.
Published in 1997, this text is built around themes agreed upon for
a conference which aimed to set the agenda for youth research over
the next decade. These themes are: the shaping of trajectories and
biographies - individualization, agency, structure; vulnerable
groups excluded and included youth, polarization, marginalization;
social construction of identity - identity, culture, gender,
ethnicity; political and social participation and citizenship. The
book brings together the work of British and Continental
researchers.
First published in 1997, this study of 9,000 people born in the
same week in 1970, who have been followed up since birth, has
produced a unique picture of life for those in their mid 20s - a
year before the new Labour Government took office. The new survey
shows a fractured society with clear evidence of an increasing gulf
between those 'getting on' with their careers and blooming and
those who are being left behind. The polarisation between those
'getting on' and those 'getting nowhere' was primarily about
financial and career achievement but was also reflected in almost
every other area of their lives. A theme running throughout the
book is what characterises successful integration into adult life,
as opposed to marginalisation and social exclusion which is
encountered by increasing numbers of young people.
The Benefits of Learning is a detailed, systematic and vivid
account of the impact of formal and informal education on people's
lives. Based on extended interviews with adults of all ages, it
shows how learning affects their health, family lives and
participation in civic life, revealing the downsides of education
as well as the benefits. At a time when education is in danger of
being narrowly regarded as an instrument of economic growth, this
study covers: The interaction between learning and people's
physical and psychological well-being The way learning impacts on
family life and communication between generations The effect on
people's ability and motivation to take part in civic and community
life. Full of detail from adults' own accounts of their lives, the
book reveals how learning enables people to sustain themselves and
their communities in the face of daily stresses and strains, as
well as sometimes transforming their lives. The book opens up new
avenues for debate. It will be a valuable resource for education
researchers and of particular interest to education policy makers,
adult education practitioners, health educators and postgraduate
students in edu
How do education and learning really impact on people's lives? The
Benefits of Learning is a detailed, systematic and vivid account of
the impact of formal and informal education on people's lives.
Based on extended interviews with adults of all ages, it shows how
learning affects their health, family lives and participation in
civic life, revealing the downsides of education as well as the
benefits. At a time when education is in danger of being narrowly
regarded as an instrument of economic growth, this study covers: *
the interaction between learning and people's physical and
psychological well-being * the way learning impacts on family life
and communication between generations * the effect on people's
ability and motivation to take part in civic and community life.
Packed with detail from adults' own accounts of their lives, the
book reveals how learning enables people to sustain themselves and
their communities in the face of daily stresses and strains, as
well as sometimes transforming their lives. The book opens up new
avenues for debate. It is a valuable resource for education
researchers and of particular interest to education policy makers,
adult education practitioners, health educators and postgraduate
students in education.
In an age when the next generation have worse prospects than those
of their parents, this book appraises the challenges young people
face resulting from the instability of their lives. Based on youth
experience of education, employment and political participation in
England and Germany, the book examines the impact of digitalisation
in the context of rising inequality, accelerating technological
transformation, fragile European institutions, growing nationalism
and mental and economic stress arising from the COVID-19 pandemic.
The insights gained point to young peoples' agency as central to
acquiring the skills and resources needed to shape their future in
the digital society.
Social capital arising from social networks based on trust has been
traditionally seen as the property of adults from which the younger
generation gain benefit. Far less attention has been given to the
production of social capital among young people themselves, in
making the transition from dependent child to independent adult.
Through findings from research groups in Finland and England, this
book fills the gap by examining how young people develop and use
social capital in different contexts at school and outside, in
cementing friendships, in developing identity, in smoothing the
passage through education and from school to work, and in resisting
coercion into pre-designated adult roles. As part of the developing
field of youth studies, the book will be of much interest to
academics and policy makers and practitioners working with young
people.
Social capital arising from social networks based on trust has been
traditionally seen as the property of adults from which the younger
generation gain benefit. Far less attention has been given to the
production of social capital among young people themselves, in
making the transition from dependent child to independent adult.
Through findings from research groups in Finland and England, this
book fills the gap by examining how young people develop and use
social capital in different contexts at school and outside, in
cementing friendships, in developing identity, in smoothing the
passage through education and from school to work, and in resisting
coercion into pre-designated adult roles. As part of the developing
field of youth studies, the book will be of much interest to
academics and policy makers and practitioners working with young
people.
The 2007-8 financial crisis and subsequent 'Great Recession'
particularly affected young people trying to make their way from
education into the labour market at a time of economic uncertainty
and upheaval. This is the first volume to examine the impact of the
Great Recession on the developmental stage of young adulthood, a
critical phase of the life course that has great significance in
the foundations of adult identity. Using evidence from longitudinal
data sets spanning three major OECD countries, these essays examine
the recession's effects on education and employment outcomes, and
consider the wider psycho-social consequences, including living
arrangements, family relations, political engagement, and health
and well-being. While the recession intensified the impact of
pre-existing trends towards a prolonged dependence on parents and,
for many, the precaritization of life chances, the findings also
point to manifestations of resilience, where young people countered
adversity by forging positive expectations of the future.
The 2007-8 financial crisis and subsequent 'Great Recession'
particularly affected young people trying to make their way from
education into the labour market at a time of economic uncertainty
and upheaval. This is the first volume to examine the impact of the
Great Recession on the developmental stage of young adulthood, a
critical phase of the life course that has great significance in
the foundations of adult identity. Using evidence from longitudinal
data sets spanning three major OECD countries, these essays examine
the recession's effects on education and employment outcomes, and
consider the wider psycho-social consequences, including living
arrangements, family relations, political engagement, and health
and well-being. While the recession intensified the impact of
pre-existing trends towards a prolonged dependence on parents and,
for many, the precaritization of life chances, the findings also
point to manifestations of resilience, where young people countered
adversity by forging positive expectations of the future.
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