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Working with excluded groups

Guidelines on good practice for providers and policy-makers in working with groups under-represented in adult learning.

To create a lifelong learning society requires providers of education and training to attract and work with people who, for a wide range of reasons, do not consider learning a desirable or feasible option.  Many of these belong to the most disadvantaged sections of the population.  They are often unaware of local learning opportunities or lack the confidence, time or material resources to take advantage of them.  Many perceive learning as formal and irrelevant and something that other groups and social classes do.

Making effective contact with these groups and providing appropriate opportunities for them is not easy.  It requires approaches and a wide range of skills.  This set of guidelines indicates the kind of approaches that work and proposes some transferable 'principles of engagement' in working with excluded groups.  The guidelines are based on the work of the Oxfordshire Strategic Partnership and other initiatives to widen participation among groups with little or no previous contact with post-compulsory education.

‘If you are at all interested in issues of inclusiveness and widening participation for adults, you will want to buy this book. The guidance is accessible, practical and firmly based on the experience of practitioners. The case studies are both thought-provoking and inspiring. It will be of considerable use to practitioners and provides a persuasive example of collaborative work involving a range of institutions groups and services.’
(Dr Paul Martinez, Raising Quality and Achievement Newsletter)

Readership:  The guidelines will be a valuable resource for all providers and individual workers who wish to make educational opportunities available to the people least represented in education and training.

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Reviews

"If you are at all interested in issues of inclusiveness and widening participation for adults, you will want to buy this book. The guidance is accessible, practical and firmly based on the experience of practitioners. The case studies are both thought-provoking and inspiring. It will be considerable use to practitioners and provides a persuasive example of collaborative work involving a range of institutions groups and services."
(Dr Paul Martinez, Raising Quality and Achievement Newsletter - LSDA).

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Contents

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