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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.
Inhaltsverzeichnis
Re-Enter and Reconnect-But Whose Problem is it?.- Engaging to Learn: Situated Learning and Re-Integration for Young People.- Situated Learning for Social and Vocational Integration in Germany.- Situated Learning Embedded in the Idea of Route Counselling.- Situated Learning as a Challenge for Teachers and Trainers.- Re-Enter Initiatives in the Context of Integrative Vocational Education and Training.- Re-Entering Transformable Labour Markets and the Role of VET.- Suggestions for Improving the Framework Conditions for Re-Enter Initiatives.- Summarising Conclusions and Recommendations for Practice.
Zusammenfassung
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.
Zusatztext
From the reviews:
"The approach adopted is based on interesting and intermingled concepts including the concept of Learning Communities centred on Practice (LCPs) intended to capture the important features of both the individual and the societal parts of the ‘re-inclusion’ process. […] The good practices identified constitute an enrichment in terms of research and policy recommendations, given that the contributors come from six countries representing different educational and VET traditions, cultures and policies.…]."
(M’Hamed Dif, University Louis Pasteur of Strasbourg, France)
Bericht
From the reviews:
"The approach adopted is based on interesting and intermingled concepts including the concept of Learning Communities centred on Practice (LCPs) intended to capture the important features of both the individual and the societal parts of the 're-inclusion' process. [...] The good practices identified constitute an enrichment in terms of research and policy recommendations, given that the contributors come from six countries representing different educational and VET traditions, cultures and policies....]."
(M'Hamed Dif, University Louis Pasteur of Strasbourg, France)
