Reconnection: Countering Social Exclusion through Situated by Karen Evans, Beatrix Niemeyer

By Karen Evans, Beatrix Niemeyer

This e-book relies at the paintings of a ecu partnership, whose individuals got here jointly from Belgium England Finland Germany Portugal and Greece with the aid of investment from the european Socrates Programme. Our target used to be to paintings collaboratively to generate new methods of brooding about the location of individuals elderly among 14 and 25 who're vulnerable to (or experiencing) social exclusion, set within the context of a different foreign research of regulations, contexts and views at the difficulties of social exclusion in Europe and the demanding situations of selling lifelong studying between those that have rejected it early in lifestyles. We got down to learn programmes which support humans to RE-ENTER pathways of schooling and coaching, yet ended with ways that are higher characterized by means of their skill to RECONNECT humans, not just to possibilities within the social buildings but in addition to one another and to their groups we have now built new versions and directions in response to research of the simplest of ecu perform utilizing the distinct ways of 'situated learning'. through an iterative and collaborative approach to operating, we've arrived on the suggestion and methods of studying groups targeted on perform (LCPs), which lie on the middle of this volume.

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Extra info for Reconnection: Countering Social Exclusion through Situated Learning

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9, No. 1, March 2004, pp. 21-31. Hurrelman, K. (1988). Social Structure and Personality Development, Cambridge: Cambridge University Press Lave, J. & Wenger, E. (1991). Situated learning; legitimate peripheral participation. Cambridge: University Press. Lee, R. (1982). Beyond Coping. Further Education Unit: London Lex, T. (1997). Berufswege Jugendlicher zwischen Integration und Ausgrenzung. M√ľnchen: DJI Verlag Deutsches Jugendinstitut, Band 3, Arbeitsweltbezogene Jugendsozialarbeit. Lippegaus, P.

The educational concept of Re-Enter programmes will generally be oriented towards the regular VET structures in a given country. Programmes therefore do have an inner link with the respective national VET systems, their structures being of influence on their contents and learning concepts to a large extent. g. Germany) programmes offer support for those young who cannot keep pace without additional help, be it for personal or social reasons. They provide a substitute for the training places lacking in the labour market, offer alternative routes or help to continue with VET by showing a comparably caring approach.

Workplace realities do not play a role in teaching and learning. Students lack opportunities for a broad career orientation. Still, at least in countries with rather structured VET systems school leaving certificates are of crucial importance for apprenticeship/job placement and can be seen as keys opening up the doors to the labour market and to participation in society. Structural risks with school to VET transition x failure of traditional solution of extension of schooling x lack of individualisation in learning opportunities x missing link between school and workplace practices and realities x lacking opportunities for career orientation x crucial selective function of school leaving certificates x low esteem for the work based route/preference for higher education x preventive measures, e.

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