The Right to Learn : Educational Strategies for Socially Excluded Youth in Europe

This book reports on a wide-ranging research study into education and social exclusion in Europe. It explores differing strategies to improve educational success among disadvantaged children. The countries studied, UK, Ireland, Belgium, The Netherlands, Portugal and Spain, reflect the diversity in systems and policies that currently exist. The book assesses their relative success, and makes suggestions for good practice Evidence has shown that individuals leaving school without qualifications are four times more likely to be unemployed than those with qualifications. Preventing and combatting unemployment therefore requires active measures both in the labour market and in the institutions responsible for preparing the future workforce - educational institutions. Attempts to remedy this problem have so far largely neglected children from socially excluded families - one of the most vulnerable groups in education. This book explores a wide range of strategies, both at the policy level and in the field, to improve educational success among such disadvantaged children, taking stock of good practice in a selection of EU member states, chosen to reflect the diversity in systems and policies that currently exist. The book suggests that a number of strategies are effective and feasible. The authors recommend that a sufficiently powerful opinion movement is needed to promote the transfer of experience and action on different levels. They conclude with several suggestions for good practice - not just equal opportunity and equal treatment but also equal outcomes strategies. The text should be useful for teachers, school administrators, educational researchers, policy makers, NGOs, parents' associations, those engaged in youth services and teacher training, and in formulating policies to secure the social integration of the young generation. The book reports on important research, funded by the European Commission, which explores a wide range of strategies, both at the policy level and in the field, to improve educational success among disadvantaged children. The countries studied include Belgium, Ireland, The Netherlands, Portugal, Spain and the UK. These countries were chosen to reflect the diversity in systems and policies that currently exist. Conclusions are drawn with respect to the relative success of different approaches and suggestions for good practice are made.

Evidence has shown that individuals leaving school without qualifications are four times more likely to be unemployed than those with qualifications.Preventing and combating unemployment therefore requires active measures both in the labour market and in the institutions responsible for preparing the future workforce - educational institutions.Attempts to remedy this problem have so far largely neglected children from socially excluded families - one of the most vulnerable groups in education. The right to learn explores a wide range of strategies, both at the policy level and in the field, to improve educational success among such disadvantaged children, taking stock of good practice in a selection of EU member states, chosen to reflect the diversity in systems and policies that currently exist. The book suggests that a number of strategies are effective and feasible.The authors recommend that a sufficiently powerful opinion movement is needed to promote the transfer of experience and action on different levels.They conclude with several suggestions for good practice - not just equal opportunity and equal treatment but also equal outcomes strategies. The right to learn is important reading for teachers, school administrators, educational researchers, policy makers, NGOs, parents' associations, those engaged in youth services and teacher training, and in formulating policies to secure the social integration of the young generation.

Evidence has shown that individuals leaving school without qualifications are four times more likely to be unemployed than those with qualifications. Preventing and combating unemployment therefore requires active measures both in the labour market and in the institutions responsible for preparing the future workforce - educational institutions. Attempts to remedy this problem have so far largely neglected children from socially excluded families - one of the most vulnerable groups in education. The right to learn explores a wide range of strategies, both at the policy level and in the field, to improve educational success among such disadvantaged children, taking stock of good practice in a selection of EU member states, chosen to reflect the diversity in systems and policies that currently exist. The book suggests that a number of strategies are effective and feasible. The authors recommend that a sufficiently powerful opinion movement is needed to promote the transfer of experience and action on different levels. They conclude with several suggestions for good practice - not just equal opportunity and equal treatment but also equal outcomes strategies. The right to learn is important reading for teachers, school administrators, educational researchers, policy makers, NGOs, parents' associations, those engaged in youth services and teacher training, and in formulating policies to secure the social integration of the young generation. "The right to learn explores a wide range of strategies, both at the policy level and in the field, to improve educational success among such disadvantaged children, taking stock of good practice in a selection of EU member states, chosen to reflect the diversity in systems and policies that currently exist." "The book suggests that a number of strategies are effective and feasible. The authors recommended that a sufficiently powerful opinion movement is needed to promote the transfer of experience and action on different levels. They conclude with several suggestions for good practice - not just equal opportunity and equal treatment but also equal outcomes strategies." "The right to learn is important reading for teachers, school administrators, educational researchers, policy makers, NGOs, parents' associations, those engaged in youth services and teacher training, and in formulating policies to secure the social integration of the young generation."--BOOK JACKET This book reports on a wide-ranging research study into education and social exclusion in Europe. It explores differing strategies to improve educational success among disadvantaged children. The study reflects the diversity in systems and policies that currently exist, assesses their relative success, and makes suggestions for good practice