The right to learn : : Educational strategies for socially excluded youth in Europe / / ed. by Ides Nicaise.

• Superior document: Title is part of eBook package: De Gruyter Bristol University Press Backlist eBook-Package 2013-1995
• MitwirkendeR: Bernardo, Joaquim,; Cortés, Neus Roca,; Douterlungne, Mia,; Hövels, Ben,; Matias, Nelson,; McCabe, Breda,; Meijer, Kees,; Nicaise, Ides,; Portengen, Renze,; Riddell, Sheila,; Roca-Cortés, Neus,; Smyth, Emer,; Tisdall, Kay,; Vleugels, Ilse,; Wilson, Alastair,; van den Berg, Sjaak,
• HerausgeberIn: Nicaise, Ides,
• Place / Publishing House: Bristol : : Policy Press, , [2000]; ©2000
• Year of Publication: 2000
• Language: English
• Physical Description: 1 online resource (432 p.)

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.

Table of Contents

Front Matter -- Contents -- List of tables and figures -- List of abbreviations -- Introduction -- A status quaestionis -- The educational situation of disadvantaged children -- Strategies to reduce educational inequality: a general framework -- Equal opportunity strategies -- Learning duties and learning rights -- Financial and material assistance for low-income pupils -- Integrated services for disadvantaged young people -- Early childhood education -- Equal treatment strategies -- Curricular reforms -- Social expectations, poverty and pedagogical innovations -- Teacher training -- Parent-school-community relationships -- Provision, integration and inclusion for children with special educational needs -- Equal outcomes strategies -- Educational priority policies -- Learning support -- Alternative curricula, transition systems and second-chance provisions -- Conclusions and recommendations -- Bibliography -- Appendix: Background information about poverty and education in the six countries covered by this study -- Index