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ERIC Number: ED442017
Record Type: Non-Journal
Publication Date: 1997-Aug
Pages: 29
Abstractor: N/A
Reference Count: N/A
Why U.S. Solutions Don't Travel: Lifetime Learning and Post-Compulsory Education and Training in the U.K.
Gorard, Stephen; Furlong, John; Rees, Gareth
A study attempted to determine whether the United States experience of continuing education and training provides an appropriate resource for changes intended to increase lifelong learning in the United Kingdom by considering institutional and cultural differences for the two countries. The study considered the trajectories for lifelong learning over several decades as the UK has moved closer to the U.S. model with increased participation rates in formal post-16 education and increased entry to higher education. At the same time, the UK has experienced a decline in youth employment opportunities and employer-offered apprenticeships. Data were gathered through a contextual analysis of data about education and training providers; a regional study of several generations of families in South Wales gathered through a door-to-door survey of 1,104 householders and their children followed by semi-structured interviews; and taped oral histories from the local Miners' Archive. Through this research, five education and training trajectories were devised: non-participant, delayed learner, transitional learner, immature learner, and lifetime learner. Socioeconomic class was often seen as a determinant of learning trajectories, and influences of time and place are large. The study concluded that the best way to create lifelong learners is to create the motivation for lifelong learning in the schools and colleges. (Contains 82 references.) (KC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Economic and Social Research Council, Lancaster (England).
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)