EDUCATION

Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school.

Available Open Access under CC-BY-NC licence. This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds with contributions from the UK, the USA and Australia which reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries.

This timely book analyses the relationship between the state, public policy and the types of knowledge that New Labour used to make policy and break professional cultures.

This topical book argues that a new paradigm is emerging in education, in relation to the economic crisis. It is part of a more general trend to organisational democracy and the onus for change rests with teachers, heads, parents, community members, educational sponsors and partners.

The British government and powerful international agencies present investment in social capital as a way of promoting neighbourhood renewal, community health and educational achievement. This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed.

Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' analysis challenges the myth that lifelong learning can or should be separated from school education. It asks what changes are needed for the culture and process of lifelong learning to become a reality?

Important reforms are taking place in children's services in the UK, with a move towards greater integration. In England, Scotland and Sweden, early childhood education and care, childcare for older children, and schools are now the responsibility of education departments. This book is the first to examine this major shift in policy.

Recent urban disturbances, concerns about the fate of asylum seekers and renewed debates about the nature of ethnic identity and citizenship have all combined to give ethnic differences a high public and policy profile. This book explores the diverse experiences of ethnic disadvantage and challenges common assumptions.

Despite the expansion of higher education, representation, level of participation and likelihood of academic success remain highest amongst young people from affluent areas and lowest amongst those from deprived neighbourhoods. This report identifies factors which impact upon the minority of disadvantaged young people who enter higher education.

This book challenges the underlying presupposition that regular employment is the royal road to inclusion. Drawing on original empirical research, it investigates the inclusionary and exclusionary potentials of different types of work, including activation programmes.

This is the first book to draw together the evidence on the 'case' for skills and to examine the policies appropriate to achieving 'skills for all'.

Lifelong learning is a key government strategy - both in the UK and internationally - to promote economic growth and combat social exclusion. This book presents a highly innovative study of participation in lifelong learning and the problems which need to be overcome if lifelong learning policies are to be successful.