Community education - Knowledge (XXG)

1247:" was published in July 2024. Emphasis of the report was placed on "the extent to which CLD is contributing to delivering positive outcomes in line with Scottish Government priorities, including examination of the respective roles and responsibilities of those involved." The review made a number of recommendations in six key areas (1) leadership and structures, (2) overarching policy narratives, (3) focus on delivery, (4) budgets and funding, (5) developing the workforce and standards, and (6) demonstrating impact. Recommendations under the first key area included; establishing a joint CLD Strategic Leadership Group between the Scottish Government and COSLA, improve consistency within local authority structures, and regular reports to the Scottish Government. The second key area involved recommending development of a clear and cohesive policy narrative on life-long learning. Focus on delivery recommendations emphasised the importance of establishing a detailed prioritised and timed delivery plan and tackling the "current ESOL crisis". The fourth key area recommended reassessing the current balance of spending and the fifth key area recommended developing a CLD Workforce Plan. Lastly, demonstrating impact involved recommendations such as funding Scotland's participation in the 1196:" in 2004 and in which the community education service is renamed as 'Community Learning and Development' (CLD). It set out 3 national priorities for CLD: (1) achievement through learning for adults by providing learning opportunities to improve core skills of literacy, numeracy, communications, working with others, problem-solving and information communications technology (ICT), (2) achievement through learning for young people, and (3) achievement through building community capacity. Structurally, practice changed from a Community Education Service to local and regional CLD Partnerships. Partnerships, in the 2004 report, are made up of local authority services (e.g. education, social work, community services, environmental protection, housing, arts and leisure, and libraries), as well as agency and voluntary partners representing issues (e.g. tenant's organisations, local youth and community councils, and equalities groups). The Scottish Executive also established a Ministerial Advisory Committee to conduct the Community Education Training Review (CETR), resulting in the " 1889:

parents from advocating for changes that would benefit their children. Formally organized parental associations in schools that seeks to increase parental involvement, ignore the cultural and socio-economic needs of minorities, thereby contributing to the barriers of parental involvement, especially for marginalized parents. Research shows that high number of marginalized parents do not actively engage in their children's schooling. There is also a wide gap between the rhetoric of best parental involvement practices and actual parental involvement practices. Effective parental Involvement in the education of their children involves; parenting, communication, volunteering, home tutoring, involvement in decision-making, and collaboration with the community. Effective Parental Involvement treats and or makes school officials and parents partners in the education of their children.

515:(UN) in the 1950s as a way to develop the socioeconomic prospects of low-income countries by supporting education, housing and healthcare infrastructure. The UN established a Regional and Community Development Division and a Community Development and Organization Section. In the 1970s, a shift in adult education saw practitioners experiment with more informal outreach work within local communities. The International Association for Community Development (IACD) was established in 1953 in the United States, and has since gone on to represent community development at the UN and partner with the United States, UK, Canada, Hungary, Hong Kong, Australia, Europe, New Zealand, Nigeria, India, Philippines, Georgia, Ireland and Kenya. The IACD includes community education as a way in which community development can empower people within their communities. 487:. John Rennie, former director of the Community Education Development Centre in Coventry, wrote that there are five tenants to defining community education: (1) the best solutions come from collective knowledge and shared experiences involving the community, (2) education is a lifelong activity, (3) use of a variety of resources, (4) each person has a contribution to make, and (5) a sense of citizenship. In the 1960s and 1970s, the UK saw an increase in community development and community action organisations which had the potential to blur the lines between the responsibilities of adult education and community development. However, poverty and social disadvantage emphasised the need for adult education opportunities and a community approach supported the need to meet individual circumstances and to understand barriers to learning. Ian Martin, 1166:. The ALP developed learning opportunities by conducting secondary source investigation into the local area, primary source investigation by making contact with people in the community, finding co-investigators by recruiting volunteers from the public, building codifications which involved codifying themes from their findings to understand objectives and actions for the project to meet the needs of the community, and lastly developing appropriate learning opportunities. In 1989, the Community Education Validation and Endorsement Group (CeVe) was created with the remit to develop guidelines for the validation of community education training, and the competencies they developed included: engaging appropriately with local communities, empower individuals and groups, and to gather and use evaluative data to improve and develop programmes. 1058:

funding mechanism, you bring universities and FE closer together." The White Paper made recommendations that aimed to deliver on the Lifetime Skills Guarantee by implementing a flexible Lifelong Loan Entitlement "to the equivalent of four years post-18 education from 2025." A major theme of the Paper was emphasising the role of employers working with education providers, and it recommends developing 'Local Skills Improvement Plans' to match skills with the needs of the labour market, including technical skills as well as improving english, maths and digital skills. £2.5 billion is proposed as a 'National Skills Fund' to upskill and reskill adult learners. Statutory guidance for Local Skills Improvement Plans was published in October 2022, in reference to the

1881:

and direct role in the education of their children and are more likely to influence school policies that affects their children's schooling whereas parents of low socio-economic status play indirect roles in the education of their children and are less likely to influence school policies that affects their children's schooling. The gap between parents' educational involvement among parents from higher socio-economic status and parents from lower socio-economic status results in a more personalized education that caters for the needs of children from higher socio-economic backgrounds and more alienating and generic education systems/policies for students from low socio-economic backgrounds.

1521:, he defines social capital as "the sum of the resources, actual or virtual, that accrue to an individual or a group by virtue of possessing a durable network of more or less institutionalized relationships of mutual acquaintance and recognition." Bourdieu linked social capital with the cultural capital, which he described as inherently built up through generations, and both social and cultural capital, alongside economic capital, contribute to inequality and deprivation. In Bourdieu's definition of social capital, there is room for inequality when people who have the most advantageous social networks get ahead of other people, in terms of their access to economic and cultural resources. 1885:

authorities, parents have meaningful authorities in the schools and they also assist in the teaching of their children. Parents' home based educational involvement such as creating an enabling learning environment at home, helping their children with their assignments, helping their children develop cognitive skills and other school skills and motivating their children to do well in school supports student success. Researches show that multimodal and effective migrant parental involvement in the education of their children increases the test scores of such students and also shows strong student success even after academic abilities and socio-economic status are taken into consideration.

1276:. The requirements only legally apply to local authorities, but are intended for all those who partner with local authorities in working towards shared outcomes for CLD. The policy includes strategic guidance on how local authorities can: develop partnership working, identify a range of partners, develop activities to deliver CLD outcomes, and improve performance. Practitioners can work in CLD without formal qualifications, with relevant experience, but it is often required by local authorities for practitioners to complete an approved professional qualification. Undergraduate degree and postgraduate qualifications in the subject are offered at the following Scottish universities: 410: 440:

years based at the Community Education Development Centre based in Coventry UK. ICEA and CEDC have now closed, and the International Association for Community Development, which still has its HQ in Scotland. In the 1990s there was some thought as to whether these two bodies might merge. The term community learning and development has not taken off widely in other countries. Although community learning and development approaches are recognised internationally. These methods and approaches have been acknowledged as significant for local social, economic, cultural, environmental and political development by such organisations as the

424:, or Development Education is an organization's programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life. Central to this is their ability to participate in democratic processes. 432:

communities. The community schools movement has been a strong proponent of this since the sixties. Some universities and colleges have run outreach adult education programmes within local communities for decades. Since the seventies the prefix word ‘community’ has also been adopted by several other occupations from youth workers and health workers to planners and architects, who work with more disadvantaged groups and communities and have been influenced by community education and community development approaches.

1599:. Tuckman identified 4 stages of group development; (1) forming is when people come together and start initial discussions, (2) storming is where the group identify group positions and engage in conflict resolution, (3) norming is where the group agrees to work towards a shared goal, and (4) performing is when the group are achieving goals and able to engage in the decision-making process together. Understanding group dynamics might provide good insight into learning styles, skillset and personality traits. 1316:, similar to the Russell Report, was published in 1973. It went on to provide five features of adult education, that must be met for the term to apply. These are; (1) must be "purposefully educative" meaning the learner must be motivated to learn, (2) must be "systematic" to reach agreed learning outcomes, (3) must last for longer than a single session, (4) must be an alternative to self-directed learning, require some tuition, and (5) must be "continuously evaluated or assessed and reinforced". 436:

through the various anti poverty programmes in both developed and developing countries, practitioners have been influenced by structural analyses as to the causes of disadvantage and poverty i.e. inequalities in the distribution of wealth, income, land etc. and especially political power and the need to mobilise people power to effect social change. Thus the influence of such educators as Paulo Friere and his focus upon this work also being about politicising the poor.

1242: 680:, investigated the role of community work in Britain and how best to go about training community workers. The study group published their findings in 1968 and defined community work "as a means of giving life to local democracy" and said that community work was important to coordinate and develop "services within and among organisations in a local community." In response to concern about poverty and social inequalities in Britain, Prime Minister 1663:

oppressor. The Freirean approach aimed to challenge the thinking of both practitioners and learners, and the social relationships that make up education. Freire argued that there were two types of education; (1) banking which domesticates and placates people to conform to societal expectations and (2) problem posing which empowers people to think critically and make change. This idea is also generally known as

1636:, and Beck and Purcell explain hegemony writing "the complicated network of institutions and organisations found in civil society and the state work together in a way that maintains the status quo; it keeps the powerful, powerful. the education system teaches people their place within society, stratifying people for particular roles and rewarding particular forms of knowledge and behaviour." 1122:

normal daily occupation." Recommendations also included prioritising areas of multiple deprivation to serve disadvantaged communities, to make better use of colleges, and the establishment of a Scottish Council for Community Education. The publication of the Report coincided with local government reform in Scotland, which saw the creation of new larger local authorities under the

875:

established in January 2000. PAULO was concerned with the educational need of learners but also of the staff and their training by focusing on: appropriate community venues, prioritising voluntary learning, emphasising links between learning, individual and collective action and citizenship, promoting social inclusion and equality, and widening participation in lifelong learning.

1499:. In his 1916 article, Hanifan defines capital as "that in life which tends to make these tangible substances count for most in the daily lives of a people, namely, goodwill, fellowship, mutual sympathy and social intercourse among a group of individuals and families who make up a social unit, the rural community, whose logical center is the school." American-Canadian economist 841:, the ACACE argue that adult education should include vocational training under the Employment Acts and the Education Acts. The ACACE defined adult education as a social policy concept, meaning that it would address issues relating to social change and the economy, and Naomi McIntosh argued that the Council helped to change people's attitudes about adult education. 1216:, and registration for practitioners to distinguish between practitioners who are qualified in CLD or Community Education and those who are not. Ministers agreed to establish a CLD Standards Council and an interim Council was established in 2007. In February 2008, the Cabinet Secretary for Education and Lifelong Learning directed the CLD Standards Council to: 1792:. Debord defined psychogeography as "The study of the specific effects of the geographical environment, consciously organised or not, on the emotions and behaviour of individuals." Rod Purcell argues that psychogeography is a way for community workers to not only understand a community, but also to empower people to critically think about their community. 1756:

meet service level outcomes, management outcomes, for example. Changes in learner demographics and the economy can also impact community education. For example, there is an ageing population in western societies and there may need to be changes in priorities of adult educators to address the resulting skills gap, particularly in digital skills.

428:

system, whereas community education is sometimes called informal education. It has long been critical of aspects of the formal education system for failing large sections of the population in all countries and had a particular concern for taking learning and development opportunities out to poorer areas, although it can be provided more broadly.

871:. The paper describes learning as "contributing to social cohesion" and that it "fosters a sense of belonging, responsibility and identity." The paper also proposes setting up an Adult and Community Learning Fund "to sustain and encourage new schemes locally that help men and women gain access to education, including literacy and numeracy." 631:. One of the main challenges identified in the booklet is provision of centres and states that "the primary function of any local citizen centre should be the progressive development of the individual as a member of a free society, through mental training, the encouragement of self-effort, and the exercise of personal responsibility." 1200:" in 2003. This report concluded that there should be a stronger disciplinary system for practitioners, which may be achieved by greater management in the service. The recommendations from this report were furthered and resulted in the creation of a Short Life Task Group (SLTG) in 2004 chaired by Professor Ted Milburn. 1181:, seeing it as a technique instead of one means of a service to the community. The Osler Report recommended that local authorities should develop community learning plans that met the needs of communities and that also contribute to the Government's aims for social inclusion, lifelong learning and active citizenship. 853:', Peter Clyne argues that "by concentrating on vocational qualifications and work-related skills and knowledge, the NCVQ was moving against the flow of the conclusions and recommendations of the Russell Committee and ACACE. A potentially damaging rift was being created between different forms of adult learning." 1126:. As a result of the report adult education, community development and youth work were redefined as the Community Education Service, but many adult educators and youth workers did not change their professional approach. A report about training was developed by the Scottish Community Education Council in 1984. 1838:

are at the heart of these organisations and are usually involved in the management and development. The majority of these organisations are facilitated and staffed by workers trained in community learning and development; however, staff role is mainly to facilitate and be supportive but not intrusive.

1884:

The following practices are necessary for parent and community participation in the education of their wards to be effective; students come to school healthy and ready to learn, parents assist schools with financial and or material support, there are frequent communications between parents and school

1837:

In many parts of the world, youth parliament-style organisations have been set up to allow young people to debate issues that affect them and others in their community. Young people engage with these organisations voluntarily and are sometimes elected using a democratic system of voting. Young people

1689:

Foucault introduced his theory of power and argued that it was the mechanisms of power that controlled individuals, for example, through technology for surveillance. Foucault believed that power operated through individuals rather imposing on them, and that for power to be sustained there needs to be

1640:

argues that the role of education lies at the centre of Gramsci's concept of hegemony. Gramsci saw adult education as being a challenge against the state, and Peter Mayo argues that Gramsci saw lifelong learning as counter-hegemonic because any site, including workplaces, could be used to educate the

1587:

looks at the ways in which individual behaviour is influenced by specific situations, and Bandura defined self-efficacy as an individual's belief that they will be able to "exercise influence over events that affect their lives." Marilyn Taylor argues that if an individual has low self-efficacy, they

836:

until 1983. The Council established committees related to national educational policies, conceptualising continuing education, for example integrating higher education and vocational training. In 1979, the ACACE carried out a survey of adult learners' access to higher education and they conclude that

798:

The Committee expressed that adult learning should be directed by the learner's individual needs e.g. for vocational reasons, for employment or to upskill in a job. The Report outlined ten important recommendations; (1) establishment of a Development Council for Adult Education for England and Wales,

684:

introduced the National Community Development Projects (CDPs) in 1969. Subsequently this influenced creation of the Urban Aid Programme, which allocated grants to local authorities to support education, housing, and social care organisations. Martin Loney described the CDPs as "the story of Britain's

671:

was published in 1968 and recommended greater integration between social care services and other health and social welfare services, particularly proposing the creation of a single family services department. The Seebohm Committee's work bolstered interest in community work as it was seen as a way to

439:

In the history of community education and community learning and development, the UK has played a significant role in hosting the two main international bodies representing community education and community development. These being the International Community Education Association, which was for many

1880:

Cultural divides and deficit thinking creates mutual distrust between marginalized parents and schools which in turn creates barriers to active parental involvement of marginalized parents in the education of their children. Researches also show that parents of high socio-economic status play active

1100:

The current adult and community learning strategy in Wales was published in 2017. The policy states its vision as "a Wales where learning is at the core of all we do; where participation in learning is encouraged and rewarded; and where people have equal opportunities to gain the skills for life and

1082:

The ACL sector is incredibly diverse in its learners, providers and in the curriculum areas on offer. The ACL sector is well placed to deliver ESDGC to the hardest-to reach learners who may otherwise not engage with mainstream education. ACL is delivered by local authorities, voluntary and community

828:

supported the use of the Direct Grant that funds were specifically stipulated for adult learning bodies. The Committee conducted research for the Report, and they recommended that programmes for learning should be developed specifically for disadvantaged individuals. 'Disadvantaged' is defined, in

1888:

School officials' racial stereotypes, class stereotypes, biases and attitudes regarding parental involvement in the education of their children hinders school officials from involving parents as partners in the education of their children. Also, bureaucracies in the public education systems hinders

1632:

society' existed in the public sphere and any community groups or political parties were only allowed to form by the ruling class, and because the public sphere is where ideas and beliefs are articulated, hegemony of the ruling class was the culture produced. Cultural institutions could include the

874:

National Training Organisations (NTOs) worked in partnership across education with the government and third sector to: identify skill shortages, develop occupational standards, provide advice on training and communicate between partners. PAULO was an NTO for community-based learning and development

811:

should provide adult learning, (4) increase number of full-time staff employed in adult learning with appropriate career and salary structures, (5) offer access to qualifications at all levels for adult learners, (6) targeted provision should be available for "disadvantaged adults", (7) increase in

779:

came into power and this may have effected the approach of the Committee. The reports recognised that there was increased demand for adult education and that with "modest" investment could benefit adult education greatly to make use of existing resources. The General Statement of the Russell Report

1755:

Community education can take the form of social change, and this can raise challenges because it might be going against the mainstream or tradition. Organisations or services that disrupt the status quo could face having their funding cut, or they can become captured by the status quo as they must

1682:

believed there were two forms of power: empirical and theoretical. Empirical power defines power that is well-established and traces the historical articulation of power throughout society, whereas theoretical power relates to the rudimental nature of power as a universal concept. In his 1975 book

1389:

defined adult education as "systematic learning undertaken by adults who return to learning having concluded initial education or training" and identified six priority areas: (1) consciousness raising to promote personal and collective development, (2) citizenship to promote social responsibility,

1358:

argued for the importance of a structured adult education system, that met the needs of all adults, including those with fundamental basic needs. However, two of the report's recommendations were implemented: ad hoc Adult Education Boards were established in Vocational Educational Committee's, and

1335:, after he delivered a seminar about adult education in Ireland in May 1968. Following this, a committee was established with the remit to set up a National Association of Adult Education. AONTAS was formally created in May 1969 as a "think tank for adult educators" wrote Carey. In 1974, following 1145:

in 1984 and defined community education as "purposive developmental and educational programmes and structures which afford opportunities for individual and collective growth and change throughout life." The Report focused on the need to provide flexible community education training and recommended

1121:

encouraged merging adult education, youth work and community development into one service. The Report referred to adult education as "voluntary leisure time courses" which "have no specific vocational purpose and which are voluntarily attended by a student in the time when he is not engaged in his

431:

There are a myriad of job titles and employers include public authorities and voluntary or non-governmental organisations, funded by the state and by independent grant making bodies. Schools, colleges and universities may also support community learning and development through outreach work within

1810:

published in 2019, that learner engagement is lower for "vulnerable and disadvantaged" communities. The report states that, in poorer rural areas, many women have no access to education and identifies "migrants and refugees, older adults, adults with disabilities, those living in rural areas, and

1545:

in which he argues that there has been a decline of social capital in the United States since 1950. Putnam's work is credited with bringing the term social capital into popular vernacular, and he defined it as a public good. Putnam writes that social capital is "the connections among individuals'

848:

was introduced in England, Wales and Northern Ireland as framework to standardise vocational qualifications. This followed the creation of the National Council for Vocational Qualifications (NCVQ), consisting of members appointed by the Secretary of State for Education and Employment. The Council

604:

A more recent development has been the decision of the Government that the provision of community centres where men and women can meet for social and educational purposes and for recreation should be regarded as coming within the scope of the education service. Local education authorities are now

435:

Community educators have over many years developed a range of skills and approaches for working within local communities and in particular with disadvantaged people. These include less formal educational methods, community organising and group work skills. Since the nineteen sixties and seventies

1764:

Working within the community can bring about ethical issues, for example, when considering the ends served by any intervention, the community in which an intervention is aimed at, the ways in which success will be measured, and the intended or unintended consequences. The power dynamics and role

1706:

Model of Community Education. The model provides a process framework for local school districts to implement or strengthen community education. A set of Community Education Principles was developed by Larry Horyna and Larry Decker for the National Coalition for Community Education in 1991. These

1631:

used cultural institutions in society to maintain wealth and power. Gramsci believed that capitalist societies were made up of two overlapping divisions, the first being the 'political society' which rules by force and the second being the 'civil society' which rules by consent. Gramsci's 'civil

1474:

in Scotland. Dave Beck and Rod Purcell have criticised this approach, based on statistics and geography, because they believe "these are artificial constructs that are labelled as communities, with the expectation that the people who live there do (or should) behave as if they were a functioning

1083:

organisations, further education (FE) institutions, higher education (HE) institutions, work-based learning providers and others including prisons, museums and libraries. There is a rich history of adult learning in Wales, and lifelong learning remains at the forefront of Welsh Government policy.

427:

Community education encompasses all those occupations and approaches that are concerned with running education and development programmes within local communities, rather than within educational institutions such as schools, colleges and universities. The latter is known as the formal education

1367:

little impact on an education system already straining to cope with a greatly expanded provision for a rapidly increasing youth population and the financial crisis of the mid-1980s. This led the Organization for Economic Cooperation and Development (OECD) to conclude that, despite considerable

1057:

delivered a speech on the Lifetime Skills Guarantee in which he stated the education system in England "will move to a system where every student will have a flexible lifelong loan entitlement to four years of post-18 education – and suddenly, with that four year entitlement, and with the same

1662:

in 1970. Freire emphasised the importance of the political context in which community development takes place, and he offered a radical approach to practice. Freire positioned society as an interplay of inequality between labour and capital, the wealthy and the poor, and the oppressed and the

1203:

The SLTG was given the remit to advise Ministers " regarding the establishment of a practitioner-led body responsible for validation, endorsement, accreditation and registration for community learning and development, with enhanced capacity, building upon the work of CeVe (Community Education

1177:" was published in November 1998 aimed to address "long-term confusion between community education as a way of working and community education as an amalgam of the 3 fields." Gordon Mackie et al. (2011) argue that Osler Committee approached community education under the vision of New Labour's 1833:

In countries where democratic governments exist, people are encouraged to vote for someone to represent them. In today's society there is a dwindling interest in politics from our younger generation and this could have a negative effect on our democracy and political system in years to come.

1722:

Localization: Services, programs, events, and other community involvement opportunities that are brought closest to where people live have the greatest potential for a high level of public participation. Whenever possible, these activities should be decentralized to locations of easy public

881:

was introduced and established the Learning and Skills Council (LSC) to ensure provision of education and training for young people and adults. Local LSCs were also established to guide local education authorities with providing adult and community learning opportunities. The Adult Learning

1465:

also made a distinction between geographical areas and communities, Park believed that rural communities were those with greater interactions between a small group of close-knit individuals, and urban communities were less personal and more individualistic. Some community interventions are

1455:

coined the terms 'gemeinschaft' and 'gesellschaft' in 1887 to create a distinction between community and civil society. 'Gemeinschaft' refers to smaller neighbourly, close communities, whereas 'gesellschaft' refers to larger market-driven, individualistic societies. French sociologist

1261:

a professional practice within education with delivery stretching across all stages of lifelong learning. The purpose of CLD is to provide early intervention and prevention to those experiencing, or at risk of experiencing, inequality of opportunity within the education and skills

1390:(3) cohesion to empower people are most disadvantaged in society, (4) competitiveness to develop a skilled workforce, (5) cultural development to promote adult education as way to enhance community culture, and (6) community development to develop a sense of collective purpose. 1734:

Inclusiveness: The segregation or isolation of people by age, income, sex, race, ethnicity, religion, or other factors inhibits the full development of the community. Community programs, activities, and services, should involve the broadest possible cross section of community

596: 740:. The aim was for researchers to identify local issues, and work alongside the local community to provide and evaluate different methods of intervention. A number of reports were published particularly by the North Tyneside CDP, following CDPs research, and these include 478:

in Europe, particularly in the United Kingdom. For example, night schools and classes in village halls or community centres had been key opportunities for learning in communities outside of traditional school. Community education bridges the gap between adult education,

1726:

Integrated Delivery of Services: Organizations and agencies that operate for the public good can use their limited resources, meet their own goals, and better serve the public by establishing close working relationships with other organizations and agencies with related

1212:" in January 2006. The main distinction was the recommendation to consider practice as a profession funded by the government. The proposed 'professional body' would have "independent status" and have responsibilities including: developing a qualifications framework for 1819:

Community education, particularly provision of adult learning, can face significant challenges around investment as governmental funding is limited in many countries. In the UK, spending on adult education is 25 per cent lower in 2024-25 compared to 2010-1.

1421:

published in 2007, by the Expert Group on Future Skills Needs, which recommended that literacy and basic skills are integrated into the educational programme. Ireland's National Skills Strategy 2025 is the most current published by the Government of Ireland,

849:

aimed to accreddit qualifications, and assign levels to qualifications within the NVQ framework. Criticism of the framework, however, ranged from less flexibility for learners, too bureaucratic and the expense of new assessment procedures. In his book '

4028: 672:

facilitate plans for social change. The Seebohm Report argued that in order to prevent delinquency, social work should be involved in encouraging positive community values and empowering people to help themselves. In 1965 a study group, chaired by

1546:

social networks and the norms of reciprocity and trustworthiness that arise from them". Putnam argues that Americans have increasingly become disengaged from community involvement and more distrustful of the government, and he uses data from the

5456: 1401:. Subsequent initiatives introduced were the Back to Education Initiative (BTEI) and the Adult Education Guidance Initiative (AEGI). The BTEI provides young people and adults the opportunity to study free part-time, who have not achieved the 1460:

worried about disintegration of community because of modernity and social change, because he argued that people might loose traditional familial and social bonds as they prioritised work and economic competition. American urban sociologist,

666:

in 1962, and argued that the wealth divide between classes was much wider than shown in official statistics. In 1965 the Seebohm Committee was established to investigate and review the work of social services in Britain. The subsequent

1711:

Self-determination: Local people are in the best position to identify community needs and wants. Parents, as children's first and most important teachers, have both a right and a responsibility to be involved in their children's

540:. This governmental department aimed to address a number of political and social areas including employment, housing and industrial relations. In 1919, The Ministry of Reconstruction Adult Education Committee (AEC) published the 4180: 1347:. The NALA constitution, amended in 1984, defined its aim as "To advance the means of promoting adult literacy in Ireland, where literacy is taken as an integral part of adult basic education and adult continuing education." 510:

and planning became more of a priority after the decolonisation of independent states in Asia, Africa, Oceania and the Caribbean, and the Second World War. Community development was first significantly promoted by the

829:

The Russell Report, as " the extent to which integration into society" is influenced by physical or mental health, poverty or social deprivation, or lack of basic education, learning impairment or language barriers.

1715:

Self-help: People are best served when their capacity to help themselves is encouraged and enhanced. When people assume ever-increasing responsibility for their own well-being, they acquire independence rather than

1146:

improving the quality of fieldwork practice and supervision for community educators. The 1980s saw the expansion of community education projects in some of the largest Scottish local authority areas, for example,

3425: 974:. Devolved authorities are responsible for allocating the Adult Education Budget (AEB) and meeting the needs of local employers. Between 2018 and 2019, adult education functions were transferred to certain 896:

and gave an account of the services involved in providing community education. NIACE was an educational charity, founded in 1921, to promote adult learning in England and Wales before it became part of the

1741:

Lifelong Learning: Learning begins at our birth and continues until death. Formal and informal learning opportunities should be available to residents of all ages in a wide variety of community settings.

1251: 1730:

Maximum Use of Resources: The physical, financial, and human resources of every community should be interconnected and used to their fullest if the diverse needs and interests of the community are to be

1426:

in which one of the objectives is that "people across Ireland will engage more in lifelong learning." To meet this need, the Strategy cites continuing to develop further education programmes including;

1308:, Minister of Education, defined adult education as facilities for adults outside of full-time school education to "learn whatever they need to learn at any period of their lives." The report entitled ' 979: 1528:

also considered social capital as relating to social relationships, but Coleman believed social capital to be a collective asset that benefits individuals as a group. For example, Coleman cites how a

3479:

Scottish Community Education Council Community Education Validation & Endorsement (CeVe) (1995). GUIDELINES FOR GRADUATE AND POST GRADUATE QUALIFYING COMMUNITY EDUCATION TRAINING. Available at:

4102: 567:

identified a number of challenges that education may help to improve and these include; international cooperation, gender equality, maintaining democracy, and employment and the quality of work.

1765:

boundaries can be an issue for community workers because they may be caught between those who have power and people who want a change and more say over their social situation and community.

1385:

encouraged lifelong learning to take account of individual personal, cultural, social and economic needs and emphasised the importance of adult education to target marginalised communities.

2132:

L. Bidwell and C McConnell (1982). Community Education and Community Development. Dundee; T. Lovett Adult Education (1975) Community Development and the Working Class. Ward Lock Educational.

1719:

Leadership Development: The identification, development, and use of the leadership capacities of local citizens are prerequisites for ongoing self-help and community improvement efforts.

837:"recurrent post-secondary education could be established without heavy new expenditure, especially on capital projects. The basis of the system is there." In another 1979 paper entitled 784:

is an agent changing and improving our society: but for each individual the means of change may differ and each must develop in his own way, at his own level and through his own talents.

1062:, and states that the Plans should set out key priorities and represent the needs of employers and how to address skill needs of employers in partnership with local education services. 1394:

prioritised the development of community education, for example, offering part-time courses and addressing gaps in people's education for those who had low levels of formal education.

971: 563:

the need for adult education is described as individuals desire for "adequate opportunities for self-expression and the cultivation of their personal powers and interests." The 1919

5511:

Auerbach, Susan (May 2007). "From moral supporters to struggling advocates - Reconceptualizing parent roles in education through the experience of working-class families of color".

1834:

Community learning and development has the potential to encourage young people to become more interested in politics and helping them influence decisions that affect their lives.

2264: 1532:

group benefits a neighbourhood as a whole because it helps to lower crime in an area, even benefiting those who are not part of the neighbourhood watch group. In 2000 American

975: 1576:

from practitioners and communities. Reflexivity refers to the practice of examining ones own beliefs and judgements, and how this may effect their practice. Canadian-American

882:

Inspectorate (ALI) was a non-departmental public body established under the 2000 Act and headed by the Inspectorate David Sherlock. However, the UK Government established the

1738:

Responsiveness: Public institutions have a responsibility to develop programs and services that respond to the continually changing needs and interests of their constituents.

1841:

These organisations allow young people to gain a voice, influence decision makers who affect their lives and provide them with a sense of self-worth and a place in society.

1173:. COSLA was established in 1975 as a national association of Scottish councils and defines itself as "the voice of Local Government in Scotland." The Osler Report entitled " 4101:

Quality and Qualifications Ireland (2024). 20 YEARS OF THE IRISH NATIONAL FRAMEWORK OF QUALIFICATIONS – A STORY OF COLLABORATION AND CO-OPERATION 2003-2023. Available at:

987: 499:

learning throughout life was promoted as benefiting both society and individuals because it allowed them to respond to the changing labour market and social landscape.

1101:

work that they need to prosper." The focus is on supporting adults with essential skills such as communication, ESOL, numeracy, digital skills, and employability skills.

3893:

Review of Adult Learning and Literacy, Volume 6 Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

1078:." The report encouraged partnership between Adult and Community Learning (ACL) practitioners and Education for Sustainable Development and Global Citizenship (ESDGC): 5662: 5333: 4959: 4694: 4471: 2907: 924: 808: 5314:

Carroll; Ratner, William K; R.S. (2001). "Sustaining oppositional cultures in 'post-socialist' times: A comparative study of three social movement organizations".

2374: 3506: 1806: 4103:

https://www.qqi.ie/sites/default/files/2024-04/20-years-of-the-irish-national-framework-of-qualifications-a-story-of-collaboration-and-co-operation-2003-2023.pdf

3105: 1097:

ESDGC is defined as supporting individuals to understand issues around climate change, food provision, biodiversity, international wars, terrorism and poverty.

832:

In 1977 the Advisory Council for Adult and Continuing Education (ACACE) was established in 1977 after the Russell Report and was chaired by British sociologist

495:, has argued that community education "will allow genuinely alternative and democratic agendas to emerge at the local level." In a 1996 UNESCO report known as 3891:

Bailey, I. (2005). Overview of the Adult Literacy System in Ireland and Current Issues in Its Implementation. In Comings, J., Garner, B. & Smith, C. (ed.)

1320:

outlined 22 recommendations to develop adult education in Ireland, which included the need for better understanding of the literacy challenges facing adults.

1414: 1304:

In the 1960s, there was limited government investment in community education for adults. The Irish Committee, chaired by Con Murphy and appointed in 1969 by

5606: 1505: 1134: 1039: 1007: 3679: 3746: 3309:"Education for Sustainable Development and Global Citizenship (ESDGC): a common understanding for the adult and community learning sector | GOV.WALES" 3308: 1234: 5903: 1596: 1368:

reference to the ideal of lifelong learning, as in nearly all other countries, there is no evidence of any concerted efforts to render it a reality.

1170: 1932:

Working and Learning Together to Build Stronger Communities, Scottish Government Guidance for Community Learning and Development, 2004 seen at the

1560:

Bridging - relationships between individuals who differ in social identity or geography but share an ethnicity, interest, or ideology, for example.

1572:

Paul Hoggett and Chris Miller (2000) argue that the emotional life of individuals is often ignored in community development and encourage greater

1432: 1289: 1031: 689:

projects such as the Community Action Programmes for Juvenile Delinquency, was that social issues were local and caused by individual pathology.

3706: 556: 3602: 1513:

during the 1980s. Bourdieu regarded social capital as something belonging to an individual from their social status and power. In Bourdieu and

1471: 3480: 409: 5868: 5381: 5260: 5235: 5210: 5160: 5135: 4811: 4786: 4761: 4164: 3464: 3400: 3025: 2995: 2768: 2715: 2556: 2489: 2315: 2239: 2081: 2002: 1958: 1694:

developed Foucault's theory to argue that community education can provide people with the ability to govern themselves outside of the state.

995: 4146: 3551:"A service, a 'way of working', or a profession? A discourse analysis of community education/community learning and development in Scotland" 2763:. Occasional paper. Advisory Council for Adult and Continuing Education. Advisory Council for Adult Continuing Education. Leicester: ACACE. 1410: 1130: 1123: 3231: 3054: 1467: 1340: 1332: 929: 813: 394: 970:

Adult education is devolved in the UK, as well as regional authorities in England. Devolution deals in England were established in the

48: 5110: 4421: 4347: 1293: 964: 367: 345: 5847: 5828: 5807: 2990:. Report. Institute for Employment Studies, National Institute of Adult Continuing Education (England and Wales). Leicester: NIACE. 2743: 1869: 1423: 1360: 1023: 845: 3207: 1563:

Linking - relationships between individuals of differing status and power. For example, users of a service or government officials.

1350:

In 1981 the Irish Minister of Education established a review of lifelong learning, and chaired by Ivor Kenny, this became known as

1343:. Demand for the Dublin Literacy Scheme led to AONTAS forming a separate organisation specifically focusing on adult literacy, the 1169:

In 1998, a working group was created chaired by Douglas Osler to explore community education in Scotland, and worked alongside the

768: 628: 5683:

Hornby & Lafaele, Garry & Rayleen (February 2011). "Barriers to parental involvement in education: an explanatory model".

2665: 1591:

Group dynamics and working together is a common component of community work (education and/or development). American psychologist

5347: 4487:"Neoliberalism as Doxa: Bourdieu's Theory of the State and the Contemporary Indian Discourse on Globalization and Liberalization" 1409:. The AEGI provides free support around further education and training for all adults, but prioritises people not in employment. 1015: 1003: 918: 905: 889: 865: 800: 605:

expected to review the needs of their areas and provide such centres, which will have buildings of their own and full-time staff.

529: 1090:

Education for Sustainable Development and Global Citizenship: A common understanding for the adult and community learning sector

1076:

Education for Sustainable Development and Global Citizenship: A common understanding for the adult and community learning sector

1845: 1417:

as a way to standardise training and qualifications across all educational institutions and providers. The NFQ was used in the

1339:, the Archdiocese of Dublin established the first adult literacy service in Ireland, the Dublin Literacy Scheme as part of the 4151:. Cambridge Texts in the History of Political Thought. Translated by Hollis, Margaret. Cambridge: Cambridge University Press. 3333: 2574:

Mathilde Bertrand. The National Community Development Projects in the United Kingdom, 1969-78. 1970-79: Community in the UK.

677: 356: 318: 313: 150: 4611: 3166: 1861: 1402: 1327:

was created by a group of individuals interested in community adult learning. The idea for the AONTAS was first formed by

1137:. The SCEC would go on to be chaired by Ralph Wilson, Dorothy Dalton, Esther Robertson, and Charlie McConnell until 2002. 1114: 1035: 5749: 4654: 5034:

Understanding power for social change | powercube.net | IDS at Sussex University | Understanding power for social change

4931: 3909: 1857: 878: 643: 361: 104: 1557:

Bonding - long-lasting social bonds between individuals who share similar experiences. For example, family and friends.

1053:" which aimed to "strengthen links between employers and further education providers." In 2020 the then Prime Minister 5888: 4077: 2549:

Community work and social change: the report of a study group on training set up by the Calouste Gulbenkian Foundation

1865: 1573: 351: 5732: 3857: 2482:

Community against government: the British community development project 1968 - 78; a study of government incompetence

2416:""The Seebohm Report": Summary of the Report of the Committee on Local Authority and Allied Personal Social Services" 2061: 1933: 1154:. In 1979, the Adult Learning Project (ALP) was established which introduced a number of learning initiatives in the 5019:

Gramsci, Antonio (1971) Selections from the Prison Notebooks of Antonio Gramsci, New York, International Publishers.

3630: 3426:"Baroness Carnegy of Lour: Farmer who became a life peer respected by allies and rivals alike in the House of Lords" 901:

in 2016. The main agencies and services identified in the 2000 review are listed below as their current iterations:

2651: 2361:

The Poor and the Poorest, A New Analysis of the Ministry of Labour's Family Expenditure Surveys of 1953-54 and 1960

2198: 1785: 537: 303: 1503:

defined social capital as "people who have forged neighbourhood networks" in her 1961 critique of urban planning

5645: 5278: 1849: 1658: 1466:

geographically targeted, for example, in Europe communities of need may be identified from databases such as the

488: 240: 5297: 1702:

A philosophical base for developing Community Education programs is provided through the five components of the

1109:

Community education in Scotland was established after the publication of the Alexander Report in 1975 entitled '

886:

in 1990 and advising on adult learning and community education came under its remit in 2007, replacing the ALI.

812:

accommodation, premises, available for adult learning, (8) maintain funding structure for universities, (9) the

5893: 3707:"Learning: For All. For Life. A report from the Independent Review of Community Learning and Development (CLD)" 1213: 991: 944: 909: 817: 545: 5481: 4119: 2954: 3255: 1244:

Learning: For All. For Life. A report from the Independent Review of Community Learning and Development (CLD)

1162:. The ALP was financed by the Scottish Education Department and the Lothian Regional Council, as part of the 982:. From 2022 to 2023, the Department of Education had devolved approximately 60% of the AEB to 9 MCAs and the 4526:"Toward a neighborhood resource-based theory of social capital for health: can Bourdieu and sociology help?" 3790: 3280: 1281: 1220:

Deliver a professional approvals structure for qualifications, courses and development for CLD practitioners

1142: 938: 772: 492: 387: 124: 89: 3481:

https://cldstandardscouncil.org.uk/wp-content/uploads/2015/07/CeVe_Guidelines_for_graduate_and_postgrad.pdf

1550:

showing falling membership to civic organisations, and argues that this shows a decline in social capital.

583: 3191: 3079: 1325:

Aos Oideachais Náisiúnta Trí Aontú Saorálach or The Irish National Association of Adult Education (AONTAS)

285: 5030:"Gramsci and hegemony | Understanding power for social change | powercube.net | IDS at Sussex University" 5656: 5561:

Seginer, Rachel (Spring 2006). "Parents' Educational Involvement: A Developmental Ecology Perspective".

5327: 4688: 3770: 3589:

Working and learning together to build stronger communities: Community Learning and Development Guidance

2901: 2017:

Martin, I. (1996) 'Community education: the dialectics of development', in Fieldhouse, R. et al. (1996)

1903: 1685: 1547: 1285: 1233:

The most recent review of Community Learning Development (CLD) in Scotland was commissioned by the then

999: 934: 821: 733: 507: 484: 294: 180: 170: 94: 5029: 3631:"Strengthening Standards: Improving the Quality of Community Learning and Development Service Delivery" 1163: 3509:(PDF). E.S.R.E.A conference, Network Access, Learning Careers and Identity. (Accessed: 10 August 2024) 2415: 799:(2) ongoing partnership between statutory and voluntary bodies when providing adult learning, (3) the 1525: 1452: 1373:

Department of Education and Science (2000), "Learning for life: White paper on adult education", p.54

1277: 1210:

Strengthening Standards: Improving the Quality of Community Learning and Development Service Delivery

544:

in which it argued that adult education was a "permanent national necessity." The AEC was chaired by

339: 323: 155: 145: 79: 5548:

Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa

4052: 3659: 2925: 2162: 2104:"Education for community development: a selected bibliography prepared by UNESCO and United Nations" 4132: 3996: 3346: 2888:

Shakleton; Walsh, J.R.; S (1995). "The UK's National Vocational Qualifications: the story so far".

1852:(SYP); in Wales the Children & Young People's Assembly for Wales; and in Northern Ireland, the 1774: 1189: 725: 673: 651: 624: 4131:

Department of Education and Skills (2024). IRELAND’S NATIONAL SKILLS STRATEGY 2025. Available at:

3550: 2847: 2266:"A Permanent National Necessity..." Adult Education and Lifelong Learning for 21st Century Britain 1811:

adults with low prior educational attainment" as those facing the greatest barriers to learning.

587: 5898: 5710: 5637: 5629: 5578: 5528: 5002: 4953: 4592: 4486: 4465: 4384: 4320: 4273: 4226: 2828: 2645: 2192: 1778: 1633: 1613: 1529: 804: 591: 533: 380: 308: 235: 230: 220: 205: 200: 185: 175: 165: 74: 31: 5457:"Plans will leave spending on adult education and apprenticeships 25% below 2010 levels by 2025" 4012: 1273: 5432: 3134: 654:

and, from this, they found approximately 14% of British people were living in poverty. British

5864: 5843: 5824: 5803: 5377: 5256: 5231: 5206: 5156: 5131: 5106: 4994: 4859: 4851: 4807: 4806:. Public Policy and Politics (2nd ed.). Basingstoke ; New York: Palgrave Macmillan. 4782: 4757: 4729: 4710:"Social capital and economic development: Toward a theoretical synthesis and policy framework" 4584: 4545: 4506: 4417: 4343: 4312: 4265: 4160: 3588: 3570: 3460: 3406: 3396: 3332:

Welsh Government. Post-16 education and skills (2017). Adult Learning in Wales. Available at:

3142: 3021: 2991: 2962: 2867: 2820: 2764: 2739: 2711: 2552: 2526: 2485: 2435: 2311: 2245: 2235: 2077: 1998: 1954: 1908: 1664: 1620: 1595:

published his article 'Developmental sequence in small groups' in 1965 in which he produced a

1533: 1457: 1305: 776: 752: 746: 559:

process, that acts as a space for individuals to challenge and change their community. In the

480: 457: 250: 210: 190: 119: 69: 3603:"Empowered to Practice The Future of Community Learning and Development Training in Scotland" 2506: 5700: 5692: 5621: 5570: 5520: 4986: 4890: 4843: 4721: 4669: 4576: 4537: 4498: 4376: 4304: 4257: 4218: 4152: 3747:"Strategic guidance for community planning partnerships: community learning and development" 3562: 2859: 2812: 2635: 2518: 2427: 2182: 2069: 1637: 1536: 1514: 1406: 1198:

Empowered to Practice: The future of community learning and development training in Scotland

1071: 647: 579: 275: 265: 195: 114: 99: 5376:. The series in clinical and community psychology. Washington, DC: Hemisphere Publ. Corp. 3814:

Adult Education in Ireland: A Report of a Committee appointed by the Minister for Education

2234:. Adult learning, literacy and social change. London ; New York: Bloomsbury Academic. 1397:

During the 2000s, the Irish Government pursued a Lifelong Learning Strategy as a result of

767:. The Russell Committee was chaired by Sir Lionel Russell and was first established by the 5301: 5282: 3334:

https://www.gov.wales/sites/default/files/publications/2018-08/adult-learning-in-wales.pdf

1898: 1789: 1679: 1616: 1510: 1428: 1141:

was a report published after the SCEC created second working party on training chaired by

1019: 983: 950: 833: 685:

largest ever government funded social experiment." The rationale of the CDPs, and similar

659: 655: 575: 475: 469: 109: 64: 5177: 4879:"40 years of storming: a historical review of Tuckman's model of small group development" 5607:"Redefining Parental Involvement: Lessons from High-Performing Migrant-Impacted Schools" 5255:(2nd ed.). Houndmills, Basingstoke, Hampshire : New York: Palgrave Macmillan. 1204:

Validation and Endorsement)." Findings from the SLTG resulted in the publication of the

1059: 5087:

Mayo, Peter (2010). "Antonio Gramsci and his Relevance to the Education of Adults", in

3459:. Innovations in education. Milton Keynes ; Philadelphia: Open University Press. 2453: 1580: 1462: 1027: 914: 868: 668: 512: 280: 255: 215: 129: 4673: 1553:

Some researchers have split social capital into 3 different forms, and these include:

5882: 5641: 5582: 5532: 4878: 4612:"Coleman on social capital – rational-choice approach • Institute for Social Capital" 3827: 2103: 2032: 1676: 1592: 1584: 1541: 1484: 1054: 737: 686: 681: 270: 5714: 4541: 2848:"National vocational qualifications in the United Kingdom: their origins and legacy" 2375:"The poor and the poorest: reflections on a divided society in the time of COVID-19" 1230:

Development of The CLD Standards Council was officially completed in December 2008.

5772:

Supporting Education Through Community Engagement with Sienna Wildfield (TEDx Talk)

3733: 3730:

The Requirements for Community Learning and Development (Scotland) Regulations 2013

2431: 1777:

they might hold regarding what issues a community faces and what it needs. French

1691: 1653: 1628: 1577: 1359:

the Adult Literacy and Community Education Budgets were created. Despite this, the

1274:

The Requirements for Community Learning and Development (Scotland) Regulations 2013

1155: 717: 594:

introduced the Youth and Community Service. In the Ministry of Education pamphlet

549: 260: 225: 17: 5770: 4206: 2142: 1241:

in December 2023 and led by independent reviewer Kate Still. The report entitled "

5696: 3948: 3566: 2863: 1378:

In 2000, the Government of Ireland Department of Education and Science published

1074:

published guidance for providers of adult education and adult learners entitled "

824:. The Russell Committee were obliged to focus on non-vocational adult education. 4502: 3395:. Policy and practice in education (2nd ed.). Edinburgh: Dunedin Academic. 2021:, Leicester: National Institute for Adult and Continuing Education, pp. 109-41. 1500: 1147: 1046: 1011: 956: 857: 84: 5574: 4380: 4308: 3041: 2522: 5625: 4894: 4725: 2249: 2229: 1913: 1781: 1650: 1624: 1509:. However, the term social capital is most associated with French sociologist 1328: 1238: 713: 705: 453: 5524: 4998: 4855: 4733: 4588: 4510: 4316: 4269: 4156: 3574: 3390: 3146: 2966: 2871: 2824: 2816: 2530: 2439: 5605:

Lopez, Scribner & Mahitivanichcha, Gerardo, Jay $ Kanya (Summer 2001).

4525: 3410: 2637:

Committee on Adult Education (Russell Committee): Minutes, Papers and Report

2073: 1703: 1449: 1178: 1159: 1030:, the Department for Education established devolution deals with: Cornwall, 701: 697: 553: 245: 39: 4863: 4831: 4549: 4120:

https://www.skillsireland.ie/media/egfsn070306b_national_skils_strategy.pdf

3376:. Report by a Committee of Inquiry (the Alexander Report). Edinburgh: HMSO. 2231:

Adult learning and social change in the UK: national and local perspectives

5840:

Community Learning and Development: The Making of an Empowering Profession

5755: 5705: 4709: 3832:

The Adult Learner: The Journal of Adult and Community Education in Ireland

4207:"Emile Durkheim's Theory of Integration in Differentiated Social Systems" 1133:

was established in 1982, first chaired by Scottish academic and activist

693: 1974:

Jackson, K (October 1970). "Adult Education and Community Development".

5633: 5006: 4974: 4596: 4564: 4388: 4364: 4324: 4292: 4277: 4245: 4230: 3520: 3192:

https://www.legislation.gov.uk/ukpga/2009/22/pdfs/ukpga_20090022_en.pdf

3190:

Apprenticeships, Skills, Children and Learning Act 2009. Available at:

2832: 2800: 2484:. Studies in social policy and welfare. London: Heinemann Educational. 1488: 1151: 721: 635: 571: 5275: 5294: 4847: 1801: 1324: 883: 729: 709: 627:), posits adult education as vital to the "social reconstruction" of 4990: 4261: 4222: 1470:(European Union Statistics on Income and Living Conditions) or the 4580: 3791:"Approved Training Programmes | CLD Standards Council for Scotland" 3660:"Establishment of the Council | CLD Standards Council for Scotland" 1844:

In the United Kingdom, examples of these organisations include the

1226:

Develop and establish a model of CPD and training for practitioners

582:

were built in newly established suburban housing estates under the

5780: 4369:

The Annals of the American Academy of Political and Social Science

4297:

The Annals of the American Academy of Political and Social Science

898: 893: 892:

published 'Adult Learning in England: a Review' in 2000 alongside

422:

Community-Based Education or Community Learning & Development

4133:

https://assets.gov.ie/24412/0f5f058feec641bbb92d34a0a8e3daff.pdf

3997:

https://assets.gov.ie/24723/8eaa8222690f43279dd017f686427e9b.pdf

2986:

Hillage, Jim; Uden, Tony; Aldridge, Fiona; Eccles, Jude (2000).

1248: 763:

was published by the Department of Education, also known as the

449: 3232:"Skills for jobs: lifelong learning for opportunity and growth" 2610:, https://www.jstor.org/stable/26165123. Accessed 24 July 2024. 980:

Local Democracy, Economic Development and Construction Act 2009

4441:

Handbook of theory and research for the sociology of education

3771:"Career Pathways for CLD | CLD Standards Council for Scotland" 1223:

Consider and establish a registration system for practitioners

445: 5821:

Community Education, Lifelong Learning & Social Inclusion

5348:"Adult skills education must adapt to changing learner needs" 5153:

Community development in action: putting Freire into practice

4640:

Bowling Alone: The Collapse and Revival of American Community

4013:

https://www.dcu.ie/sites/default/files/edc/pdf/sp1lll2010.pdf

3549:

Mackie, Gordon; Sercombe, Howard; Ryan, Anne (October 2011).

2214:

Ministry of Reconstruction Adult Education Committee (1919).

1542:

Bowling Alone: The Collapse and Revival of American Community

1483:

The term 'social capital' is said to have been first used by

1051:

Skills for Jobs: Lifelong Learning for Opportunity and Growth

851:

Russell and After: The Politics of Adult Learning (1969-1997)

5754:. Wisconsin Department of Public Instruction. Archived from 3106:"Twenty years inspecting English schools - Ofsted 1992-2012" 2666:"ADULT EDUCATION: THE RUSSELL REPORT (Hansard, 23 May 1973)" 1995:

Adult education, community development and the working class

1431:, BTEI, community education, community training centres and 1045:

In January 2021, the Department for Education published the

894:

The National Institute of Adult Continuing Education (NIACE)

46: 3591:. Edinburgh: Scottish Executive. (Accessed: 10 August 2024) 3392:

Community education, lifelong learning and social inclusion

3018:

Community education: the making of an empowering profession

2708:

Russell and after: the politics of adult learning (1969-97)

1194:

Working and Learning Together to build stronger communities

441: 413:

Millbank Community Education Centre in Aberdeenshire, 2018.

5178:"Power | Michel Foucault's Groundbreaking Theory of Power" 4011:. Dublin: Educational Disadvantage Centre. Available at: 1272:

The main statutory basis for CLD currently is provided by

4439:

Bourdieu, P. 1986. “The Forms of Capital.” Pp. 241–58 in

3167:"Learning and Work Institute: A history of its 100 years" 2924:

Department for Education and Employment (February 1998).

5800:

Informal Education: Conversation, Democracy and Learning

5482:"The dismantling of a sector: Adult education in crisis" 4443:, edited by J. G. Richardson. New York: Greenwood Press. 3555:

Discourse: Studies in the Cultural Politics of Education

3020:(3rd ed.). Edinburgh: Community Learning Scotland. 2547:

Study Group on Training for Community Work, ed. (1968).

5412:

Purcell, R. "Community Development and Everyday Life".

4246:"City and "Community": The Urban Theory of Robert Park" 1853: 1344: 972:

Apprenticeships, Skills, Children and Learning Act 2009

474:

Community education is often used interchangeably with

5103:

Community Development: A Critical and Radical Approach

4756:. Short guides (3rd ed.). Bristol: Policy Press. 4752:

Gilchrist, Alison; Taylor, Marilyn (18 January 2022).

4007:

Maunsell, C., Downes, P. & McLoughlin, V. (2008).

2332:

A Guide to the Educational System of England and Wales

1773:

Community educators may find they need to address any

612:

A Guide to the Educational System of England and Wales

4116:

Tomorrow’s Skills: Towards a National Skills Strategy

3601:

Scottish Government, St Andrew's House (2003-02-07).

1254:, and creating an annual celebration of CLD success. 3347:"Alexander report published | Social Work Centenary" 3135:"Ofsted to monitor learning from birth to adulthood" 1588:

will be less likely to engage in collective action.

597:

A Guide to the Education System of England and Wales

4416:. Vintage Books (published May 1993). p. 138. 4342:. Legare Street Press (published 27 October 2022). 3923:(2): 1–71 – via AONTAS RESEARCH PUBLICATIONS. 2926:"The Learning Age: a renaissance for a new Britain" 771:in 1969. However, the after the 1979 election, the 548:, and members included historian and social critic 4653:Portes; Erik, Alejandro; Vickstrom (August 2011). 3917:AONTAS Review: An Irish Journal of Adult Education 3507:The Adult Learning Project in the Age of Austerity 2163:"International Standards and Accreditation – IACD" 2068:(1 ed.), New York: Routledge, pp. 1–28, 1380:Learning for Life: White Paper on Adult Education. 1267:CLD Independent Review (2024), Scottish Government 4565:"Social Capital in the Creation of Human Capital" 3993:Learning for Life: White Paper on Adult Education 862:The Learning Age: a renaissance for a new Britain 650:measured poverty as the rate of people receiving 5842:. Edinburgh: Community Learning Scotland/PAULO. 5433:"Adult education and the challenge of exclusion" 3977:earning for life: White paper on adult education 3908:National Association of Adult Education (1979). 3734:https://www.legislation.gov.uk/ssi/2013/175/made 2786:Towards Continuing Education: a discussion paper 1257:CLD is described by the Scottish Government as: 839:Towards Continuing Education: a discussion paper 692:CDPs were established in 12 cities and towns in 634:During the 1960s, Britain experienced increased 5546:Ward & Craig, Heneveld & Helen (1996). 4145:Tönnies, Ferdinand (2001). Harris, Jose (ed.). 4009:National Report on Lifelong Learning in Ireland 2359:Abel-Smith, Brian, and Townsend, Peter (1965). 1365: 1259: 1080: 866:Secretary of State for Education and Employment 803:should provide guidance in accordance with the 782: 623:by the Education Settlements Association (see, 602: 5228:Discipline and punish: the birth of the prison 3975:Department of Education and Science. (2000). L 3055:"Sherlock to lead Adult Learning Inspectorate" 2272:. University of Nottingham School of Education 1949:Poster, C. D.; Krüger, Angelika, eds. (1990). 1686:Discipline and Punish: The Birth of the Prison 1411:The National Framework of Qualifications (NFQ) 1026:. Between August and December 2022, under the 5734:Community Learning & Development Scotland 5399:Introduction to a Critique of Urban Geography 5276:Wisconsin's Components of Community Education 5056:Political Ideas and Concepts: An Introduction 4114:Expert Group on Future Skills Needs. (2007). 3991:Department of Education and Science, (2000). 3492:Scottish Community Education Council (1984). 2759:Jones, H. A.; Williams, Katherine E. (1979). 1807:Global Report on Adult Learning and Education 1495:and later explained further in his 1920 book 1171:Council of Scottish Local Authorities (COSLA) 552:. Tawney believed that adult education was a 388: 8: 5661:: CS1 maint: multiple names: authors list ( 5550:. United States: World Bank. pp. 11–70. 5332:: CS1 maint: multiple names: authors list ( 5304:, Wisconsin Department of Public Instruction 5285:, Wisconsin Department of Public Instruction 4958:: CS1 maint: multiple names: authors list ( 4693:: CS1 maint: multiple names: authors list ( 4470:: CS1 maint: multiple names: authors list ( 4078:"National and international guidance bodies" 3949:"Adult Education in the Republic of Ireland" 3042:https://www.legislation.gov.uk/ukpga/2000/21 3040:Learning and Skills Act 2000. Available at: 2906:: CS1 maint: multiple names: authors list ( 2420:Journal of the Institute of Health Education 2066:International Community Development Practice 1690:"willing subjects." British social theorist 1415:National Qualifications Authority of Ireland 1252:International Survey of Adult Skills (PIAAC) 5861:Active Citizenship & Community Learning 5226:Foucault, Michel; Foucault, Michel (1977). 4460:. University of Chicago Press. p. 119. 4414:The Death and Life of Great American Cities 3935:Report of the Commission on Adult Education 3113:Research and Information on State Education 2228:Robbins, Jules; Rogers, Alan, eds. (2023). 2019:A History of Modern British Adult Education 1506:The Death and Life of Great American Cities 1131:Scottish Community Education Council (SCEC) 5802:. Nottingham: Educational Heretics Press. 4456:Bourdieu; Wacquant, Pierre; L.P.D (1992). 3457:Living adult education: Freire in Scotland 2640:. Committee on Adult Education. 1969–1973. 2346:Education Settlements Association. (1944) 1413:was established in Ireland in 2003 by the 1323:In 1969 the non-governmental organisation 884:Office for Standards in Education (OFSTED) 395: 381: 26: 5704: 4930:Smith; Yates, Gillian; Pat (March 2011). 4655:"Diversity, Social Capital, and Cohesion" 3455:Kirkwood, Gerri; Kirkwood, Colin (1989). 2624:. National Community Development Project. 2507:"The Seebohm Report and Its Implications" 1235:Minister for Higher and Further Education 1214:continuing professional development (CPD) 864:' in February 1998 presented by the then 846:National Vocational Qualifications (NVQs) 588:1937 Physical Training and Recreation Act 5151:Ledwith, Margaret; Freire, Nita (2016). 5091:, edited by Peter Mayo. Wiley-Blackwell. 4883:Human Resource Development International 4832:"Developmental sequence in small groups" 4754:The short guide to community development 3374:Adult Education: the challenge of change 2801:"To Make Continuing Education a Reality" 2187:. Ministry of Reconstruction. 1917–1919. 2062:"The Making of an Empowering Profession" 1951:Community education in the western world 1788:in 1950s, which established the idea of 1111:Adult Education: the Challenge of Change 408: 5600: 5598: 5596: 5594: 5592: 5130:(Repr ed.). New York: Bloomsbury. 4877:Bonebright, Denise A. (February 2010). 4825: 4823: 4747: 4745: 4743: 4633: 4631: 4451: 4449: 4435: 4433: 4407: 4405: 4181:"1.2F: Durkheim and Social Integration" 3256:"PM's skills speech: 29 September 2020" 2890:Journal of European Industrial Training 2308:Community development for social change 1925: 1290:University of the Highlands and Islands 761:Adult Education: A Plan for Development 331: 293: 137: 56: 38: 5678: 5676: 5674: 5672: 5654: 5506: 5504: 5502: 5325: 4951: 4932:"Team role theory in higher education" 4779:Self-efficacy: the exercise of control 4686: 4463: 4023: 4021: 3987: 3985: 3903: 3901: 3887: 3885: 3883: 3881: 3851: 3849: 3808: 3806: 3701: 3699: 3624: 3622: 3544: 3542: 3540: 3450: 3448: 3446: 3384: 3382: 3368: 3366: 3303: 3301: 3202: 3200: 3011: 3009: 3007: 2919: 2917: 2899: 2883: 2881: 2729: 2727: 2710:(1. publ ed.). Leicester: NIACE. 2701: 2699: 2697: 2695: 2693: 2691: 2689: 2687: 2685: 2643: 2210: 2208: 2190: 1472:Scottish Index of Multiple Deprivation 1363:described the Kenny Report as having: 5823:. Edinburgh: Dunedin Academic Press. 5614:American Educational Research Journal 5101:Ledwith, Margaret (15 January 2020). 3895:. New York: Routledge, pp. 197 - 240. 3372:Scottish Education Department (1975) 2622:Whatever happened to council housing? 2578:, 1, pp.11 - 31, 2017. ffhal-01714925 2570: 2568: 2542: 2540: 2475: 2473: 2401:Income Distribution and Social Change 2342: 2340: 2301: 2299: 2297: 2295: 2293: 2291: 2289: 2287: 2055: 2053: 1953:. London ; New York: Routledge. 1345:National Adult Literacy Agency (NALA) 1060:Skills and Post-16 Education Act 2022 820:, and (10) greater opportunities for 814:Workers Educational Association (WEA) 664:Income Distribution and Social Change 7: 5205:(Repr ed.). London: SAGE Publ. 4975:"Gramsci and the Theory of Hegemony" 4524:Carpiano, Richard M. (1 July 2005). 4458:An Invitation to Reflexive Sociology 4205:Turner, Jonathan H. (October 1981). 4148:Tönnies: Community and Civil Society 3858:"NALA 1980 - 2010: A Living History" 2955:"A hundred years of teaching adults" 2606:, vol. 52, no. 2, 2017, pp. 313–18. 1944: 1942: 1519:An Invitation to Reflexive Sociology 1175:Communities: Change through Learning 1124:Local Government (Scotland) Act 1973 890:The Institute for Employment Studies 742:Whatever Happened to Council Housing 5069:Buttigieg, Joseph A. "On Gramsci". 4365:"The Rural School Community Center" 4293:"The Rural School Community Center" 3629:Scottish Executive (January 2006). 2988:Adult learning in England: a review 2761:Adult students and higher education 2576:Intercalaires: Agrégation d’anglais 2348:Citizen Centres For Adult Education 1361:Department of Education and Science 1341:Dublin Institute of Adult Education 1333:Dublin Institute of Adult Education 976:mayoral combined authorities (MCAs) 930:Education and Skills Funding Agency 621:Citizen Centres for Adult Education 2263:Holford, John (25 November 2019). 1934:Community Learning and Development 1424:Department of Education and Skills 925:Local Education Authorities (LEAs) 809:Local Education Authorities (LEAs) 25: 5374:The ethics of social intervention 4674:10.1146/annurev-soc-081309-150022 4642:. New York: Simon & Schuster. 3424:Dalyell, Tam (17 November 2010). 3104:Elliott, Adrian (November 2012). 2846:Young, Michael (September 2011). 2736:Adult Education: As Social Policy 2590:The Sociology of Community Action 2588:Leonard, Peter (1 January 1975). 2306:Beck, Dave; Purcell, Rod (2020). 2184:Ministry of Reconstruction: Files 2108:Educational studies and documents 2060:McConnell, Charlie (2021-10-21), 1870:British Columbia Youth Parliament 1491:The rural school community centre 986:. The regional authorities were: 816:should be funded by LEAs and the 5863:. Exeter: Learning Matters Ltd. 4708:Woolcock, Michael (1998-04-01). 4610:Claridge, Tristan (2015-04-22). 4363:Hanifan, L.J. (September 1916). 3281:"Local skills improvement plans" 3016:McConnell, Charlie, ed. (2002). 919:Department for Work and Pensions 879:The Learning and Skills Act 2000 856:The UK Government published the 793:, Paragraph 6, General Statement 5904:Education in the United Kingdom 5563:Parenting: Science and Practice 5089:Gramsci and Educational Thought 4979:Journal of the History of Ideas 4919:. Oxford: Butterworth-Henemann. 4542:10.1016/j.socscimed.2005.05.020 4211:The Pacific Sociological Review 3826:Fleming, Ted (September 2004). 3505:Campbell, Luke (November 019). 2442:– via Taylor and Francis. 2033:"Learning: the treasure within" 1846:United Kingdom Youth Parliament 988:Cambridgeshire and Peterborough 491:, Community and Society at the 5751:Community Education Principles 5295:Community Education Principles 5105:(3rd ed.). Policy Press. 4804:Public Policy in the Community 4662:The Annual Review of Sociology 4398:– via Sage Publications. 4053:"Back to Education Initiative" 3865:National Adult Literacy Agency 3828:"The State of Adult Education" 2432:10.1080/03073289.1968.10799793 2373:Sheard, Sally (28 July 2021). 2330:Ministry of Education (1945). 2310:. New York London: Routledge. 1936:, Scottish Government Website. 1856:. In Canada, examples include 1294:University of West of Scotland 678:Calouste Gulbenkian Foundation 538:The Ministry of Reconstruction 357:Category:Community development 319:Community development planning 314:Community economic development 151:Collectivism and individualism 1: 5414:Community Development Journal 5372:Bermant, Gordon, ed. (1978). 4569:American Journal of Sociology 4530:Social Science & Medicine 4338:Hanifan, Lyda Judson (1916). 3995:. Dublin: Stationery Office. 3910:"A review of adult education" 3080:"Adult Learning Inspectorate" 2852:Journal of Education and Work 2620:National CDP (1 April 1976). 2604:Community Development Journal 2505:Donnison, D.V. (April 1969). 1862:Saskatchewan Youth Parliament 1784:was a founding member of the 1608:Gramsci and Cultural Hegemony 1487:in his 1916 article entitled 570:The UK underwent a reform in 497:Learning: The Treasure Within 5697:10.1080/00131911.2010.488049 5461:Institute for Fiscal Studies 5230:. New York: Pantheon Books. 5176:Cussen, James (2022-07-03). 4616:Institute for Social Capital 4029:"Lifelong learning strategy" 3979:. Dublin: Stationery Office. 3937:. Dublin: Stationery Office. 3816:. Dublin: Stationery Office. 3607:webarchive.nrscotland.gov.uk 3567:10.1080/01596306.2012.717192 3208:"Adult education devolution" 3133:Curtis, Polly (2005-12-13). 3059:Times Higher Education (THE) 2864:10.1080/13639080.2011.584686 2403:. London: Allen & Unwin. 2399:Titmuss, Richard M. (1962). 1858:Youth Parliament of Manitoba 1854:Northern Ireland Youth Forum 1645:Freire and Critical Pedagogy 945:The National Careers Service 638:. In a 1965 survey entitled 368:Join the Community community 362:Category:Localism (politics) 105:Philosophy of social science 5838:McConnell, Charlie (2002). 4503:10.1080/0950238032000083881 4033:eurydice.eacea.ec.europa.eu 3587:Scottish Executive (2004). 2799:McIntosh, Naomi E. (1979). 2414:Seebohm, Frederic (2014) . 1866:TUXIS Parliament of Alberta 1621:theory of cultural hegemony 1603:Theories of State and Power 1282:The University of Edinburgh 899:Learning and Work Institute 822:residential adult education 619:In a 1944 booklet entitled 352:Category:Community building 5920: 5575:10.1207/s15327922par0601_1 4830:Tuckman, Bruce W. (1965). 4781:. New York: W.H. Freeman. 4638:Putnam, Robert D. (2000). 4563:Coleman, James S. (1988). 4485:Chopra, Rohit (May 2003). 4381:10.1177/000271621606700118 4309:10.1177/000271621606700118 4244:Goist, Park Dixon (1971). 4135:(Accessed: 3 August 2024). 4122:(Accessed: 3 August 2024). 4105:(Accessed: 3 August 2024). 4015:(Accessed: 3 August 2024). 3947:McDonnell, Finola (2003). 3736:(Accessed: 11 August 2024) 3483:(Accessed: 10 August 2024) 3336:(Accessed: 15 August 2024) 3194:(Accessed: 11 August 2024) 3044:(Accessed: 4 August 2024). 2805:Oxford Review of Education 2533:– via Sage Journals. 2523:10.1177/002087286901200203 1976:Studies in Adult Education 1786:Situationist International 1597:model of group development 1310:Adult Education in Ireland 1135:Baroness Elizabeth Carnegy 753:Costs of Industrial Change 600:(1945) it is stated that: 467: 304:Community-based management 5626:10.3102/00028312038002253 5201:O'Farrell, Clare (2006). 5155:. Bristol: Policy Press. 5128:Pedagogy of the oppressed 4973:Bates, Thomas R. (1975). 4895:10.1080/13678861003589099 2953:Jones, Sue (2011-05-17). 2592:. Keele University Press. 2511:International Social Work 1850:Scottish Youth Parliament 1848:(UKYP); in Scotland, the 1659:Pedagogy of the Oppressed 1439:Theoretical underpinnings 241:Small-group communication 5525:10.1177/0042085907300433 5054:Heywood, Andrew (1994). 4802:Taylor, Marilyn (2011). 4777:Bandura, Albert (1997). 4157:10.1017/cbo9780511816260 2817:10.1080/0305498790050206 2218:. Cmd 321. London: HMSO. 2031:Delors, Jacques (1996). 1419:National Skills Strategy 1040:York and North Yorkshire 992:Greater London Authority 910:Department for Education 818:Department for Education 674:Dame Eileen Younghusband 640:The Poor and the Poorest 5859:Packham, Carol (2008). 4726:10.1023/A:1006884930135 4291:Hanifan, L. J. (1916). 2734:Griffin, Colin (2022). 2102:United Nations (1954). 2074:10.4324/9781003140498-1 1824:Participatory democracy 906:Ministerial Departments 773:Conservative Government 610:Ministry of Education, 493:University of Edinburgh 125:Sociocultural evolution 90:Computational sociology 5251:Lukes, Steven (2004). 5126:Freire, Paulo (2012). 4836:Psychological Bulletin 2650:: CS1 maint: others ( 2480:Loney, Martin (1983). 2197:: CS1 maint: others ( 1876:Parental participation 1376: 1270: 1095: 796: 617: 414: 286:Solidarity (sociology) 51: 5798:Jeffs, Tony. (2005). 5737:. Scottish Government 5253:Power: a radical view 5182:The Living Philosophy 4915:Belbin, R.M. (1993). 4412:Jacobs, Jane (1961). 4185:Social Sci LibreTexts 2706:Clyne, Peter (2006). 1997:. London: Ward Lock. 1904:Community development 1568:Psychosocial Theories 1548:General Social Survey 1524:American sociologist 1444:Theories of community 1286:University of Glasgow 1115:Sir Kenneth Alexander 1000:Liverpool City Region 574:during and after the 508:Community development 485:community development 412: 346:WikiProject Community 295:Community development 181:Community of practice 171:Community of interest 95:Cultural anthropology 50: 5775:. Hilltown Families. 5397:Debord, Guy (1955). 5058:. London: Macmillan. 4340:The Community Centre 3519:COSLA (2022-12-05). 3494:Training for Change. 2551:. Harlow: Longmans. 2454:"The Seebohm report" 2143:"Our history – IACD" 1993:Lovett, Tom (1975). 1497:The Community Centre 1278:University of Dundee 324:Community organizing 156:Community engagement 146:Affinity (sociology) 80:Community psychology 5401:. Les Le'vres Nues. 3812:Murphy, C. (1973). 2788:. Leicester: ACACE. 2350:. London: Sixpence. 1829:Youth participation 1656:published his book 1638:Joseph A. Buttigieg 1614:Marxist philosopher 1593:Bruce Wayne Tuckman 1539:published his book 1534:political scientist 1530:neighbourhood watch 1403:Leaving Certificate 1354:published in 1984. 1300:Republic of Ireland 1152:Lothian and Tayside 1139:Training for Change 789:Russell Committee, 662:published his book 652:National Assistance 625:Settlement movement 418:Community Education 161:Community education 18:Community Education 5889:Educational stages 5819:Tett, Lyn (2006). 5437:unesdoc.unesco.org 5300:2008-09-17 at the 5281:2008-06-29 at the 4917:Team Roles at Work 4714:Theory and Society 4250:American Quarterly 3933:Kenny, I. (1983). 3638:Scottish Executive 3389:Tett, Lyn (2006). 1796:Learner Engagement 1671:Foucault and Power 1623:which argued that 1190:Scottish Executive 1088:Welsh Government, 996:Greater Manchester 826:The Russell Report 805:Education Act 1944 801:Secretary of State 791:The Russell Report 747:Gilding the Ghetto 676:and funded by the 592:Education Act 1944 530:British government 415: 309:Community building 236:Sense of community 231:Prosocial behavior 221:Imagined community 206:Group cohesiveness 201:Community politics 186:Community of place 176:Community practice 166:Community cohesion 75:Community practice 52: 5870:978-1-84445-152-4 5782:Hilltown Families 5383:978-0-470-26362-4 5262:978-0-333-42091-1 5237:978-0-394-49942-0 5212:978-0-7619-6164-2 5162:978-1-84742-875-2 5137:978-0-8264-1276-8 4813:978-0-230-24264-7 4788:978-0-7167-2626-5 4763:978-1-4473-6072-8 4166:978-0-521-56119-8 3466:978-0-335-09556-8 3402:978-1-903765-56-2 3027:978-0-947919-75-7 2997:978-1-85184-299-5 2770:978-0-906436-03-5 2717:978-1-86201-138-0 2670:api.parliament.uk 2558:978-0-582-42860-7 2491:978-0-435-82545-4 2317:978-1-138-69415-6 2241:978-1-350-26212-6 2083:978-1-003-14049-8 2004:978-0-7062-3412-1 1960:978-0-415-03140-0 1909:Lifelong learning 1665:critical pedagogy 1453:Ferdinand Tonnies 1337:The Murphy Report 1318:The Murphy Report 1314:The Murphy Report 1164:Urban Aid project 777:Margaret Thatcher 769:Labour Government 656:social researcher 580:Community centres 528:In July 1917 the 524:England and Wales 481:lifelong learning 458:Council of Europe 405: 404: 251:Social alienation 211:Group (sociology) 191:Community service 120:Social philosophy 70:Community studies 16:(Redirected from 5911: 5874: 5853: 5834: 5813: 5786: 5776: 5766: 5764: 5763: 5745: 5743: 5742: 5719: 5718: 5708: 5685:Education Review 5680: 5667: 5666: 5660: 5652: 5650: 5644:. Archived from 5611: 5602: 5587: 5586: 5558: 5552: 5551: 5543: 5537: 5536: 5508: 5497: 5496: 5494: 5493: 5478: 5472: 5471: 5469: 5468: 5453: 5447: 5446: 5444: 5443: 5428: 5422: 5421: 5409: 5403: 5402: 5394: 5388: 5387: 5369: 5363: 5362: 5360: 5359: 5344: 5338: 5337: 5331: 5323: 5311: 5305: 5292: 5286: 5273: 5267: 5266: 5248: 5242: 5241: 5223: 5217: 5216: 5198: 5192: 5191: 5189: 5188: 5173: 5167: 5166: 5148: 5142: 5141: 5123: 5117: 5116: 5098: 5092: 5085: 5079: 5078: 5066: 5060: 5059: 5051: 5045: 5044: 5042: 5041: 5026: 5020: 5017: 5011: 5010: 4970: 4964: 4963: 4957: 4949: 4947: 4945: 4939:Training Journal 4936: 4927: 4921: 4920: 4912: 4906: 4905: 4903: 4901: 4874: 4868: 4867: 4848:10.1037/h0022100 4827: 4818: 4817: 4799: 4793: 4792: 4774: 4768: 4767: 4749: 4738: 4737: 4705: 4699: 4698: 4692: 4684: 4682: 4680: 4659: 4650: 4644: 4643: 4635: 4626: 4625: 4623: 4622: 4607: 4601: 4600: 4560: 4554: 4553: 4521: 4515: 4514: 4497:(3–4): 419–444. 4491:Cultural Studies 4482: 4476: 4475: 4469: 4461: 4453: 4444: 4437: 4428: 4427: 4409: 4400: 4399: 4397: 4395: 4360: 4354: 4353: 4335: 4329: 4328: 4288: 4282: 4281: 4241: 4235: 4234: 4202: 4196: 4195: 4193: 4192: 4177: 4171: 4170: 4142: 4136: 4129: 4123: 4118:. Available at: 4112: 4106: 4099: 4093: 4092: 4090: 4089: 4074: 4068: 4067: 4065: 4064: 4049: 4043: 4042: 4040: 4039: 4025: 4016: 4005: 3999: 3989: 3980: 3973: 3967: 3966: 3964: 3962: 3953: 3944: 3938: 3931: 3925: 3924: 3914: 3905: 3896: 3889: 3876: 3875: 3873: 3871: 3862: 3853: 3844: 3843: 3841: 3839: 3823: 3817: 3810: 3801: 3800: 3798: 3797: 3787: 3781: 3780: 3778: 3777: 3767: 3761: 3760: 3758: 3757: 3743: 3737: 3732:. Available at: 3727: 3721: 3720: 3718: 3717: 3703: 3694: 3693: 3691: 3690: 3676: 3670: 3669: 3667: 3666: 3656: 3650: 3649: 3647: 3645: 3635: 3626: 3617: 3616: 3614: 3613: 3598: 3592: 3585: 3579: 3578: 3546: 3535: 3534: 3532: 3531: 3516: 3510: 3503: 3497: 3490: 3484: 3477: 3471: 3470: 3452: 3441: 3440: 3438: 3436: 3421: 3415: 3414: 3386: 3377: 3370: 3361: 3360: 3358: 3357: 3343: 3337: 3330: 3324: 3323: 3321: 3320: 3305: 3296: 3295: 3293: 3292: 3277: 3271: 3270: 3268: 3267: 3252: 3246: 3245: 3243: 3242: 3228: 3222: 3221: 3219: 3218: 3204: 3195: 3188: 3182: 3181: 3179: 3178: 3163: 3157: 3156: 3154: 3153: 3130: 3124: 3123: 3121: 3119: 3110: 3101: 3095: 3094: 3092: 3091: 3076: 3070: 3069: 3067: 3066: 3051: 3045: 3038: 3032: 3031: 3013: 3002: 3001: 2983: 2977: 2976: 2974: 2973: 2950: 2944: 2943: 2941: 2939: 2930: 2921: 2912: 2911: 2905: 2897: 2885: 2876: 2875: 2858:(3–4): 259–282. 2843: 2837: 2836: 2796: 2790: 2789: 2781: 2775: 2774: 2756: 2750: 2749: 2731: 2722: 2721: 2703: 2680: 2679: 2677: 2676: 2662: 2656: 2655: 2649: 2641: 2632: 2626: 2625: 2617: 2611: 2600: 2594: 2593: 2585: 2579: 2572: 2563: 2562: 2544: 2535: 2534: 2502: 2496: 2495: 2477: 2468: 2467: 2465: 2464: 2458:Policy Navigator 2450: 2444: 2443: 2411: 2405: 2404: 2396: 2390: 2389: 2387: 2385: 2370: 2364: 2357: 2351: 2344: 2335: 2328: 2322: 2321: 2303: 2282: 2281: 2279: 2277: 2271: 2260: 2254: 2253: 2225: 2219: 2212: 2203: 2202: 2196: 2188: 2179: 2173: 2172: 2170: 2169: 2159: 2153: 2152: 2150: 2149: 2139: 2133: 2130: 2124: 2123: 2121: 2119: 2099: 2093: 2092: 2091: 2090: 2057: 2048: 2047: 2045: 2043: 2028: 2022: 2015: 2009: 2008: 1990: 1984: 1983: 1971: 1965: 1964: 1946: 1937: 1930: 1779:Marxist theorist 1634:education system 1407:secondary school 1374: 1356:The Kenny Report 1352:The Kenny Report 1268: 1143:Geoffrey Drought 1119:Alexander Report 1093: 1072:Welsh Government 1028:Sunak Government 917:(as part of the 794: 648:Brian Abel-Smith 629:post-war Britain 615: 584:1936 Housing Act 576:inter-war period 420:, also known as 397: 390: 383: 276:Social rejection 266:Social exclusion 196:Communitarianism 115:Social geography 100:Internet studies 57:Academic studies 49: 27: 21: 5919: 5918: 5914: 5913: 5912: 5910: 5909: 5908: 5894:Adult education 5879: 5878: 5877: 5871: 5858: 5850: 5837: 5831: 5818: 5810: 5797: 5793: 5791:Further reading 5779: 5769: 5761: 5759: 5748: 5740: 5738: 5731: 5728: 5723: 5722: 5682: 5681: 5670: 5653: 5648: 5609: 5604: 5603: 5590: 5560: 5559: 5555: 5545: 5544: 5540: 5510: 5509: 5500: 5491: 5489: 5480: 5479: 5475: 5466: 5464: 5455: 5454: 5450: 5441: 5439: 5430: 5429: 5425: 5411: 5410: 5406: 5396: 5395: 5391: 5384: 5371: 5370: 5366: 5357: 5355: 5346: 5345: 5341: 5324: 5313: 5312: 5308: 5302:Wayback Machine 5293: 5289: 5283:Wayback Machine 5274: 5270: 5263: 5250: 5249: 5245: 5238: 5225: 5224: 5220: 5213: 5203:Michel Foucault 5200: 5199: 5195: 5186: 5184: 5175: 5174: 5170: 5163: 5150: 5149: 5145: 5138: 5125: 5124: 5120: 5113: 5100: 5099: 5095: 5086: 5082: 5068: 5067: 5063: 5053: 5052: 5048: 5039: 5037: 5028: 5027: 5023: 5018: 5014: 4991:10.2307/2708933 4972: 4971: 4967: 4950: 4943: 4941: 4934: 4929: 4928: 4924: 4914: 4913: 4909: 4899: 4897: 4876: 4875: 4871: 4829: 4828: 4821: 4814: 4801: 4800: 4796: 4789: 4776: 4775: 4771: 4764: 4751: 4750: 4741: 4707: 4706: 4702: 4685: 4678: 4676: 4657: 4652: 4651: 4647: 4637: 4636: 4629: 4620: 4618: 4609: 4608: 4604: 4562: 4561: 4557: 4523: 4522: 4518: 4484: 4483: 4479: 4462: 4455: 4454: 4447: 4438: 4431: 4424: 4411: 4410: 4403: 4393: 4391: 4362: 4361: 4357: 4350: 4337: 4336: 4332: 4290: 4289: 4285: 4262:10.2307/2711586 4243: 4242: 4238: 4223:10.2307/1388774 4204: 4203: 4199: 4190: 4188: 4179: 4178: 4174: 4167: 4144: 4143: 4139: 4130: 4126: 4113: 4109: 4100: 4096: 4087: 4085: 4076: 4075: 4071: 4062: 4060: 4051: 4050: 4046: 4037: 4035: 4027: 4026: 4019: 4006: 4002: 3990: 3983: 3974: 3970: 3960: 3958: 3951: 3946: 3945: 3941: 3932: 3928: 3912: 3907: 3906: 3899: 3890: 3879: 3869: 3867: 3860: 3855: 3854: 3847: 3837: 3835: 3825: 3824: 3820: 3811: 3804: 3795: 3793: 3789: 3788: 3784: 3775: 3773: 3769: 3768: 3764: 3755: 3753: 3745: 3744: 3740: 3728: 3724: 3715: 3713: 3705: 3704: 3697: 3688: 3686: 3678: 3677: 3673: 3664: 3662: 3658: 3657: 3653: 3643: 3641: 3633: 3628: 3627: 3620: 3611: 3609: 3600: 3599: 3595: 3586: 3582: 3548: 3547: 3538: 3529: 3527: 3518: 3517: 3513: 3504: 3500: 3496:Edinburgh: SCEC 3491: 3487: 3478: 3474: 3467: 3454: 3453: 3444: 3434: 3432: 3423: 3422: 3418: 3403: 3388: 3387: 3380: 3371: 3364: 3355: 3353: 3345: 3344: 3340: 3331: 3327: 3318: 3316: 3307: 3306: 3299: 3290: 3288: 3279: 3278: 3274: 3265: 3263: 3254: 3253: 3249: 3240: 3238: 3230: 3229: 3225: 3216: 3214: 3206: 3205: 3198: 3189: 3185: 3176: 3174: 3165: 3164: 3160: 3151: 3149: 3132: 3131: 3127: 3117: 3115: 3108: 3103: 3102: 3098: 3089: 3087: 3078: 3077: 3073: 3064: 3062: 3053: 3052: 3048: 3039: 3035: 3028: 3015: 3014: 3005: 2998: 2985: 2984: 2980: 2971: 2969: 2952: 2951: 2947: 2937: 2935: 2928: 2923: 2922: 2915: 2898: 2887: 2886: 2879: 2845: 2844: 2840: 2798: 2797: 2793: 2783: 2782: 2778: 2771: 2758: 2757: 2753: 2746: 2733: 2732: 2725: 2718: 2705: 2704: 2683: 2674: 2672: 2664: 2663: 2659: 2642: 2634: 2633: 2629: 2619: 2618: 2614: 2601: 2597: 2587: 2586: 2582: 2573: 2566: 2559: 2546: 2545: 2538: 2504: 2503: 2499: 2492: 2479: 2478: 2471: 2462: 2460: 2452: 2451: 2447: 2413: 2412: 2408: 2398: 2397: 2393: 2383: 2381: 2372: 2371: 2367: 2358: 2354: 2345: 2338: 2334:. London: HMSO. 2329: 2325: 2318: 2305: 2304: 2285: 2275: 2273: 2269: 2262: 2261: 2257: 2242: 2227: 2226: 2222: 2213: 2206: 2189: 2181: 2180: 2176: 2167: 2165: 2161: 2160: 2156: 2147: 2145: 2141: 2140: 2136: 2131: 2127: 2117: 2115: 2101: 2100: 2096: 2088: 2086: 2084: 2059: 2058: 2051: 2041: 2039: 2030: 2029: 2025: 2016: 2012: 2005: 1992: 1991: 1987: 1973: 1972: 1968: 1961: 1948: 1947: 1940: 1931: 1927: 1922: 1899:Adult education 1895: 1878: 1831: 1826: 1817: 1798: 1790:psychogeography 1771: 1762: 1753: 1748: 1700: 1698:Wisconsin Model 1680:Michel Foucault 1677:social theorist 1673: 1647: 1641:lower classes. 1610: 1605: 1570: 1511:Pierre Bourdieu 1481: 1446: 1441: 1399:The White Paper 1392:The White Paper 1387:The White Paper 1383:The White Paper 1375: 1372: 1302: 1269: 1266: 1107: 1094: 1087: 1068: 1038:, Suffolk, and 1034:, Norfolk, the 1020:West of England 1008:South Yorkshire 984:Mayor of London 951:Open University 834:Richard Hoggart 795: 788: 660:Richard Titmuss 616: 609: 526: 521: 505: 489:Honorary Fellow 476:adult education 472: 470:Adult education 466: 401: 110:Rural sociology 65:Social sciences 47: 23: 22: 15: 12: 11: 5: 5917: 5915: 5907: 5906: 5901: 5896: 5891: 5881: 5880: 5876: 5875: 5869: 5855: 5854: 5848: 5835: 5829: 5815: 5814: 5808: 5794: 5792: 5789: 5788: 5787: 5777: 5767: 5746: 5727: 5726:External links 5724: 5721: 5720: 5706:2027.42/150558 5668: 5651:on 2020-02-27. 5620:(2): 253–288. 5588: 5553: 5538: 5513:Web of Science 5498: 5473: 5448: 5423: 5404: 5389: 5382: 5364: 5339: 5306: 5287: 5268: 5261: 5243: 5236: 5218: 5211: 5193: 5168: 5161: 5143: 5136: 5118: 5112:978-1447348177 5111: 5093: 5080: 5061: 5046: 5021: 5012: 4985:(2): 351–366. 4965: 4922: 4907: 4889:(1): 111–120. 4869: 4842:(6): 384–399. 4819: 4812: 4794: 4787: 4769: 4762: 4739: 4720:(2): 151–208. 4700: 4645: 4627: 4602: 4581:10.1086/228943 4555: 4516: 4477: 4445: 4429: 4423:978-0679741954 4422: 4401: 4355: 4349:978-1015725058 4348: 4330: 4283: 4236: 4217:(4): 379–391. 4197: 4172: 4165: 4137: 4124: 4107: 4094: 4069: 4044: 4017: 4000: 3981: 3968: 3939: 3926: 3897: 3877: 3845: 3818: 3802: 3782: 3762: 3738: 3722: 3695: 3680:"Introduction" 3671: 3651: 3618: 3593: 3580: 3561:(3): 394–410. 3536: 3511: 3498: 3485: 3472: 3465: 3442: 3416: 3401: 3378: 3362: 3351:sw100.ed.ac.uk 3338: 3325: 3297: 3272: 3247: 3223: 3196: 3183: 3158: 3125: 3096: 3071: 3046: 3033: 3026: 3003: 2996: 2978: 2945: 2913: 2877: 2838: 2811:(2): 169–182. 2791: 2784:ACACE (1979). 2776: 2769: 2751: 2744: 2723: 2716: 2681: 2657: 2627: 2612: 2595: 2580: 2564: 2557: 2536: 2497: 2490: 2469: 2445: 2406: 2391: 2365: 2352: 2336: 2323: 2316: 2283: 2255: 2240: 2220: 2204: 2174: 2154: 2134: 2125: 2094: 2082: 2049: 2023: 2010: 2003: 1985: 1966: 1959: 1938: 1924: 1923: 1921: 1918: 1917: 1916: 1911: 1906: 1901: 1894: 1891: 1877: 1874: 1830: 1827: 1825: 1822: 1816: 1813: 1797: 1794: 1770: 1767: 1761: 1760:Ethical issues 1758: 1752: 1749: 1747: 1744: 1743: 1742: 1739: 1736: 1732: 1728: 1724: 1720: 1717: 1713: 1699: 1696: 1672: 1669: 1646: 1643: 1619:developed the 1617:Antoni Gramsci 1609: 1606: 1604: 1601: 1581:Albert Bandura 1569: 1566: 1565: 1564: 1561: 1558: 1480: 1479:Social Capital 1477: 1463:Robert E. Park 1458:Emile Durkheim 1445: 1442: 1440: 1437: 1429:adult literacy 1370: 1301: 1298: 1264: 1228: 1227: 1224: 1221: 1206:Milburn Report 1184:Following the 1106: 1103: 1085: 1067: 1064: 1024:West Yorkshire 968: 967: 962: 959: 954: 947: 942: 932: 927: 922: 915:Jobcentre Plus 912: 869:David Blunkett 786: 765:Russell Report 669:Seebohm Report 644:Peter Townsend 607: 572:social welfare 536:, established 525: 522: 520: 517: 513:United Nations 504: 501: 465: 462: 403: 402: 400: 399: 392: 385: 377: 374: 373: 372: 371: 364: 359: 354: 349: 342: 334: 333: 329: 328: 327: 326: 321: 316: 311: 306: 298: 297: 291: 290: 289: 288: 283: 281:Social support 278: 273: 268: 263: 258: 256:Social capital 253: 248: 243: 238: 233: 228: 223: 218: 216:Group dynamics 213: 208: 203: 198: 193: 188: 183: 178: 173: 168: 163: 158: 153: 148: 140: 139: 135: 134: 133: 132: 130:Urban planning 127: 122: 117: 112: 107: 102: 97: 92: 87: 82: 77: 72: 67: 59: 58: 54: 53: 43: 42: 36: 35: 24: 14: 13: 10: 9: 6: 4: 3: 2: 5916: 5905: 5902: 5900: 5897: 5895: 5892: 5890: 5887: 5886: 5884: 5872: 5866: 5862: 5857: 5856: 5851: 5849:0-947919-75-9 5845: 5841: 5836: 5832: 5830:1-903765-56-0 5826: 5822: 5817: 5816: 5811: 5809:1-900219-29-8 5805: 5801: 5796: 5795: 5790: 5784: 5783: 5778: 5774: 5773: 5768: 5758:on 2006-08-31 5757: 5753: 5752: 5747: 5736: 5735: 5730: 5729: 5725: 5716: 5712: 5707: 5702: 5698: 5694: 5690: 5686: 5679: 5677: 5675: 5673: 5669: 5664: 5658: 5647: 5643: 5639: 5635: 5631: 5627: 5623: 5619: 5615: 5608: 5601: 5599: 5597: 5595: 5593: 5589: 5584: 5580: 5576: 5572: 5568: 5564: 5557: 5554: 5549: 5542: 5539: 5534: 5530: 5526: 5522: 5518: 5514: 5507: 5505: 5503: 5499: 5487: 5483: 5477: 5474: 5462: 5458: 5452: 5449: 5438: 5434: 5427: 5424: 5420:(2): 266–281. 5419: 5415: 5408: 5405: 5400: 5393: 5390: 5385: 5379: 5375: 5368: 5365: 5353: 5349: 5343: 5340: 5335: 5329: 5321: 5317: 5310: 5307: 5303: 5299: 5296: 5291: 5288: 5284: 5280: 5277: 5272: 5269: 5264: 5258: 5254: 5247: 5244: 5239: 5233: 5229: 5222: 5219: 5214: 5208: 5204: 5197: 5194: 5183: 5179: 5172: 5169: 5164: 5158: 5154: 5147: 5144: 5139: 5133: 5129: 5122: 5119: 5114: 5108: 5104: 5097: 5094: 5090: 5084: 5081: 5076: 5072: 5065: 5062: 5057: 5050: 5047: 5035: 5031: 5025: 5022: 5016: 5013: 5008: 5004: 5000: 4996: 4992: 4988: 4984: 4980: 4976: 4969: 4966: 4961: 4955: 4940: 4933: 4926: 4923: 4918: 4911: 4908: 4896: 4892: 4888: 4884: 4880: 4873: 4870: 4865: 4861: 4857: 4853: 4849: 4845: 4841: 4837: 4833: 4826: 4824: 4820: 4815: 4809: 4805: 4798: 4795: 4790: 4784: 4780: 4773: 4770: 4765: 4759: 4755: 4748: 4746: 4744: 4740: 4735: 4731: 4727: 4723: 4719: 4715: 4711: 4704: 4701: 4696: 4690: 4675: 4671: 4667: 4663: 4656: 4649: 4646: 4641: 4634: 4632: 4628: 4617: 4613: 4606: 4603: 4598: 4594: 4590: 4586: 4582: 4578: 4574: 4570: 4566: 4559: 4556: 4551: 4547: 4543: 4539: 4536:(1): 165–75. 4535: 4531: 4527: 4520: 4517: 4512: 4508: 4504: 4500: 4496: 4492: 4488: 4481: 4478: 4473: 4467: 4459: 4452: 4450: 4446: 4442: 4436: 4434: 4430: 4425: 4419: 4415: 4408: 4406: 4402: 4390: 4386: 4382: 4378: 4374: 4370: 4366: 4359: 4356: 4351: 4345: 4341: 4334: 4331: 4326: 4322: 4318: 4314: 4310: 4306: 4302: 4298: 4294: 4287: 4284: 4279: 4275: 4271: 4267: 4263: 4259: 4255: 4251: 4247: 4240: 4237: 4232: 4228: 4224: 4220: 4216: 4212: 4208: 4201: 4198: 4186: 4182: 4176: 4173: 4168: 4162: 4158: 4154: 4150: 4149: 4141: 4138: 4134: 4128: 4125: 4121: 4117: 4111: 4108: 4104: 4098: 4095: 4083: 4079: 4073: 4070: 4058: 4054: 4048: 4045: 4034: 4030: 4024: 4022: 4018: 4014: 4010: 4004: 4001: 3998: 3994: 3988: 3986: 3982: 3978: 3972: 3969: 3957: 3950: 3943: 3940: 3936: 3930: 3927: 3922: 3918: 3911: 3904: 3902: 3898: 3894: 3888: 3886: 3884: 3882: 3878: 3866: 3859: 3856:NALA (2019). 3852: 3850: 3846: 3833: 3829: 3822: 3819: 3815: 3809: 3807: 3803: 3792: 3786: 3783: 3772: 3766: 3763: 3752: 3748: 3742: 3739: 3735: 3731: 3726: 3723: 3712: 3708: 3702: 3700: 3696: 3685: 3681: 3675: 3672: 3661: 3655: 3652: 3639: 3632: 3625: 3623: 3619: 3608: 3604: 3597: 3594: 3590: 3584: 3581: 3576: 3572: 3568: 3564: 3560: 3556: 3552: 3545: 3543: 3541: 3537: 3526: 3522: 3521:"About COSLA" 3515: 3512: 3508: 3502: 3499: 3495: 3489: 3486: 3482: 3476: 3473: 3468: 3462: 3458: 3451: 3449: 3447: 3443: 3431: 3427: 3420: 3417: 3412: 3408: 3404: 3398: 3394: 3393: 3385: 3383: 3379: 3375: 3369: 3367: 3363: 3352: 3348: 3342: 3339: 3335: 3329: 3326: 3314: 3313:www.gov.wales 3310: 3304: 3302: 3298: 3286: 3282: 3276: 3273: 3261: 3257: 3251: 3248: 3237: 3233: 3227: 3224: 3213: 3209: 3203: 3201: 3197: 3193: 3187: 3184: 3172: 3168: 3162: 3159: 3148: 3144: 3140: 3136: 3129: 3126: 3114: 3107: 3100: 3097: 3085: 3081: 3075: 3072: 3060: 3056: 3050: 3047: 3043: 3037: 3034: 3029: 3023: 3019: 3012: 3010: 3008: 3004: 2999: 2993: 2989: 2982: 2979: 2968: 2964: 2960: 2956: 2949: 2946: 2934: 2933:UK Government 2927: 2920: 2918: 2914: 2909: 2903: 2895: 2891: 2884: 2882: 2878: 2873: 2869: 2865: 2861: 2857: 2853: 2849: 2842: 2839: 2834: 2830: 2826: 2822: 2818: 2814: 2810: 2806: 2802: 2795: 2792: 2787: 2780: 2777: 2772: 2766: 2762: 2755: 2752: 2747: 2745:9781000532388 2741: 2738:. Routledge. 2737: 2730: 2728: 2724: 2719: 2713: 2709: 2702: 2700: 2698: 2696: 2694: 2692: 2690: 2688: 2686: 2682: 2671: 2667: 2661: 2658: 2653: 2647: 2639: 2638: 2631: 2628: 2623: 2616: 2613: 2609: 2605: 2602:Scott, Matt. 2599: 2596: 2591: 2584: 2581: 2577: 2571: 2569: 2565: 2560: 2554: 2550: 2543: 2541: 2537: 2532: 2528: 2524: 2520: 2516: 2512: 2508: 2501: 2498: 2493: 2487: 2483: 2476: 2474: 2470: 2459: 2455: 2449: 2446: 2441: 2437: 2433: 2429: 2425: 2421: 2417: 2410: 2407: 2402: 2395: 2392: 2380: 2376: 2369: 2366: 2362: 2356: 2353: 2349: 2343: 2341: 2337: 2333: 2327: 2324: 2319: 2313: 2309: 2302: 2300: 2298: 2296: 2294: 2292: 2290: 2288: 2284: 2268: 2267: 2259: 2256: 2251: 2247: 2243: 2237: 2233: 2232: 2224: 2221: 2217: 2211: 2209: 2205: 2200: 2194: 2186: 2185: 2178: 2175: 2164: 2158: 2155: 2144: 2138: 2135: 2129: 2126: 2113: 2109: 2105: 2098: 2095: 2085: 2079: 2075: 2071: 2067: 2063: 2056: 2054: 2050: 2038: 2034: 2027: 2024: 2020: 2014: 2011: 2006: 2000: 1996: 1989: 1986: 1981: 1977: 1970: 1967: 1962: 1956: 1952: 1945: 1943: 1939: 1935: 1929: 1926: 1919: 1915: 1912: 1910: 1907: 1905: 1902: 1900: 1897: 1896: 1892: 1890: 1886: 1882: 1875: 1873: 1871: 1868:(TUXIS), and 1867: 1863: 1859: 1855: 1851: 1847: 1842: 1839: 1835: 1828: 1823: 1821: 1814: 1812: 1809: 1808: 1803: 1795: 1793: 1791: 1787: 1783: 1780: 1776: 1775:implicit bias 1769:Implicit bias 1768: 1766: 1759: 1757: 1751:Social change 1750: 1745: 1740: 1737: 1733: 1729: 1725: 1721: 1718: 1714: 1710: 1709: 1708: 1705: 1697: 1695: 1693: 1688: 1687: 1681: 1678: 1670: 1668: 1666: 1661: 1660: 1655: 1652: 1644: 1642: 1639: 1635: 1630: 1626: 1622: 1618: 1615: 1607: 1602: 1600: 1598: 1594: 1589: 1586: 1585:self-efficacy 1583:'s theory of 1582: 1579: 1575: 1567: 1562: 1559: 1556: 1555: 1554: 1551: 1549: 1544: 1543: 1538: 1537:Robert Putnam 1535: 1531: 1527: 1526:James Coleman 1522: 1520: 1517:'s 1992 book 1516: 1512: 1508: 1507: 1502: 1498: 1494: 1492: 1486: 1478: 1476: 1473: 1469: 1464: 1459: 1454: 1451: 1443: 1438: 1436: 1434: 1430: 1425: 1420: 1416: 1412: 1408: 1404: 1400: 1395: 1393: 1388: 1384: 1381: 1369: 1364: 1362: 1357: 1353: 1348: 1346: 1342: 1338: 1334: 1330: 1326: 1321: 1319: 1315: 1311: 1307: 1306:Brian Lenihan 1299: 1297: 1295: 1291: 1287: 1283: 1279: 1275: 1263: 1258: 1255: 1253: 1250: 1246: 1245: 1240: 1237:and Veterans 1236: 1231: 1225: 1222: 1219: 1218: 1217: 1215: 1211: 1207: 1201: 1199: 1195: 1191: 1187: 1182: 1180: 1176: 1172: 1167: 1165: 1161: 1157: 1153: 1149: 1144: 1140: 1136: 1132: 1127: 1125: 1120: 1116: 1113:' chaired by 1112: 1104: 1102: 1098: 1091: 1084: 1079: 1077: 1073: 1070:In 2012, the 1065: 1063: 1061: 1056: 1055:Boris Johnson 1052: 1048: 1043: 1041: 1037: 1033: 1032:East Midlands 1029: 1025: 1021: 1017: 1016:West Midlands 1013: 1009: 1005: 1004:North of Tyne 1001: 997: 993: 989: 985: 981: 977: 973: 966: 963: 960: 958: 955: 952: 948: 946: 943: 941:organisations 940: 936: 933: 931: 928: 926: 923: 920: 916: 913: 911: 907: 904: 903: 902: 900: 895: 891: 887: 885: 880: 876: 872: 870: 867: 863: 859: 854: 852: 847: 844:In 1987, the 842: 840: 835: 830: 827: 823: 819: 815: 810: 806: 802: 792: 785: 781: 778: 774: 770: 766: 762: 757: 755: 754: 749: 748: 743: 739: 738:North Shields 735: 731: 727: 723: 719: 715: 711: 707: 703: 699: 695: 690: 688: 683: 682:Harold Wilson 679: 675: 670: 665: 661: 657: 653: 649: 645: 641: 637: 632: 630: 626: 622: 613: 606: 601: 599: 598: 593: 589: 585: 581: 577: 573: 568: 566: 562: 558: 555: 551: 547: 543: 539: 535: 531: 523: 518: 516: 514: 509: 502: 500: 498: 494: 490: 486: 482: 477: 471: 463: 461: 459: 455: 451: 447: 443: 437: 433: 429: 425: 423: 419: 411: 407: 398: 393: 391: 386: 384: 379: 378: 376: 375: 370: 369: 365: 363: 360: 358: 355: 353: 350: 348: 347: 343: 341: 338: 337: 336: 335: 330: 325: 322: 320: 317: 315: 312: 310: 307: 305: 302: 301: 300: 299: 296: 292: 287: 284: 282: 279: 277: 274: 272: 271:Socialization 269: 267: 264: 262: 259: 257: 254: 252: 249: 247: 244: 242: 239: 237: 234: 232: 229: 227: 224: 222: 219: 217: 214: 212: 209: 207: 204: 202: 199: 197: 194: 192: 189: 187: 184: 182: 179: 177: 174: 172: 169: 167: 164: 162: 159: 157: 154: 152: 149: 147: 144: 143: 142: 141: 136: 131: 128: 126: 123: 121: 118: 116: 113: 111: 108: 106: 103: 101: 98: 96: 93: 91: 88: 86: 83: 81: 78: 76: 73: 71: 68: 66: 63: 62: 61: 60: 55: 45: 44: 41: 37: 33: 29: 28: 19: 5860: 5839: 5820: 5799: 5781: 5771: 5760:. Retrieved 5756:the original 5750: 5739:. Retrieved 5733: 5688: 5684: 5657:cite journal 5646:the original 5617: 5613: 5566: 5562: 5556: 5547: 5541: 5516: 5512: 5490:. Retrieved 5488:. 2022-09-30 5486:feweek.co.uk 5485: 5476: 5465:. Retrieved 5463:. 2022-06-13 5460: 5451: 5440:. Retrieved 5436: 5426: 5417: 5413: 5407: 5398: 5392: 5373: 5367: 5356:. Retrieved 5354:. 2023-06-23 5352:feweek.co.uk 5351: 5342: 5328:cite journal 5319: 5315: 5309: 5290: 5271: 5252: 5246: 5227: 5221: 5202: 5196: 5185:. Retrieved 5181: 5171: 5152: 5146: 5127: 5121: 5102: 5096: 5088: 5083: 5074: 5070: 5064: 5055: 5049: 5038:. Retrieved 5036:. 2009-12-22 5033: 5024: 5015: 4982: 4978: 4968: 4942:. Retrieved 4938: 4925: 4916: 4910: 4898:. Retrieved 4886: 4882: 4872: 4839: 4835: 4803: 4797: 4778: 4772: 4753: 4717: 4713: 4703: 4689:cite journal 4677:. Retrieved 4665: 4661: 4648: 4639: 4619:. Retrieved 4615: 4605: 4575:: S95–S120. 4572: 4568: 4558: 4533: 4529: 4519: 4494: 4490: 4480: 4457: 4440: 4413: 4392:. Retrieved 4372: 4368: 4358: 4339: 4333: 4300: 4296: 4286: 4256:(1): 46–59. 4253: 4249: 4239: 4214: 4210: 4200: 4189:. Retrieved 4187:. 2018-07-26 4184: 4175: 4147: 4140: 4127: 4115: 4110: 4097: 4086:. Retrieved 4084:. 2024-02-15 4081: 4072: 4061:. Retrieved 4059:. 2020-03-18 4056: 4047: 4036:. Retrieved 4032: 4008: 4003: 3992: 3976: 3971: 3959:. Retrieved 3955: 3942: 3934: 3929: 3920: 3916: 3892: 3868:. Retrieved 3864: 3836:. Retrieved 3831: 3821: 3813: 3794:. Retrieved 3785: 3774:. Retrieved 3765: 3754:. Retrieved 3751:www.gov.scot 3750: 3741: 3729: 3725: 3714:. Retrieved 3711:www.gov.scot 3710: 3687:. Retrieved 3684:www.gov.scot 3683: 3674: 3663:. Retrieved 3654: 3642:. Retrieved 3637: 3610:. Retrieved 3606: 3596: 3583: 3558: 3554: 3528:. Retrieved 3524: 3514: 3501: 3493: 3488: 3475: 3456: 3433:. Retrieved 3429: 3419: 3391: 3373: 3354:. Retrieved 3350: 3341: 3328: 3317:. Retrieved 3315:. 2012-05-08 3312: 3289:. Retrieved 3287:. 2023-11-10 3284: 3275: 3264:. Retrieved 3262:. 2020-09-29 3259: 3250: 3239:. Retrieved 3235: 3226: 3215:. Retrieved 3211: 3186: 3175:. Retrieved 3173:. 2021-05-29 3171:feweek.co.uk 3170: 3161: 3150:. Retrieved 3139:The Guardian 3138: 3128: 3116:. Retrieved 3112: 3099: 3088:. Retrieved 3086:. 2007-07-24 3083: 3074: 3063:. Retrieved 3061:. 2000-08-04 3058: 3049: 3036: 3017: 2987: 2981: 2970:. Retrieved 2959:The Guardian 2958: 2948: 2936:. Retrieved 2932: 2902:cite journal 2896:(11): 14–27. 2893: 2889: 2855: 2851: 2841: 2808: 2804: 2794: 2785: 2779: 2760: 2754: 2735: 2707: 2673:. Retrieved 2669: 2660: 2636: 2630: 2621: 2615: 2607: 2603: 2598: 2589: 2583: 2575: 2548: 2517:(2): 11–17. 2514: 2510: 2500: 2481: 2461:. Retrieved 2457: 2448: 2426:(3): 22–33. 2423: 2419: 2409: 2400: 2394: 2382:. Retrieved 2378: 2368: 2360: 2355: 2347: 2331: 2326: 2307: 2274:. Retrieved 2265: 2258: 2230: 2223: 2216:Final Report 2215: 2183: 2177: 2166:. Retrieved 2157: 2146:. Retrieved 2137: 2128: 2116:. Retrieved 2111: 2107: 2097: 2087:, retrieved 2065: 2040:. Retrieved 2036: 2026: 2018: 2013: 1994: 1988: 1979: 1975: 1969: 1950: 1928: 1887: 1883: 1879: 1843: 1840: 1836: 1832: 1818: 1805: 1799: 1772: 1763: 1754: 1701: 1692:Steven Lukes 1684: 1674: 1657: 1654:Paulo Freire 1648: 1629:ruling class 1611: 1590: 1578:psychologist 1571: 1552: 1540: 1523: 1518: 1504: 1496: 1490: 1485:Lyda Hanifan 1482: 1475:community." 1447: 1418: 1398: 1396: 1391: 1386: 1382: 1379: 1377: 1366: 1355: 1351: 1349: 1336: 1322: 1317: 1313: 1309: 1303: 1271: 1260: 1256: 1243: 1232: 1229: 1209: 1205: 1202: 1197: 1193: 1186:Osler Report 1185: 1183: 1174: 1168: 1156:Gorgie Dalry 1138: 1128: 1118: 1110: 1108: 1099: 1096: 1089: 1081: 1075: 1069: 1066:Welsh policy 1050: 1044: 969: 965:Trade Unions 888: 877: 873: 861: 855: 850: 843: 838: 831: 825: 797: 790: 783: 764: 760: 758: 751: 745: 741: 718:Canning Town 691: 663: 639: 633: 620: 618: 611: 603: 595: 569: 565:Final Report 564: 561:Final Report 560: 542:Final Report 541: 534:Lloyd George 527: 506: 496: 473: 438: 434: 430: 426: 421: 417: 416: 406: 366: 344: 261:Social death 226:Organization 160: 138:Key concepts 5519:: 250–283. 5077:(3): 67–70. 4668:: 461–479. 4375:: 130–138. 4303:: 130–138. 3640:. Edinburgh 3430:Independent 2118:1 September 2042:2 September 1716:dependence. 1651:philosopher 1574:reflexivity 1501:Jane Jacobs 1450:sociologist 1331:, from the 1192:published " 1148:Strathclyde 1047:White Paper 1012:Tees Valley 957:BBC Schools 858:Green paper 780:explained: 750:(1979) and 550:R.H. Tawney 85:Social work 5883:Categories 5762:2008-05-08 5741:2009-12-12 5492:2024-08-19 5467:2024-08-19 5442:2024-08-19 5358:2024-08-19 5187:2024-07-30 5040:2024-07-29 4621:2024-07-26 4191:2024-07-25 4088:2024-08-03 4082:www.gov.ie 4063:2024-08-03 4057:www.gov.ie 4038:2024-08-03 3796:2024-08-11 3776:2024-08-11 3756:2024-08-11 3716:2024-08-11 3689:2024-08-11 3665:2024-08-11 3612:2024-08-11 3530:2024-08-10 3356:2024-08-09 3319:2024-08-11 3291:2024-08-11 3266:2024-08-11 3241:2024-08-11 3217:2024-08-11 3177:2024-08-05 3152:2024-08-04 3090:2024-08-04 3065:2024-08-04 2972:2024-08-04 2675:2024-07-30 2463:2024-07-24 2250:1363816904 2168:2024-09-01 2148:2024-09-01 2089:2024-09-01 1920:References 1914:Youth Bank 1804:'s fourth 1782:Guy Debord 1746:Challenges 1735:residents. 1712:education. 1649:Brazilian 1625:capitalism 1329:Liam Carey 1239:Graeme Dey 1208:entitled " 1036:North East 978:under the 860:entitled ' 714:Birmingham 706:Glyncorrwg 590:, and the 554:democratic 546:A.L. Smith 468:See also: 464:Definition 454:World Bank 5899:Community 5691:: 37–52. 5642:145572014 5583:143440169 5533:146624181 5322:: 605–29. 5316:Sociology 4999:0022-5037 4954:cite news 4856:1939-1455 4734:1573-7853 4589:0002-9602 4511:0950-2386 4466:cite book 4317:0002-7162 4270:0003-0678 3956:Die Forum 3644:11 August 3575:0159-6306 3435:10 August 3147:0261-3077 2967:0261-3077 2872:1363-9080 2825:0305-4985 2646:cite book 2531:0020-8728 2440:0307-3289 2193:cite book 1727:purposes. 1707:include: 1704:Wisconsin 1179:Third Way 1160:Edinburgh 961:Employers 935:Voluntary 908:e.g. the 759:In 1973, 726:Newcastle 702:Southwark 698:Liverpool 557:bottom-up 519:In the UK 460:and EU. 246:Sobornost 40:Community 5715:44011261 5569:: 1–48. 5431:UNESCO. 5298:Archived 5279:Archived 5071:Daedalus 4864:14314073 4550:15992978 3411:70400597 3118:4 August 2938:4 August 1893:See also 1872:(BCYP). 1627:and the 1612:Italian 1515:Wacquant 1371:— 1265:— 1158:area of 1105:Scotland 1086:— 807:for how 787:— 756:(1981). 744:(1976), 694:Coventry 687:American 608:— 586:and the 532:, under 332:See also 32:a series 30:Part of 5634:3202459 5007:2708933 4944:29 July 4900:29 July 4679:26 July 4597:2780243 4394:26 July 4389:1013498 4325:1013498 4278:2711586 4231:1388774 3961:31 July 3870:31 July 3838:31 July 2833:1050395 2384:22 July 2276:22 July 1864:(SYP), 1860:(YPM), 1815:Funding 1723:access. 1675:French 1468:EU-SILC 1448:German 1262:system. 939:charity 734:Paisley 722:Cumbria 636:poverty 503:History 340:Outline 5867: 5846: 5827: 5806: 5713: 5640: 5632: 5581: 5531: 5380: 5259: 5234: 5209: 5159: 5134: 5109: 5005: 4997: 4862: 4854: 4810: 4785: 4760: 4732: 4595: 4587: 4548: 4509: 4420: 4387: 4346: 4323: 4315: 4276: 4268: 4229: 4163: 3834:: 9–17 3573: 3463: 3409: 3399: 3285:GOV.UK 3260:GOV.UK 3236:GOV.UK 3212:GOV.UK 3145: 3084:GOV.UK 3024: 2994: 2965: 2870: 2831: 2823: 2767: 2742: 2714: 2555: 2529: 2488: 2438: 2314: 2248: 2238: 2080: 2037:UNESCO 2001: 1957: 1802:UNESCO 1188:, the 1150:, and 1117:. The 1092:(2012) 1022:, and 775:under 730:Oldham 710:Bately 614:(1945) 5711:S2CID 5649:(PDF) 5638:S2CID 5630:JSTOR 5610:(PDF) 5579:S2CID 5529:S2CID 5003:JSTOR 4935:(PDF) 4658:(PDF) 4593:JSTOR 4385:JSTOR 4321:JSTOR 4274:JSTOR 4227:JSTOR 3952:(PDF) 3913:(PDF) 3861:(PDF) 3634:(PDF) 3525:COSLA 3109:(PDF) 2929:(PDF) 2829:JSTOR 2608:JSTOR 2363:, LSE 2270:(PDF) 1405:from 1312:' or 5865:ISBN 5844:ISBN 5825:ISBN 5804:ISBN 5663:link 5378:ISBN 5334:link 5257:ISBN 5232:ISBN 5207:ISBN 5157:ISBN 5132:ISBN 5107:ISBN 4995:ISSN 4960:link 4946:2024 4902:2024 4860:PMID 4852:ISSN 4808:ISBN 4783:ISBN 4758:ISBN 4730:ISSN 4695:link 4681:2024 4585:ISSN 4546:PMID 4507:ISSN 4472:link 4418:ISBN 4396:2024 4344:ISBN 4313:ISSN 4266:ISSN 4161:ISBN 3963:2024 3872:2024 3840:2024 3646:2024 3571:ISSN 3461:ISBN 3437:2024 3407:OCLC 3397:ISBN 3143:ISSN 3120:2024 3022:ISBN 2992:ISBN 2963:ISSN 2940:2024 2908:link 2868:ISSN 2821:ISSN 2765:ISBN 2740:ISBN 2712:ISBN 2652:link 2553:ISBN 2527:ISSN 2486:ISBN 2436:ISSN 2386:2024 2312:ISBN 2278:2024 2246:OCLC 2236:ISBN 2199:link 2120:2024 2114:(71) 2078:ISBN 2044:2024 1999:ISBN 1982:(2). 1955:ISBN 1731:met. 1433:ESOL 1292:and 1249:OECD 1129:The 953:(OU) 949:The 937:and 736:and 646:and 483:and 450:OECD 5701:hdl 5693:doi 5622:doi 5571:doi 5521:doi 5075:131 4987:doi 4891:doi 4844:doi 4722:doi 4670:doi 4577:doi 4538:doi 4499:doi 4377:doi 4305:doi 4258:doi 4219:doi 4153:doi 3563:doi 2860:doi 2813:doi 2519:doi 2428:doi 2379:LSE 2070:doi 1800:In 446:WHO 5885:: 5709:. 5699:. 5689:63 5687:. 5671:^ 5659:}} 5655:{{ 5636:. 5628:. 5618:38 5616:. 5612:. 5591:^ 5577:. 5565:. 5527:. 5517:42 5515:. 5501:^ 5484:. 5459:. 5435:. 5418:47 5416:. 5350:. 5330:}} 5326:{{ 5320:35 5318:. 5180:. 5073:. 5032:. 5001:. 4993:. 4983:36 4981:. 4977:. 4956:}} 4952:{{ 4937:. 4887:13 4885:. 4881:. 4858:. 4850:. 4840:63 4838:. 4834:. 4822:^ 4742:^ 4728:. 4718:27 4716:. 4712:. 4691:}} 4687:{{ 4666:37 4664:. 4660:. 4630:^ 4614:. 4591:. 4583:. 4573:94 4571:. 4567:. 4544:. 4534:62 4532:. 4528:. 4505:. 4495:17 4493:. 4489:. 4468:}} 4464:{{ 4448:^ 4432:^ 4404:^ 4383:. 4373:67 4371:. 4367:. 4319:. 4311:. 4301:67 4299:. 4295:. 4272:. 4264:. 4254:23 4252:. 4248:. 4225:. 4215:24 4213:. 4209:. 4183:. 4159:. 4080:. 4055:. 4031:. 4020:^ 3984:^ 3954:. 3919:. 3915:. 3900:^ 3880:^ 3863:. 3848:^ 3830:. 3805:^ 3749:. 3709:. 3698:^ 3682:. 3636:. 3621:^ 3605:. 3569:. 3559:34 3557:. 3553:. 3539:^ 3523:. 3445:^ 3428:. 3405:. 3381:^ 3365:^ 3349:. 3311:. 3300:^ 3283:. 3258:. 3234:. 3210:. 3199:^ 3169:. 3141:. 3137:. 3111:. 3082:. 3057:. 3006:^ 2961:. 2957:. 2931:. 2916:^ 2904:}} 2900:{{ 2894:19 2892:. 2880:^ 2866:. 2856:24 2854:. 2850:. 2827:. 2819:. 2807:. 2803:. 2726:^ 2684:^ 2668:. 2648:}} 2644:{{ 2567:^ 2539:^ 2525:. 2515:12 2513:. 2509:. 2472:^ 2456:. 2434:. 2422:. 2418:. 2377:. 2339:^ 2286:^ 2244:. 2207:^ 2195:}} 2191:{{ 2110:. 2106:. 2076:, 2064:, 2052:^ 2035:. 1978:. 1941:^ 1667:. 1435:. 1296:. 1288:, 1284:, 1280:, 1042:. 1018:, 1014:, 1010:, 1006:, 1002:, 998:, 994:, 990:, 732:, 728:, 724:, 720:, 716:, 712:, 708:, 704:, 700:, 696:, 658:, 642:, 578:. 456:, 452:, 448:, 444:, 442:UN 34:on 5873:. 5852:. 5833:. 5812:. 5785:. 5765:. 5744:. 5717:. 5703:: 5695:: 5665:) 5624:: 5585:. 5573:: 5567:6 5535:. 5523:: 5495:. 5470:. 5445:. 5386:. 5361:. 5336:) 5265:. 5240:. 5215:. 5190:. 5165:. 5140:. 5115:. 5043:. 5009:. 4989:: 4962:) 4948:. 4904:. 4893:: 4866:. 4846:: 4816:. 4791:. 4766:. 4736:. 4724:: 4697:) 4683:. 4672:: 4624:. 4599:. 4579:: 4552:. 4540:: 4513:. 4501:: 4474:) 4426:. 4379:: 4352:. 4327:. 4307:: 4280:. 4260:: 4233:. 4221:: 4194:. 4169:. 4155:: 4091:. 4066:. 4041:. 3965:. 3921:1 3874:. 3842:. 3799:. 3779:. 3759:. 3719:. 3692:. 3668:. 3648:. 3615:. 3577:. 3565:: 3533:. 3469:. 3439:. 3413:. 3359:. 3322:. 3294:. 3269:. 3244:. 3220:. 3180:. 3155:. 3122:. 3093:. 3068:. 3030:. 3000:. 2975:. 2942:. 2910:) 2874:. 2862:: 2835:. 2815:: 2809:5 2773:. 2748:. 2720:. 2678:. 2654:) 2561:. 2521:: 2494:. 2466:. 2430:: 2424:6 2388:. 2320:. 2280:. 2252:. 2201:) 2171:. 2151:. 2122:. 2112:7 2072:: 2046:. 2007:. 1980:2 1963:. 1493:' 1489:' 1049:" 921:) 396:e 389:t 382:v 20:)

Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.