About This Publication
Light and Shade: a NIACE briefing on participation in adult learning by minority ethnic adults draws upon data from the 2001/2002 English Local Labour Force Survey and was produced in partnership with the Department for Education and Skills for Adult Learners’ Week 2003.
The analysis shows that there is an absolute need to focus on adults from minority ethnic groups and sub-groups who are under-represented in learning, particularly Pakistani and Bangladeshi communities, as well as women from a number of minority ethnic groups. The report also shows that some communities, notably African and those with mixed ethnic origins, significantly outperform the national averages for participation. The data show that the educational system is dramatically more effective at serving the learning needs of some communities than others.
The analysis shows that there is an absolute need to focus on adults from minority ethnic groups and sub-groups who are under-represented in learning, particularly Pakistani and Bangladeshi communities, as well as women from a number of minority ethnic groups. The report also shows that some communities, notably African and those with mixed ethnic origins, significantly outperform the national averages for participation. The data show that the educational system is dramatically more effective at serving the learning needs of some communities than others.
Contents
| Foreword | |
| Introduction | Professor Colin Lankshear |
| Overview | |
| Background | History |
| The Changing nature of work | |
| The 'problem of illiteracy' | |
| Literacy in the context of the workplace | |
| References | |
| Part 1. | Current themes and issues |
| Crisis and Competitiveness | |
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| High Performance Workplaces | |
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| The Learning Organisation | |
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| Part 2. | Annotations (listed under text types) |
| Social science theory | |
| Management texts | |
| Research reports | |
| Policy documents | |
| Unions | |
| Current practice/guidelines | |
| Part 3. | Bibliography |
| (Alphabetical listings only) |