<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">In this study I present the conclusions of reports of the research teams which examined the policy range and analysed the activities regarding the inclusion of the socially deprived in rural areas, i.e. the British, Hungarian and Polish reports. When undertaking to find a reply to the question raised at the beginning of this article, I considered that the empirical basis would be quality material collected within the framework of focused group interviews1.Although the focused group interviews were conducted according to a scenario which was prepared by the research teams, changes were possible in each country (although these changes did not affect the research issue). Apart from the main aim of the discussion, i.e. the diagnosis and analysis of both successes and failures of educational activity enabling social inclusion, these differences concerned the digressions concentrating on poverty and social exclusion in rural areas and problems connected with the implementation of inclusive policy - Hungary; considerations concerning the kind of help which should be provided to individuals and groups struggling with poverty in the countryside - Great Britain; methods evaluating the effectiveness of aid agencies acting in favour of social inclusion - Poland.Representatives of government agencies playing a key role in the introduction of various forms of inclusive policy and representatives of institutions which provide direct help to the marginalised and those exposed to social marginalisation (which use various educational methods) took part in the research.</abstract>

In this study I present the conclusions of reports of the research teams which examined the policy range and analysed the activities regarding the inclusion of the socially deprived in rural areas, i.e. the British, Hungarian and Polish reports. When undertaking to find a reply to the question raised at the beginning of this article, I considered that the empirical basis would be quality material collected within the framework of focused group interviews1.Although the focused group interviews were conducted according to a scenario which was prepared by the research teams, changes were possible in each country (although these changes did not affect the research issue). Apart from the main aim of the discussion, i.e. the diagnosis and analysis of both successes and failures of educational activity enabling social inclusion, these differences concerned the digressions concentrating on poverty and social exclusion in rural areas and problems connected with the implementation of inclusive policy - Hungary; considerations concerning the kind of help which should be provided to individuals and groups struggling with poverty in the countryside - Great Britain; methods evaluating the effectiveness of aid agencies acting in favour of social inclusion - Poland.Representatives of government agencies playing a key role in the introduction of various forms of inclusive policy and representatives of institutions which provide direct help to the marginalised and those exposed to social marginalisation (which use various educational methods) took part in the research.

Lifelong Learning for Inclusion - between Theory and Practice

Eastern European Countryside

{"article-title":"Lifelong Learning for Inclusion - between Theory and Practice"}

In this study I present the conclusions of reports of the research teams which examined the policy range and analysed the activities regarding the inclusion of...

Lifelong Learning for Inclusion - between Theory and Practice

Publié en ligne: 06 janv. 2011

Pages: 115 - 130

DOI: https://doi.org/10.2478/v10130-010-0006-4

Mots clés
lifelong learning, adult education, inclusion, marginalisation, rural areas, aid programmes, youth

This content is open access.

Lifelong Learning for Inclusion - between Theory and Practice

Publié en ligne: 06 janv. 2011

Pages: 115 - 130

DOI: https://doi.org/10.2478/v10130-010-0006-4

Mots cléslifelong learning, adult education, inclusion, marginalisation, rural areas, aid programmes, youth

This content is open access.

Mots clés
lifelong learning, adult education, inclusion, marginalisation, rural areas, aid programmes, youth