The Right to Learn: Educational Strategies for Disadvantaged Youth in Europe - Softcover

The right to learn is an ambitious attempt to link education policy to the struggle for inclusion. It is a valuable addition to the comparative policy studies literature. Michael Wiseman ... there is a wealth of information here. Current provision may remain 'inadequate' if the challenges of social exclusion are to be tackled, but a comprehensive tool-kit of potentially relevant interventions is provided in this book. Work, Employment & Society

Evidence has shown that individuals leaving school without qualifications are four times more likely to be unemployed than those with qualifications. Preventing and combatting unemployment therefore requires active measures both in the labour market and in the institutions responsible for preparing the future workforce - educational institutions. Attempts to remedy this problem have so far largely neglected children from socially excluded families - one of the most vulnerable groups in education. This book explores a wide range of strategies, both at the policy level and in the field, to improve educational success among such disadvantaged children, taking stock of good practice in a selection of EU member states, chosen to reflect the diversity in systems and policies that currently exist. The book suggests that a number of strategies are effective and feasible. The authors recommend that a sufficiently powerful opinion movement is needed to promote the transfer of experience and action on different levels. They conclude with several suggestions for good practice - not just equal opportunity and equal treatment but also equal outcomes strategies. The text should be useful for teachers, school administrators, educational researchers, policy makers, NGOs, parents' associations, those engaged in youth services and teacher training, and in formulating policies to secure the social integration of the young generation. The book reports on important research, funded by the European Commission, which explores a wide range of strategies, both at the policy level and in the field, to improve educational success among disadvantaged children. The countries studied include Belgium, Ireland, The Netherlands, Portugal, Spain and the UK. These countries were chosen to reflect the diversity in systems and policies that currently exist. Conclusions are drawn with respect to the relative success of different approaches and suggestions for good practice are made.