Students' and Teachers' Perceptions of a 'Successful' Lifelong Learning Training Intervention--An EMILIA Project Research Report
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| Title: | Students' and Teachers' Perceptions of a 'Successful' Lifelong Learning Training Intervention--An EMILIA Project Research Report |
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| Language: | English |
| Authors: | Ogunleye, James, Griffiths, Chris, Ryan, Peter |
| Source: | Bulgarian Comparative Education Society. 2015. |
| Availability: | Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2015 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Lifelong Learning, Inclusion, Mental Health, Health Services, Training, Intervention, Interviews, Trainers, Focus Groups, Experience, Models, Adults, Chronic Illness, Student Attitudes, Foreign Countries, Public Policy, Teacher Attitudes, Program Effectiveness |
| Geographic Terms: | European Union |
| Abstract: | This study reviews the definition of lifelong learning in the context of the European Union policy agenda as sets out in the Lisbon strategy. The paper also reports on the mental health service users' and trainers' perceptions of a "successful" lifelong learning training intervention. The work reported in this paper was part of a larger study which examines EMILIA lifelong learning training in one EMILIA demonstration site. The study interviewed a number of mental health service user-trainees and service user-trainers using focused group in order to get a deeper understanding of the experience and results--"success" or otherwise--of EMILIA training model as applied to adults with long-term mental illness. Analysis was based on an interpretative technique--specifically recursive abstraction--of the interviews. The results show that students (trainees) perceived the training intervention as successful because of students were involved in setting the "ground rules," prefer and enjoy varied teaching methods, had the opportunity to network socially and, more importantly, realised that by participating they could achieve and succeed on the course. The review part of the study suggests that, although the European Union, as indeed most member states, predicates lifelong learning policy on mainly economic factors--i.e. economic growth and jobs--tackling exclusion or promoting social inclusion remains a central plank of strategies for lifelong learning at both national and European levels. [For the complete Volume 13, Number 1 proceedings, see ED568595.] |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2016 |
| Accession Number: | ED568668 |
| Database: | ERIC |
| Abstract: | This study reviews the definition of lifelong learning in the context of the European Union policy agenda as sets out in the Lisbon strategy. The paper also reports on the mental health service users' and trainers' perceptions of a "successful" lifelong learning training intervention. The work reported in this paper was part of a larger study which examines EMILIA lifelong learning training in one EMILIA demonstration site. The study interviewed a number of mental health service user-trainees and service user-trainers using focused group in order to get a deeper understanding of the experience and results--"success" or otherwise--of EMILIA training model as applied to adults with long-term mental illness. Analysis was based on an interpretative technique--specifically recursive abstraction--of the interviews. The results show that students (trainees) perceived the training intervention as successful because of students were involved in setting the "ground rules," prefer and enjoy varied teaching methods, had the opportunity to network socially and, more importantly, realised that by participating they could achieve and succeed on the course. The review part of the study suggests that, although the European Union, as indeed most member states, predicates lifelong learning policy on mainly economic factors--i.e. economic growth and jobs--tackling exclusion or promoting social inclusion remains a central plank of strategies for lifelong learning at both national and European levels. [For the complete Volume 13, Number 1 proceedings, see ED568595.] |
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