Originally published in 1979, this book reports on a 3 year action research programme (The New Communities Project) which aimed in increase working-class participation in adult education. Basing their argument on the work of the Project, the authors contend that adult education must begin with the people themselves, to go on and assist their intellectual, social, psychological, cultural and political growth. In their view, adult education needs to be identified as something more flexible than 'classes', whilst also distinguishing between non-formal education and other kinds of community work or development. Providing different perspectives on the way in which a service relates to a particular area, the book's conclusions have a bearing on both practice and training in a variety of areas concerned with social intervention.
Part 1: Introduction 1. The Setting: A Profile of Leigh Park 2. Intentions and Assumptions Part 2: The Action Programme 3. Early Activities 4. The Project Moves into Action 5. Focus 230 - Creating Space for Locally Sponsored Action Part 3: Evaluation and Change 6. Consumers and Provides - A Process of Evaluation 7. Alternative Strategies and Working Principles 8. Non-Formal Work: A New Kind of Provision 9. Some Policy Implications
Against a background of profound wordwide social and economic change, the concept of lifelong learning has come increasingly into the public eye. As educators and policy-makers rethink the meaning of education, the purpose of schooling and the place of learning in our everyday lives, educational institutions are opening up to those traditionally deprived of the opportunity. The books in this set, originally published between 1979 and 1992 with many including global case studies reflect upon major issues confronting adult educators worldwide and