Supporting lifelong learning; a local solution to a national problem
Carole Doyle & Audrey Cumberford
Glasgow Caledonian University
Scotland
Paper: 1/2 hour
Ethics, Economics & Exclusion
As far back as 1994 the European Commission recognised that Information and Communication Technologies had the potential to increase employment and social inclusion. In 2001, Wendy Alexander MP, addressing a conference on Adult Literacy pointed out that more than 20% of the Scottish population had poor ICT skills and that some 300,00 people in Scotland had little hope of getting, or holding, a job due mainly to this poor skills base. For, most jobs in today's society require a basic knowledge of ICT skills.
The Scottish Office (1998) presented further educational (FE)with the task of contributing to the eradication of social exclusion by targeting non-participators. However, much of the literature on social inclusion, lifelong learning, and widening participation points out that students do not know what opportunities are available to them and therefore there is a need for access to appropriate, up-to-date, relevant information situated within areas convenient to them (Beattie 1999, Cabinet Office 2002, Scottish Office 1999, Doyle and Cumberford 2002).
Reid Kerr College is a FE College whose catchments area is situated within one of the most deprived areas of Scotland. Its geographical area includes 11 of the total 17 Social Inclusion Programme areas in Scotland. As such it has had to increase its provision of outreach centres. Recognising the importance of support for these students (Doyle and Cumberford 2002) the college, in partnership with other local education and training providers, established an ICT support network to provide community access to student services and support. It is anticipated that this innovative initiative, will impact positively on those students currently participating through the outreach provision and importantly those prospective students within the wider community.
This paper will examine the findings of the initial stage of the research. It will discuss the implementation stage and the initial reaction from the local communities involved. The paper will also examine whether the initial finding support the use of such initiatives on a wider scale to support social inclusion and lifelong learning.
