By John Field
Social capital and lifetime studying are principal to present coverage issues either within the united kingdom and the world over. The British executive and robust foreign corporations, corresponding to the area financial institution, current funding in social capital as a manner of selling neighbourhood renewal, group overall healthiness and academic fulfillment. This booklet confirms the importance of social capital as an analytical instrument, whereas tough the root on which present coverage is being constructed. It: deals a wealth of facts on a subject matter that has develop into principal to modern govt; presents an in depth empirical research of the connection among social capital, wisdom construction and lifetime studying; relates the findings to wider coverage debates; questions the dominant theoretical types of social capital; and confronts the idea of many coverage makers that the most obvious option to social difficulties is to 'invest in social capital'. The e-book is geared toward researchers in schooling, coverage reviews and concrete reviews, in addition to these occupied with an figuring out of latest coverage issues. It offers readers with a close research of suitable facts, in addition to a trenchant critique of present conceptual and coverage preoccupations.
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Extra info for Social Capital and Lifelong Learning
Example text
These is some limited evidence for this hypothesis in the findings of the Programme for International Student Assessment (PISA), a collaborative study among 32 member states of the Organisation for Economic Co-operation and Development (OECD), conducted among 15-year-olds in 2000 in three broad areas of ‘literacy’: reading, mathematics and science. Because it used standardised assessment tools, it did not measure attainment against a specific national or local curriculum, but focused on problems that pupils might expect to encounter 39 Social capital and lifelong learning in adult life.
Social capital is of value, then, not only in helping young people pass tests and gain credentials, but also in cognitive development and the evolution of a secure self-identity. Coleman also believed that he could explain how social capital achieves such highly desirable outcomes. In his essay on social and human capital, relationships are held to establish obligations and expectations between people, building a general environment of trustworthiness, opening channels for information, and setting norms that endorse particular forms of behaviour while imposing sanctions on would-be free riders (Coleman, 1988-89, pp 102-4).
Bridging and linking social capital may well be associated with formal education and training, but may also offer alternative – and arguably more reliable – ways of gaining access to new ideas, information and skills. It 32 Social connections and lifelong learning has been suggested that looser ties may help foster reflexive learning, as well as promoting the acquisition and development of reflexive practices themselves, since “flexibly structured networks . . allow actors to perform and position themselves in exchangeable roles and settings” (Edwards et al, 2002, p 534).
