FSD3304 EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017-2018: United Kingdom
The dataset is (C) available for research only (including Master's, doctoral and Polytechnic/University of Applied Sciences Master's theses). The dataset may not be used for teaching, study (e.g. seminar papers, essays) or other theses (Bachelor's theses or equivalent).
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Study title
EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017-2018: United Kingdom
Dataset ID Number
FSD3304
Persistent identifiers
https://urn.fi/urn:nbn:fi:fsd:T-FSD3304https://doi.org/10.60686/t-fsd3304
Data Type
Qualitative
Authors
- University of Tampere. School of Education
- Institute for International Cooperation of the German Adult Education Association (DVV International)
- Tallinn University
- The Aristotle University of Thessaloniki
- University of Szeged
- Loughborough University London
- Social Sciences University of Ankara
- University College London
Abstract
This dataset includes interviews with educational personnel and policy-makers in the adult education sector in the United Kingdom working with vulnerable young adults. The interviews discuss contents of study programmes provided by the organisation, pedagogical approaches, gender equality, life management, social problems, socioeconomic status, and active participatory citizenship. The dataset is a ten-interview sample of the interviews collected in the United Kingdom for the Europe-wide EduMAP project (Adult Education as a Means to Active Participatory Citizenship). FSD's holdings also include data collected in the nine other EduMAP countries in their respective languages (Finland, Turkey, Spain, Romania, Latvia, Hungary, Greece, Germany and Estonia). The EduMAP project was funded by the European Commission's "Horizon 2020" research and innovation programme (ID: 693388).
Different interview schemes were used for interviews with educational personnel and educational authorities. In the interviews with educational personnel, the first questions concerned the interviewee's job responsibilities, practices in the organisation, and the types of vulnerable learners with whom the interviewee worked. Teaching practices were discussed as well as special education available at the organisation, the students' economic situation, and the concept of active participatory citizenship. Regarding the organisation's practices, the interviewees were asked about, for instance, the work processes for designing new educational programmes, pedagogical approaches, and learning/teaching methods that they had deemed particularly appropriate for vulnerable learners. Many facets of the organisation's practices were discussed in terms of gender, i.e. how possible gender differences were taken into consideration in teaching.
Pedagogical details of the programmes were discussed in more detail with regard to, for instance, learning and teaching methods, contents of lessons, teaching processes, and the students' possibility of giving and receiving feedback. The interviewees were also asked what types of competences educational professionals working with vulnerable learners possess or should possess.
Finally, the interviews examined the impact of the programmes from socioeconomic and sociocultural perspectives as well as the perspective of social activity and legal-political awareness. Attendance and graduation rates were also charted as well as suggestions for the improvement of the programmes. The final questions concerned collaboration and networking with other institutions.
The interviews with educational authorities and policy-makers focused more on the national influence in educational policy, i.e. developing and implementing policies and legislation regarding vulnerable groups. In addition, these interviews discussed e.g. consulting representatives of vulnerable groups in developing policies, achievements and shortcomings of current educational policies, and the most important issues faced by vulnerable groups that should be taken into consideration in developing policies.
Background information includes interview date, id, interviewee sector, gender and region where the organisation is located.
Keywords
adult education; adults; disadvantaged groups; equality between the sexes; immigrants; social exclusion; social problems; social skills; socio-economic indicators; socio-economic status; special needs education; teaching; vocational education
Topic Classification
- Social sciences (Fields of Science Classification)
- Equality, inequality and social exclusion (CESSDA Topic Classification)
- Vocational education and training (CESSDA Topic Classification)
Series
Individual datasetsDistributor
Finnish Social Science Data Archive
Access
The dataset is (C) available only for research including master's theses.
Data Collector
- Huegler, Nathalie (Institute of Education, University College London)
Time Period Covered
2017 – 2018
Collection Dates
2017-06 – 2018-01
Nation
United Kingdom
Geographical Coverage
United Kingdom
Analysis/Observation Unit Type
Individual
Universe
Educational authorities and educational personnel in the adult education sector in the United Kingdom
Time Method
Cross-section
Sampling Procedure
Non-probability: Purposive
The interviewees were chosen from within vocational education networks. After initial contact with the organisations, suitable participants were recruited from each organisation. In total, 33 interviews were conducted in the United Kingdom, the Netherlands and Ireland with educational personnel and 16 with educational policy-makers or authorities. In the United Kingdom, 22 interviews were conducted with educational personnel and seven with educational policy-makers or authorities. Ten interviews from two organisations in London and South-East England were chosen to be archived at FSD, five from both organisations.
Collection Mode
Face-to-face interview
Research Instrument
Interview scheme and/or themes
Data Files
10 TXT files and an HTML index.
Data File Language
The data files of this dataset are available in the following languages: English and Finnish.
Qualitative data are available in their original language only and are not translated.
Data Version
1.0
Related Datasets
Completeness of Data and Restrictions
The researcher anonymised the data. FSD checked the anonymisation and removed some more identifiers when necessary. To prevent identification of respondents, possible mentions of the interviewees' or third parties' personal information, such as personal names, were removed. In addition, indirect identifiers enabling the identification of persons, such as place names or detailed information about employment or education, were also removed. Removals of identifiers were marked with square brackets.
The 10 interviews in the dataset are part of the 29 interviews collected in the United Kingdom and of the 49 total interviews collected for the study.
Citation Requirement
The data and its creators shall be cited in all publications and presentations for which the data have been used. The bibliographic citation may be in the form suggested by the archive or in the form required by the publication.
Bibliographical Citation
University of Tampere & Institute for International Cooperation of the German Adult Education Association (DVV International) & Tallinn University & The Aristotle University of Thessaloniki & University of Szeged & Loughborough University London & Social Sciences University of Ankara & University College London: EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017-2018: United Kingdom [dataset]. Version 1.0 (2018-11-15). Finnish Social Science Data Archive [distributor]. https://urn.fi/urn:nbn:fi:fsd:T-FSD3304
Deposit Requirement
Notify FSD of all publications where you have used the data by sending the citation information to user-services.fsd@tuni.fi.
Disclaimer
The original data creators and the archive bear no responsibility for any results or interpretations arising from the reuse of the data.
Related Materials
FSD3295 EduMAP: Interviews with Adult Education Policy-Makers and Personnel on the Social Exclusion of Young Adults 2017: Finland
FSD has not been informed of any publications related to the data.
Study description in machine readable DDI-C 2.5 format
Metadata record is licensed under a Creative Commons Attribution 4.0 International license.