Understanding Of Social And Psychological Barriers To Educational Attainment

3871 words - 15 pages

Contents PageOne: Acknowledgements' 3Two: Executive Summary 32.1 Introduction 42.2 Key Outcomes from the Study2.3 Key Recommendations'Three: Introduction 5Four: The Social Barrier 7Five: The Psychological Barrier 8Six: Key Findings 106.1 Quantative Picture 106.2 Qualitative Picture 11Seven: Conclusions and Recommendations' 13One: AcknowledgementThis study was made possible by the support of Shane Exton, who not only participated, but also opened up his facilities for the sessions to commence. In addition, he acted in the role of outreach worker within the community, allowing the open discussion forum to become reality.This study project was initiated by Andre (from the community), who also contributed to the initial and later sessions and provided the focus and theme of the study. I would specifically like to thank all the participants for their flexibility and impartiality at each sessionI am also taking this opportunity to thank Entrepreneurs West Midlands Project (EWMP) for working in conjunction with the participants and other services such as West Midlands Fire Service, West Midlands Police Service and would like to thank them for their support alsoFinally, I would like t thank Shane's family, who have been an invaluable resource and form of support all the way through.Two: Executive Summary2.1 IntroductionThe study undertaken here aims to draw out the salient features of the past learning, that is, educational experiences of young adult males and the cause of present barriers for obtaining qualifications leading to employment, including a view to determine what might improve this attainment.To do this, the study consists partly a quantitative analysis of Wolverhampton's profile, such as, educational qualifications, socio-economic grades by wards and employment, but mainly of a qualitative analysis. The group sessions, which were open discussion forums that were, conducted during the summer of 2014 with 10+ participants over a 5-week period consisted of a theme that is academic achievement, however debate and open negotiation was facilitated.It was the guiding ideology that, it is more important to say what a quantitative picture hides than what it presents. What any such quantitative picture hides is the difference between class and the quality of teaching and the value placed upon education.For the quantitative picture the wards of Heath town, Bushbury South and Lowhill and Whitmore Reans were selected, with different concentrations of ethnically diverse populations (high black, white, dual heritage, Asian and other ethnic groups). Then we chose the areas of Tettenhall, Merry Hill and Penn as a comparison regarding, social capacity that the twenty-five's and over (25+) are sharply lacking in, which is education and employability.The group sessions were daily and held at different times of the day and evening. Topics focused primarily on personal development and its educational barriers, both past and present to establish whether they are...

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