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The Learning Society and people with learning difficulties$
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Sheila Riddell

Print publication date: 2001

Print ISBN-13: 9781861342232

Published to University Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781861342232.001.0001

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date: 23 August 2017

Conclusion: Implications of different versions of the Learning Society for people with learning difficulties

Conclusion: Implications of different versions of the Learning Society for people with learning difficulties

Chapter:
(p.201) Ten Conclusion: Implications of different versions of the Learning Society for people with learning difficulties
Source:
The Learning Society and people with learning difficulties
Author(s):

Sheila Riddell

Stephen Baron

Alastair Wilson

Publisher:
Policy Press
DOI:10.1332/policypress/9781861342232.003.0010

This chapter considers the extent to which the human-capital, social-capital, and social-control versions of a Learning Society are in evidence, and their implications for people with learning difficulties. It concludes by suggesting some more fruitful directions for the Learning Society of the future that might enable it to be an inclusive rather than exclusive force. The chapter notes that a large part of the argument of this book has been that, for people with learning difficulties, lifelong learning has failed to deliver social inclusion. It believes that there are ways of envisioning a Learning Society for people with learning difficulties which offer a high-quality general education, appropriate vocational training, and a job (or series of jobs) worthy of a human being, while allowing continued participation in education and training throughout those people's lives.

Keywords:   human capital, social capital, social control, Learning Society, learning difficulties, lifelong learning, social inclusion, general education, vocational training, job

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