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Start Over Author "Brine, Jacky" Topic adult education
8 results on '"Brine, Jacky"'

1. ESF Funded Training for Unemployed Women: The Case Study. Research Report.

Author

Brine, Jacky

Abstract

Loosely structured interviews were designed to discover the perceptions of workers involved in a European Social Fund (ESF) training project for unemployed British women regarding the intentions and results of the training scheme. A process of inductive coding for the transcript analysis was followed. The coding scheme developed from the interviews had nine main areas: research method; the workers; the funder's intentions; trainees' needs; workers within the funding scheme; management; the issues of difference between all the women in the project; achievements; and the "dream." Findings and analysis indicated that the aims and intentions of each group fell broadly into two categories: immediate and future or long term. The workers aimed to provide the trainees with a positive supportive learning environment that included the manual skills training. The workers' long-term aim was that the trainees should gain paid employment and economic independence. The trainees' long-term aspiration for future paid employment converged with the workers' aim to train women for employment. The workers' believed only a small number of trainees were actually interested in the manual skills training itself. The workers' unanimous opinion was that women were not being trained in skills suitable to the needs of the local economy. Some were suspicious of "built-in failure." (YLB)

Published
1995

2. Equal Opportunities and European Educational/Vocational Policy [and] Equal Opportunities and the European Social Fund.

Author

Brine, Jacky

Abstract

This document contains a symposium paper and a conference paper. "Equal Opportunities and European Educational and Vocational Policy" explores the symposium theme of concepts of difference as it relates directly to the European discourse of equal opportunities and its influence on European educational and vocational policy. It outlines the economic roots of European equal opportunities policy and identifies the main structures and processes by which it works: the Action Programs, the Equal Opportunities Unit, and the European Social Fund (ESF). It considers the discourse itself and argues that in its gender exclusivity it is effectively ridden with class and race assumptions and divisions. Finally, the paper considers the European discourse in relation to the similarity/difference debate surrounding the equality of women. "Equal Opportunities and the European Social Fund" explores the linkage between the discourse of equal opportunities and the training policies of ESF. Drawing on research findings, the paper focuses on the ways in which the discourse of equal opportunities influences the ESF's Objective 3 vocational policies for unemployed women. It argues that the discourse of equal opportunities focuses so intently on gender--a gender exclusivity that, combined with a lack of class or race analysis, leads to the ESF's persistent and simplistic emphasis on training unemployed women in nontraditional manual skills. (YLB)

Published
1995

3. The Use of Grounded Theory within 'Feminist' Research.

Author

Brine, Jacky

Abstract

A four-stage feminist research project investigating European Social Fund (ESF)-funded vocational training for unemployed women used the grounded theory approach. Stage 1 involved the formation of the research questions and design. Steps included the ontological, epistemological, and methodological positioning of the researcher. Stage 2 was the case study with the "workers" of an ESF-funded training program in Britain (United Kingdom). A process of inductive coding was used for the analysis of the transcripts of loosely structured interviews. Two categories for considering the achievements of the training project were generated--immediate or future aims and intentions of each group involved. In stage 3, a search of legislative and policy documents was conducted. A benefit of the grounded theory approach was that it directed the research toward analysis of secondary data. Stage 4 was analysis of the labor markets. Again, a benefit of the approach was the way in which the research was directed outwards. Labor market data were analyzed historically, occupationally, and hierarchically to understand the position of women within the labor market and the relevance of the training to past, present, and projected labor market trends. At this stage in grounded theory, it was necessary to consider the entire research process by going back to the data, looking again at the emergent categories from each stage, and identifying the dominant relationship that emerged. The dominant relationship was the discourse of equal opportunities. (YLB)

Published
1994

4. The ESF and New Technology Training for Unemployed Women.

Author

Brine, Jacky

Abstract

The European Social Fund's (ESF's) emphasis on new technology training increased throughout the 1980s, but in the 1990s this emphasis disappears from policies toward "socially excluded" groups, including long-term unemployed women. Women are segregated into certain occupations and then further segregated by a hierarchical division that consistently favors men and is reflected in the gendered pay differentials. Furthermore, women are far less likely than men to be employed full time, but are more likely to be in temporary or part-time employment: lower paid and less secure. The importance of this gendered hierarchical and occupational segregation is that women have been restricted to the "low-skilled," low-paid, periphery occupations, with little authority or control. Linked to this concept of gendering is that of re-gendering. This continual process of gendering is related directly to changes within the processes of production and maintains the gendered power differential. New technology is also being "gendered." A research project that followed the general principles of "grounded theory" has shown that new technology training is no longer stressed in the European Union (EU) Priority Guidelines. This change has occurred at the same time as numerous EU Reports have consistently stressed the importance of new technology, especially for vulnerable groups, including women. The targeted working-class women are having the occupational key to the future effectively denied them. (Contains 60 references.) (YLB)

Published
1994

5. Working-Class Women on an Access Course: Risk, Opportunity and (Re)constructing Identities

Author

Brine, Jacky and Waller, Richard

Abstract

Framed by discourses of lifelong learning and widening participation, further education Access to University courses attract mature students from a range of social backgrounds. This paper focuses on eight women students who, to varying degrees, share educational and occupational histories and aspirations. We explore their experiences of the Access programme by referring to developing learner and class identities and related femininities. This transitional phase is not a straightforward one of simply shedding old identities and donning unproblematic new ones, but is instead a period of reflexivity and risk, confusion and contradiction. Based on interviews held on termly basis throughout the one-year course, we draw on an analysis of risk to examine the gendered complexities of transitional class and learner identities and developing educational histories. In so doing, we challenge the assumption that a changing learner identity necessitates a corresponding shifting class identity.

Published
2004

6. Training for Unemployed Women: A Context for Basic, Liberal and Radical Adult Education.

Author

Brine, Jacky

Abstract

Explores the role of adult basic education, liberal education, and radical adult education in British vocational training projects for unemployed women. Considers the implications with regard to changes in funding policy, predictions of continued long-term unemployment, and the concept of social exclusion. (SK)

Published
1996

8. Gender, class and ‘race’ in lifelong learning: policy and practice in the UK and EU.

Author

Hughes, Christina, Blaxter, Loraine, Brine, Jacky, and Jackson, Sue

Subjects
LEARNING, CONTINUING education, YOUNG men, YOUNG women, ADULT education, KNOWLEDGE workers, LABOR market, TRAINING
Abstract

In this editorial the authors comment on the meaning of "lifelong learning" as perceived by the European Union and in Great Britain. The two perceptions share much common ground. Both believe that lifelong learning is directly related to knowledge work and see it in terms of raising the economic status of young men and women. The article also examines aspects of gender, class and race in the pursuit of continuing education. In the U.K. lifelong learning is inextricably linked to the labor market and the development of skills and training for the purposes of enhancing income.

Published
2006
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