Special Issue of Equal Opportunities International (EOI):
Public Policy on Democratizing Access to Education for Marginalized Groups
Guest Editor:
Dr. Mary Gatta
Center for Women and Work
Rutgers University
391 George Street, 3rd Floor
New Brunswick, NJ 08901 USA
gatta@rci.rutgers.edu
732-932-0051
As we progress through the 21st Century we must craft public policies that address inequalities in workforces in order for individual workers to have the opportunities to reach economic self-sufficiency, and also for countries to be economically competitive in a global marketplace. Yet many workers, particularly those in marginalized populations (based on race, gender, educational attainment, age, disability, etc; along with the intersections of these identities) are not provided with opportunities to gain the education and skills needed to succeed.
Specifically there has been much research documenting the changing skill needs and
educational requirements of local and global labor markets. Yet the articulation of the ways in which members of society can attain the education and skills training needed, and the role of the public sector to facilitate that process effectively is often left unclear. Central to this is that public policy needs a clear understanding of the nexus between education and employment throughout a worker's lifetime, and what barriers exist for groups of workers to attain that education. Simply put, although public policy must find ways to direct education and skills training to all workers, often the needs of marginalized populations are not fully understood or addressed by policy.
This special issue seeks contributions that address innovative ways that public policy can be crafted in order to "democratize access" to education and skills training (defined broadly to include such forms of education as: basic literacy, industry specific skills, college, and advanced education) to all populations. We welcome papers that use interdisciplinary frameworks, and represent different methodologies, countries, labor market policies, and educational policies. Among other ideas, questions can focus on:
1.. What are the ways that public sector policy can facilitate skills training and education to marginalized groups? What are some public policy programs that have provided access to education to marginalized groups? What is the effect of these policies on educational and skills attainment of these groups?
2.. How can/does public policy respond to the needs of changing global marketplaces?
3.. To what extent are existing public policy programs around education and employment outdated and discriminatory?
4.. How can understandings of inequality inform public policy surrounding education and employment?
5.. How can/does the public sector promote and/or hinder education and training for marginalized groups?
6.. How do work and family demands affect individuals' access to education? How can public policy address them?
7.. What is the role of academics in informing public policy around education, employment, and inequality?
Paper Submission Deadline: May 1, 2006
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Dr Mustafa F. Ozbilgin
Centre for Research in Equality and Diversity
School of Business and Management
Queen Mary, University of London
E1 4NS, London, UK
Web: http://www.busman.qmul.ac.uk/staff/Ozbilgin.shtml
Personal web page: http://www.ozbilgin.net
Direct Line: +442078827014
Mobile: +447967105959
[sursa e-nass]
