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Education PolicyEvidence of Equity and Effectiveness$
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Stephen Gorard

Print publication date: 2018

Print ISBN-13: 9781447342144

Published to Policy Press Scholarship Online: May 2019

DOI: 10.1332/policypress/9781447342144.001.0001

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Learning beyond institutions

Learning beyond institutions

Chapter:
(p.113) Eight Learning beyond institutions
Source:
Education Policy
Author(s):

Stephen Gorard

Publisher:
Policy Press
DOI:10.1332/policypress/9781447342144.003.0008

This chapter summarises in three strands the common theme of learning or raising academic attainment outside of normal school (or other educational institution) hours. The strands concern out-of-school hours interventions, trying to enhance parental involvement in their child's school work, and learning or self-teaching entirely separate from institutions. This chapter shows how relatively formal activities seemingly unrelated to attainment can benefit attainment at school. However, they do not seem to be able to reduce the poverty gradient in attainment. Moreover, using parents more as a resource for their children's education may not have a beneficial impact at all, and will increase rather than reduce the poverty gradient, unless parents are brought into activities conducted in schools — which is then no longer ‘education otherwise’ but just more school.

Keywords:   parental involvement, self-teaching, education otherwise, poverty, learning, academic attainment, children's education

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