Women Work-Based Learners: Factors Affecting Lifelong Learning and Career Opportunities
This chapter sets out the policy background behind attempts to encourage women to enter gender-segregated areas of work in England. It then considers factors within individuals themselves and within the work environment that facilitate or, conversely, inhibit attempts to encourage women to move into gender-segregated occupations. The chapter also examines current funding policies in England and considers whether these support or inhibit attempts to encourage women to re-train and gain high-level qualifications in atypical, gender segregated, areas.
KeywordsEducation Education Qualification Qualification Worker Worker Equal Opportunity Commission High Education Education
I would like to thank my colleagues Jim Hillage, Becci Newton and Marie Strebler for helpful discussions on this chapter.
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