National provision of football

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National provision of Football

Sam Hughes 1t-Physical Education

History

The Beautiful Game, as it is known across the world, was first organised in England in the 1800s. The World Cup, held every four years, is the most-watched sports event on Earth. There are more member-countries of FIFA, the sports governing body, than there are in the United Nations.Order custom research paper on National provision of football

The modern game began in England but interest soon spread around Europe and other continents. FIFA (Federation Internationale de Football) was created in France in 104 as a recognition of this growth on an international level and is the football world's governing body. Seven national associations - Belgium, Denmark, Spain, France, Netherlands, Sweden and Switzerland - were the founders. FIFA launched the Olympic Football title in 14 and the World Cup in 10. The first ever FIFA World Cup for women was held in China in 11.

Governing Bodies

There are six continental confederations (Asian Football Confederation - AFC, Confederation Africaine de Football - CAF, Confederacion Norte-Centroamericany del Caribe de Futbol - CONCACAF, Union des Associations Europeenes de Football - UEFA, Confederacion Sudamericana de Futbol - CONMEBOL, Oceania Football Confederation - OFC) which organise club and national team competitions for their respective continents. The English Football Association is affiliated to UEFA. UEFA (Union des Associations Europeennes de Football) was founded on 15 June 154. In 18, the first UEFA Championship for national women's teams was held.

Over 100 years after the formation of The Football Association, football is the most popular sport in the world, played by nearly 50 million people, including 40 million women. The numbers of spectators in the stadiums and of television viewers amounts to billions.

Rules and laws

The first time that a standard ball was specified was for a representative game between the (London) Football Association and Sheffield Association in March 1866, when it was stated that Lillywhites No. 5 must be used. Later, the Harrow Chequers club proposed that a fixed size of ball should be used for the FAs Challenge Cup Competition. The general agreement was that Lillywhites number 5 should be used. After the tape measure was produced, the law became a ball of average circumference of not less than 7 inches and not more than 8 inches This rule was extended to encompass all games in 188. A standard weight followed in 188 from 1 to 15 ounces. This was amended in 17 to become 14 to 16 ounces.

It was the practice on mainland Europe, at least until the 140s, to use a smaller sized ball, the number 4. The England team were somewhat bemused to be asked to play with a no. 4 in an international in Portugal in 147. They finally persuaded the referee to use a no. 5, but after Tommy Lawton had opened the scoring for England, the players found a no. 4 had been substituted! England won 10-0, so it didnt help the Portuguese much!

The Cambridge rules of 1848 stated that it needed three of the opponents side between a forward player and the goal for him to be onside. However, the Upping ham rules of 186 remained strictly against the forward pass; if the ball is kicked by his own side past a player, he may not touch it, or advance, until one of the other side has first kicked it, or one of his own side, having followed it up, has been able, when in front of him, to kick it. The first set of Football Association rules agreed with the Upping ham idea.

As football developed in the 1860s and 1870s, the offside law proved the biggest argument between the clubs. Sheffield got rid of the kick through by amending their laws so that one member of the defending side was required between a forward player and the opponents goal; the Football Association adopted the Cambridge idea of three! Finally, Sheffield came into line with the F.A., and three players were the rule until 15.

The change to two players rule lead to an immediate increase in goal scoring. 4,700 goals were scored in 1848 Football League games in 14/5. It rose to 6,7 goals (from the same number of games) in 15/6.

in11 the distance of the opponents from the ball was increased to ten yards. A further amendment prevented the kicker of a corner to play the ball a second time until it had been played by another player, even if it rebounded to him after striking the upright. It is said that Evertons Sam Chedgzoy took a corner and dribbled the ball through his opponents and scored, thus forcing the change of law!

In 17, a clause was added allowing a goal to be scored direct from a free kick (including corners).

The penalty kick law now applied to offences 18 yards from the goal line, but within an 44 yard-wide area known as the penalty area. The penalty spot was now fixed, 1 yards from the goal and in the centre. A goal area 0 yards wide by 6 yards deep was introduced to replace the two semi-circles. There was one last little change to make, in 17; originally players could stand anywhere along the 18 yard line while a penalty was taken; a section of a circle with a 10 yard radius was added to give the penalty taker a little more room for his run up.

Structures for officiating and coaching

The first stage involved in becoming a referee is to register with your local County Football Association.

The second stage is to attend a basic Referees Course. This will involve around 10 classroom-based training sessions, followed by a written and oral exam, on the Laws of Association Football. On passing the exams, you become Level 8 referee, if you are under 16 years of age, or Level 7 referee if you are over 16. You may then officiate on local amateur (parks) football.

If you wish to become a Level 6 referee you must serve one year at Level 7 before being eligible for promotion. Promotion is usually decided through assessment, attendance at further training, successful completion of a test on the Laws of the game and a satisfactory average mark over 0 completed matches. The same criteria would apply for promotion to Level 5.

An assessment is when a senior referee (or retired referee) watches you referee, and provides you with a constructive report on your performance. Assessors also send a confidential mark on the copy of the report which is sent to your County F.A.

Level 5 referees may then be eligible for promotion to Senior Competitions (Level 4 rising to Level 1). This may involve refereeing in a supply league - Level 4 (a senior amateur league at County level), and being an assistant referee in a contributory league - Level (a semi professional league). Further promotion would take you on to a Panel League - Level and eventually, on to the National list of Referees - Level 1. The final promotion would be on to the International list where we have currently 10 referees. However, certain age limits apply - minimum and maximum - and a fitness test must be passed before each season.

The first step to become a coach is to enrol on a F.A. Coaching Course. By getting on the coaching ladder individuals have the opportunity to progress up through the various F.A. Coaching qualifications and to enhance their skills and knowledge in coaching.

The Football Association runs a wide variety of coaching courses, at the local and national levels, from all ranges of experience.#

Grass roots

The National Game Division of The F.A. may not be the associations most glamorous department but, with 40 staff, and a serious budget to spend on footballs grass-roots, it is now the largest and one of the most important.

Thus, the National Game Division is channelling over £0m a year into the games grass-roots, as part of a process designed not just to halt but to reverse decades of decline. The result is little short of a revolution for grass-roots football, with the prospect of a new dawn, heralding higher standards and better pitches, changing-rooms and facilities for clubs across the land.

The man leading this revolution is Steve Parkin, who joined The F.A. as the first Director of the National Game Division in July 000, after spending 1 years with Mars, where he had risen to become a European marketing director.

The National Game, he explains, covers all football below the Football League from the Conference to the parks.

Initiatives for potential 'stars'

The key initiatives underway are

F.A. Funding The FA will invest £45 million via the Football Foundation into facility improvement projects over the next years.

Register of English Football Facilities (REFF) a national survey of all footballing facilities in England is currently underway. This will help to assess and prioritise pitch and facilities investment.

Local Football Partnerships County-based forums have been set up, led by County FAs, to bring together football and other partners to create and prioritise football facility and development plans in their area.

Investment in facilities will be prioritised and aligned to The FA National Game Strategy, linking football development programmes and The FA Charter Standard Scheme.

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Incentive

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The great migration started in the mid 1600's. England was a dominant place from which these people would come from. England unlike other countries was having major problems in almost every part a country could. From social, religious, political, and economic standpoint England was in trouble. The people of England needed and wanted a better life, like all people do. So the solution was to migrate to new hopes and new dreams. These dreams and hopes could be achieved by taking the journey to the new world, and for most, that is exactly what they did.

One of the main reasons of colonization to North America was religion. In England around the 150's the chosen religion was Roman Catholic. Then in the 150's the King asked for another divorce and in the Roman Catholic Church divorces were seldom granted, and his divorce request was denied. The king not liking the churches decision decided to take matters into his own hands and break away from the Roman Catholic Church and make a new religion, the Church of England, which meant every body, had to start going to the Church of England because it was England's Church. The Puritans didn't like that idea to much. They felt that only "visible saints" (Persons who felt the stirring of grace in their souls and could demonstrate its presence to their fellow Puritans.) should be allowed or granted expectance into the Church of England. They also didn't like the idea of sharing seats or sitting next to the unworthy or the "damned" during church. The King of England didn't care too greatly, he got his divorce granted since he was the head of the church and that was all he was after, he finished his objective. Seething with anger a small group of Puritans known as Separatists decided to leave the Church of England due to the injustice, and impurities that the Church of England had brought upon the religion.

Then in 160 when King James I became the head of the church and the state. King James started to notice this separation or defiance of the church and felt that if his people could defy him on a spiritual level they could also do it on a political level as well. Therefore he decided to take immediate action and drive the separatists out of England. Then in 160-164 about seventy thousand refugees left England, not all of those refugees were puritans, and only about twenty thousand of them settled in Massachusetts. While the other fifty thousand settled in the West Indies and the Caribbean Islands. With the settlement in Massachusetts known as the Bay Colony Bible Commonwealth, came a very profitable and successful colony. The colonists had a shared sense of purpose, their idea was to become the "city upon a hill" (or a heavenly city), and they believed that they had a covenant with god, a pact to build a religious society to serve as a guide or a blueprint for man kind. Cheap University Papers on Incentive

Life was extremely harsh for the people of England in the 1600's. Poverty and unemployment ravaged every corner of the country. Jobs were scarce and money was even harder to come by. People were just looking for a way out of the hell hole that was consuming them. Then came a way out, of the miserable lives these people were living. A new idea was sparked in these people's minds. Why not go to the new world and make it big in the agricultural business. Thousands of male men traveled to the new world as indentured servants (men or women who became slaves for a certain amount of time to gain passage to the new world) in hopes of becoming wealthy land owners or successful men of the new world. A new system was put upon the indentured servants and their new masters, called the Head right system. This system was a very profitable business move for all parties concern. The Head right system gave fifty acres of land for every head that went to the new world to the master or person who was paying for the voyage. This gave a little more incentive for people to help colonize the new world.

Another reason why people wanted to come to the new world was a fresh start in a new land. This gave most people an equal platform to start from. In the new world there were no titles. Blood or family names didn't matter in the new world. People were judged by themselves. There was no hierarchy, it was you and you alone that judged yourself and your worth. In England it was not like that, you were judged by your social status and by whom your family was or who's blood you have running through your veins. The only way people could move up in the social ladder was to marry some one who was in the right circles or had the right name. So it was a perfect opportunity for many to come to the new world, to start a new.

Though thousands of people raced for new opportunity in the new world very few actually found it. About thirty percent of the indentured servants died before finishing their term, and even the servants that did finish their term still struggled, but then there were those few that battled the odds and came out on top, almost like a Cinderella story. Due to social, economic, religious, and political strives and troubles in England led to the great migration to the new world.

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Bars Fight

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Lucy Terry, who was a slave until 1756, wrote this poem while she was enslaved. This is a poem about the attack on Old Deerfield. In this poem, she talks about how the Indians killed 5 enslaved men. She seems to have a great attachment to making a point of saying their names so they will not be forgotten. They must be people that she knew, people that she knew to be great, or just people who were slaves also. It was August 5, 1746 and the Indians were out to kill some very fearless enslaved men. The Indians ended up killing 5 slaves.

First was Samuel Allen, who was a hero and is a hero no more. Terry says, "his face no more shall we behold." She is saying that without a face his memory might be forgotten. Then there was Eleazer Hawks, who was killed without knowledge of the Indians being there. Before he had time to fight he was shot and killed. Oliver Amsden was killed and his friends were in grief. Terry has really taken these deaths to heart. These men are just a few that died in their fight in ending slavery. Adonijah Gillet was heard to have lost his life. John Sadler escaped being killed by fleeing across the river. Eunice Allen tried to save herself by running, but she was caught and was "tommyhawked" and left dead.

I had questions about this story, were these slaves able to write and read? If not then how was her poem remembered (published)? How long after? Was the translation muffled? I'm sure that she recited her poem enough times for people to remember. She really seems to want to have these men and the woman remembered. People probably memorized the poem; this is a verbal culture rather than a written one. They heavily relied on stories about their homeland to maintain their sense of belonging.

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Reflection Paper

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When my grandmother found out she had cancer in her bladder, she was offered two choices. She could undergo aggressive chemotherapy, which, for a woman her age, had almost a 0% rate of survival. Or she could have her bladder removed entirely she would almost certainly survivebut she would have to live with the indignity of carrying an external bag for urine with her all the time.

Being who she was, my grandmother chose the chemotherapy and a year later, she died. It was difficult for all the members of her family and, in particular, my grandfather who was her primary caretaker while she slowly starved to death in her own living room. None of us would have minded, I think, if she had a bag for urine. Her absence in our lives is frequently noticed.

The questions that arose in my mind went something like this what was her obligation to us when she made her decision? Was it selfish of her? Is it selfish of us to expect her to choose the option that makes life best for us? Who can decide when quality of life outweighs its duration? What does this mean for quality of life v. sanctity of life decisions in a broader sense?

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For my grandmother, having her bladder removed would have been an inconsiderable surrender of dignity. She had long prided herself on her independence and fortitude. In her mind, I think the decision was something like if I can't keep my bladder, life will not be worth living.

Because there was an infinitesimal chance that she might survive, it was not exactly euthanasia. But where are we to draw the line? In choosing not to have her bladder removed, she essentially forewent a procedure that would have saved her life.

Clearly, she believed that she should be allowed to decide. Most people in her position would also want that option. Our reasoning is that we want to be able to control the fate of our own bodies. I believe that most people internally understand that there is a point at which they would rather die than continue to live under their personal definition of unbearable conditions. To do this is to concede that there is something more important than life itself. If we construe this to be a right, than she was only as selfish as anyone who asserts a right is.

However, some might argue, rights end when they conflict with the rights of others, or some such formulation. Thus, one could reformulate the question as doesn't the sick or dying person owe something to those who care about them and have a right to their consideration?

If we assume that my grandmother did not want us to be unhappy, all else equal, some consideration was probably given to this question. On the other hand, if we also wanted her to be happy, perhaps the consideration cancels out. Or perhaps, since it is after all her life, our consideration of her trumped her consideration of us.

Ultimately, for me, I ethically concluded that perhaps the need for such decision-making on a personal level, makes any sort of absolute moral standard in these cases wrong. Each of us has our own idea of suffering. Each of us must weigh what our remaining time alive is compared to the minimum quality of life we are willing to tolerate.

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The Iraq Project

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The Iraq Project

The Iraq Project was initiated in New York in May 00 as a hub to facilitate the connection of individuals, investors and companies who are interested in rebuilding the infrastructure of Iraq. Companies and agencies from all areas, both international and Iraqi, are encouraged to participate in this project. Various corporations work as hands-on project management and business development agencies, their involvement in the Iraq Project will include work as facilitators, agents and brokers. As development projects in Iraq are initiated, these corporations will set up a presence in Baghdad. The Iraq Project is without political borders, and is based upon open involvement with companies from all over the world. The Iraq Project will include government and procurement agencies, as well as companies from the areas of telecommunications, technology, transportation, construction, real estate, energy, education, health, military equipment, and import and export trading concerns, all of which will help in rebuilding the infrastructure of Iraq. Now that the war is over, rebuilding Iraq is the top priority.

The reconstruction of the infrastructure of Iraq is an enormous task, fundamental to the initialization of the economy. This highly complex undertaking requires logistic competence in every respect. The Iraq Project, initiated after the second Gulf war, does not pursue political aims. It has been created to rebuild the country of Iraq with the cooperation of its people - the project is founded upon a respect for the culture of the land.

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The project to rebuild a cross-country highway from Kabul to Kandahar to Herat, funded by the United States, Japan, and Saudi Arabia, is one of the few tangible signs of reconstruction since the US-led war ousted the Taliban a year and a half ago. It will turn a several-day journey into a five-hour drive, improving commerce and daily life in countless ways. The shattered country that will come to life only with asphalt and bricks, canals and dams, schools and hospitals, and above all, jobs.

The Marshall Plan for Afghanistan that President Bush promised after the fall of the Taliban never fully came to pass. He proposed a long-term commitment that included projects like paving roads, clearing minefields, building clinics, and contributing to economic development.

But critics worry that without a commitment comparable to the post-World War II rebuilding plan, Afghanistian could once again fall prey to the poverty and lawlessness that fed Islamic extremism under the Taliban in the 10s. Despite the presence of a total of 11,500 coalition troops, United Nations agencies and foreign donors, Afghanistans provinces are dominated by warlords and riven with power struggles. Roads are virtually impassable or plagued by bandits, schools and health care are largely in shambles, and opium poppies, the only profitable crop for most drought-hit farmers, are being grown all over the country. The agency is said to have discreetly sent out requests for tenders from at least five companies involved in infrastructure and engineering. Education, health, transport and energy schemes are involved in what would be the biggest rebuilding project since World War II. Plans for the reconstruction have been detailed in a privately distributed USAid document, called Vision for post-conflict Iraq. A USAid spokeswoman said that the companies were chosen because of their proven ability, and that it was a policy to use US companies for projects funded by the American taxpayer.

The conflict in Iraq has created an urgent need to rebuild infrastructure and restore essential services within that country. Project management will need to be initiated to take on the mass task of this rebuilding. Many of the tasks listed below will be initiated in the building of Iraq

· Approved and targeted projects.

· Appropriations authorized by individual governments and non-governmental organizations.

· Administrative procedures.

· Contract bidding process.

· Awarded contracts.

· Sub-contract opportunities

· Project development status

Whatever the exact final form of the Iraqi government of the future, it must ensure a redistribution of wealth and power among the countrys three regions and ethnic groups. For over thirty years, the Baathis and their clique have hoarded wealth and power, to the detriment of the rest of the people. Redistribution is the key to calming civil strife and laying the groundwork for true democracy. As policymakers and officials debate the temporary government to be installed in Baghdad post-war, the overarching question of what are the principles to which the New Iraqi government adheres needs to be explored. The New Iraq, through nuanced argument and cultural portrayal needs to be discussed based on the values and ideas that ought to guide the rebuilding process.

What will indeed matter greatly to the destiny of Iraq, its talented, beleaguered people, and the entire Middle East is whether American society and the world mobilize and commit themselves to compassionately rebuilding a thriving New Iraq.

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Drunk Driving

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Introduction

I. Imagine you are driving down the road and suddenly a car slowly swerves into you lane and all of a sudden you realize the car isn't moving back.

In a panic you try to get out of the way of the on coming car, but its too late. You suddenly see a bright light. The bright light is a hospital room and your there lying on the table. This happens hundreds of thousands of times every year in the US.Write my Essay on Drunk Driving cheap

II. Establishment of Ethos

III. Thematic Statement With all the housing opportunities available, finding and securing a great place isn't as easy as one would think. There are things to know about the city's housing history and to find a broker

IV Preview I will explain to you what has been said and done in the past. Followed by what to look for now in securing an apartment.

Body

The French Architect Le Corbusie once described Manhattan as a

" magnificent catastrophe" . Currently New York City's population is close to 8.5 million people

A. An early part of the nineteenth century European immigrants were paying 100% of their income for rent.

B. Tenants created informal groups called "Tenant Unions" and stared rent strikes.

C. In response Mayor Laguadrida helped tenants with their struggle and help create new laws which protected NYC tenants from eviction

Many of the laws are still in affect today

Out of this struggle came every New Yorkers Dream Rent Control Buildings

drunken driving deaths in Maryland, 0; injured, ,000; deaths across the country, 18,000; DWI arrests across the country every year, more than 1.5 million; and arrests in Maryland, ,000 -- thats one out of every 10 drivers

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Lifelong Learning

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Lifelong Learning

QuestionCritically discuss the key objectives of current policies on lifelong learning in Britain.

TUTOR MR Ed

STUDENT Greenthorp MaybletonWrite my Essay on Lifelong Learning for me

In a modern society such as ours, we make much of notions of egality and

apparently such an important concern that our politicians and governments

social justice and strive to ensure that individuals and groups are not

apparently such an important concern that our politicians and governments

disadvantaged in any way. So too in education do we seek to ensure that

apparently such an important concern that our politicians and governments

everyone has equal access to the learning that is offered. Indeed, this is

apparently such an important concern that our politicians and governments

apparently such an important concern that our politicians and governments p

apparently such an important concern that our politicians and governments

roduce policies and legislation to make sure that all groups and individuals

apparently such an important concern that our politicians and governments

have a right to equal access and opportunity. By identifying the apparent

need for such a formalisation of people's rights, we also realise that the

apparently such an important concern that our politicians and governments

current system contains inequalities. For example, the Scottish Executive, in

apparently such an important concern that our politicians and governments

its Strategic Framework for Further Education (1), recognises that, while

apparently such an important concern that our politicians and governments

the F.E. sector has shown growth over recent years

What has become apparent though, is that this participation and take up of opportunity is not evenly spread across the population. Certain groups whether defined socially, occupationally or geographically are much better represented than others. In other words there are distinct pockets of significant non-participation in post-school education and training. (p.)

It seems that we recognise the need to encourage certain groups in society to participate more in education. apparently such an important concern that our politicians and governments

apparently such an important concern that our politicians and governments

In recent years, a growing emphasis has been placed on widening access to education and training. Educational policy has focussed on access and the need to target particular groups in society to encourage them to take up the learning opportunities that exist, while at the same time encouraging the education sector to expand the range and volume of learning opportunities. The policies fall under the umbrella of 'Lifelong Learning' and it is apparent that any changes brought about by lifelong learning policies could have wide ranging effects on our society. As lifelong learning becomes a key theme of educational policy, it is important to question its dominance and examine the agendas it seeks to address.

apparently such an important concern that our politicians and governments

While tied to notions of employment, lifelong learning is also being promoted as a tool by which we can tackle social exclusion, and can therefore be seen as a two-pronged approach to the future development of our society.

The government also believes that lifelong learning has a major contribution to make in promoting social inclusion. Opportunities to learn through vocational training or Further Education in general can improve the skills and employability of those seeking work, while less formal community education can provide the first steps into wider opportunities to participate in work and learning. (Scottish Office, 1)

While one might reasonably expect that the economic imperative and social development models would require different approaches, a closer examination of the policies reveals a blurring of the divisions between them. For example, Opportunity Scotland (18) delivers this ten point action plan;

…by 00 the Scottish University for Industry will have been launched, …to make learning easier and more convenient. All schools, colleges, higher education institutions, …will be connected to the National Grid for Learning. … an additional 4,000 students to participate in further and higher education …the development of pathfinder courses for up to 000 unemployed and low income HE part-time …100,000 people in Scotland will be (Learning)account holders. The University of the Highlands and Islands Project will have developed significantly. …150,000 people will have benefited from New Deal and New Futures programmes. Scotland will have 15,000 Modern Apprentices and more young people qualified to Level by means of Skillseekers. All 16 and 17 year olds in work will have the right to study for a Level qualification… we will have introduced Higher Still and developed a comprehensive Scottish Credit and Qualifications Framework …a new strategic framework for the FE sector which will …maximise access to all courses.

While tied to notions of employment, lifelong learning is also being promoted as a tool by which we can tackle social exclusion, and can therefore be seen as a two-pronged approach to the future development of our society.

…by 00 the Scottish University for Industry will have been launched, …to make learning easier and more convenient. All schools, colleges, higher education institutions, …will be connected to the National Grid for Learning. … an additional 4,000 students to participate in further and higher education …the development of pathfinder courses for up to 000 unemployed and low income HE part-time …100,000 people in Scotland will be (Learning)account holders. The University of the Highlands and Islands Project will have developed significantly. …150,000 people will have benefited from New Deal and New Futures programmes. Scotland will have 15,000 Modern Apprentices and more young people qualified to Level by means of Skillseekers. All 16 and 17 year olds in work will have the right to study for a Level qualification… we will have introduced Higher Still and developed a comprehensive Scottish Credit and Qualifications Framework …a new strategic framework for the FE sector which will …maximise access to all courses.

STUDENT Greenthorp Maybleton

In a modern society such as ours, we make much of notions of egality and

apparently such an important concern that our politicians and governments

social justice and strive to ensure that individuals and groups are not

apparently such an important concern that our politicians and governments

disadvantaged in any way. So too in education do we seek to ensure that

apparently such an important concern that our politicians and governments

everyone has equal access to the learning that is offered. Indeed, this is

apparently such an important concern that our politicians and governments

apparently such an important concern that our politicians and governments p

apparently such an important concern that our politicians and governments

roduce policies and legislation to make sure that all groups and individuals

apparently such an important concern that our politicians and governments

have a right to equal access and opportunity. By identifying the apparent

need for such a formalisation of people's rights, we also realise that the

apparently such an important concern that our politicians and governments

current system contains inequalities. For example, the Scottish Executive, in

apparently such an important concern that our politicians and governments

its Strategic Framework for Further Education (1), recognises that, while

apparently such an important concern that our politicians and governments

the F.E. sector has shown growth over recent years

What has become apparent though, is that this participation and take up of opportunity is not evenly spread across the population. Certain groups whether defined socially, occupationally or geographically are much better represented than others. In other words there are distinct pockets of significant non-participation in post-school education and training. (p.)

It seems that we recognise the need to encourage certain groups in society to participate more in education. apparently such an important concern that our politicians and governments

apparently such an important concern that our politicians and governments

In recent years, a growing emphasis has been placed on widening access to education and training. Educational policy has focussed on access and the need to target particular groups in society to encourage them to take up the learning opportunities that exist, while at the same time encouraging the education sector to expand the range and volume of learning opportunities. The policies fall under the umbrella of 'Lifelong Learning' and it is apparent that any changes brought about by lifelong learning policies could have wide ranging effects on our society. As lifelong learning becomes a key theme of educational policy, it is important to question its dominance and examine the agendas it seeks to address.

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