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The article focuses on the education of youth through skills by removing misinformation and restoring trust in media. Topics include the importance of critical thinking and knowledge; and that functional society requires public trust, and importance of schools for the effectiveness of the initiative.

The article offers several topics including Russian president Vladimir Putin praised lifelong learning at the closing ceremony of WorldSkills; more schools need to take action to help ensure better equality in subjects; and young people felt that their education prepared them for adult life.

The article discusses that in 1950, only 3.4 percent of young people went into higher education and by 1970 it was still only 8.4 percent. It mentions the marketisation of higher education has continued apace, with competition for potential students reaching fever pitch; and also mentions that most teachers feel that reformed A levels have led to deterioration in students' mental health.

The article talks about the challenges faced by young adult carers who participated in a round-table event hosted by the policy and research organization, Learning and Work Institute. Among the presenters include young adult carers who provided a narrative of their challenges, Nicola Aylward, head of learning for young people at Learning and Work Institute, and the Princess Royal.

The article tackles the image problems and misconceptions with further education. The author calls for greater investment in careers advice for young people and adults, as well as in further education. Emphasis is given on the need to make students understand the full range of educational options and career pathways open to them, and for teachers to maintain diversity to ensure academic, technical and soft skills development among young people.

The article focuses on growing awareness for benefits of apprenticeships and traineeships among people in Great Britain. Topics discussed include parent's role in young people's education attainment and career paths, a survey related to teachers' guidance among student to choose apprenticeships and required contribution of schools in helping students to achieve success.

In this article the author suggests that teachers should find a balance between adapting to promote inclusivity, and providing training to young people in mainstream curriculums who have autism spectrum conditions (ASC).

The article discusses research into the relationship between economic crises and educational participation, taken from the Education at a Glance report by the Organisation for Economic Cooperation and Development (OECD). It addresses students' interest in learning skills to boost employment opportunities, the growth in the number of students not in education, employment, or training (Neets), and unemployment rates for young adults after the 2008 financial crisis.

In this article the author comments on the failure of the economy in Great Britain to provide outlets that can accommodate the skills and abilities that schools developed in young people.

The author considers the value of Great Britain's Education and Skills Bill. It is reported that the bill, which is being promoted by Great Britain's Department of Children, Schools and Families, will make it compulsory for students between the ages of 16 and 18 to engage in some form of formal education. The author argues that the bill is expensive and poorly drafted and outlines how its measures may harm the young people not in education, employment or training (Neets) that it seeks to help.

The author comments on the attitude of students in further education (FE) in Great Britain. He discusses the problems faced by young adult students, including single parenthood, balancing work and school, and facing up to past shortcomings. He differentiates between those with legitimate problems and those who find someone or something to blame for perceived problems. He notes that those with legitimate problems are more likely to finish school and excel than others.

The author reflects on the educational system in Great Britain. The author asserts that Great Britain is one of the few developed nations that allows young adults to drop out of school and go to work with little education and training. The author feels the country must take action to correct the lack of job training, and discusses the financial and social consequences of lack of education and training.

The article reports that the city of London will launch a program to provide people between the ages of 16-18 free bus and subway travel in order to attend colleges in the city. The article provides comments from London Mayor Ken Livingstone about the program, which will give approximately 130,000 people free transportation. The article discusses the requirement for the program and the reaction of London's public to the initiative.

Comments on the plan of colleges in Great Britain to reduce the number of adult places. Focus on the needs of priority learners, such as young people, adults lacking literacy or numeracy skills and people without Level 2 qualifications; Questions about the future of further education and about the funding crisis.

Discusses the teacher's awareness of a young writer's zone of proximal development. Need for sensitive support from the teacher; Problems with noun and grammar usage; Role of the teacher.

Cites the result of a study pertaining to young people's attitude towards education and learning in England. Percentage of young people with plan's to continue into post-16 education; Reasons why young people in the North-east leave school with lower educational qualifications than in the rest of the country; Need to take steps to improve school environments and to increase young people's confidence and their own sense of value.

Focuses on the coordination of the Association of Colleges with the government for the decision of the young people for their educational preference in England. Anticipation for a joined-up action from the government sector; Importance of advice to the students; Significance of impartial advice from the teachers.

Presents the elements of an effective basic skills education policy for unemployed young people in Great Britain. Creation of the right framework for employees to identify industry requirements; Need for substantial spending to fix basic skills; Importance of imagination and flexibility; Unnecessity of bureaucracy in implementing the measure.

Outlines the plan of the government in Great Britain to educate and help young people who come from poor families realize their potentials. Increasing number of young people that are at without homes; Budget apportioned by for education; Details on the plan.

Reveals that half million young people in Great Britain received no education, training and employment in May 1999. Details on the report released by Demos, a research institute; Hindrance that keep the young people from education.

Reports on the evolution of youth work in England in the late 19th century. Details on the formation of Club Leaders' Association; Duties of local authorities in educating young people under the 1944 Education Act; Function of the Community and Youth Workers' Union, formerly the Club Leaders' Association.

Reports on a computer skills training course implemented in Liverpool, England to help disadvantaged young people. Design of the Dingle Opportunities program; Increase in the number of information technology-related jobs in Liverpool; Aim to teach clients how to use authoring and multimedia tools; Problems of the program.

Argues for better access to post-16 education for young people leaving residential and foster care in Great Britain. Educational disadvantage experienced by young people; Dependence of young people on the benefits system; Difficulties faced by young people without job qualifications.

Reports that many young people in Great Britain face the situation of being unqualified for a job but ineligible for financial support to continue their education. Report published by the Action On Aftercare Consortium; Blame placed on parents and schools; Lack of financial support for 17 and 18-year-olds.