WIT Press

Sustainability, Urban Regeneration And Social Inclusion


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WIT Press


C. Doyle


Since 1994 Europe has been formally working towards, and committed to, a socially inclusive environment [1]; one where all participate in society and as such society reaps potential benefits. The UK’s commitment to this is demonstrated through its pledge to increase participation at all levels of society. For it is argued that sustainability and urban regeneration cannot be achieved with high numbers of unemployed, low levels of literacy and sectors of society excluded from the workplace due to discrimination and ignorance. The UK government firmly believes that education may provide the mechanisms to overcome many of the obstacles to inclusion. This is in line with the thinking of UNESCO who believes that education has been increasingly accepted as being central for achieving sustainable development [2]. This role was confirmed at the Earth Summit [3] where the notion of ‘education for all’ was reaffirmed. But does education hold such a miracle cure? Will education overcome the problems of high crime levels, drug abuse, poor health, low esteem, social behavioural problems, high teenage pregnancy rates, all of which are often symptomatic of a socially excluded society? This paper will examine the nature of exclusion within the UK, the problems associated with such exclusion, provide possible solutions and highlight the potential problems associated with these. Keywords: social inclusion, social exclusion, regeneration, employment, sustainability, poverty, education. 1 Social inclusion: a European objective Social inclusion has been on the European agenda since 1994 when it was argued that an inclusive society was a necessity for economic growth and social justice [1]. Since then this issue has been the subject of much debate and since


social inclusion, social exclusion, regeneration, employment, sustainability, poverty, education.