Welfare Recipients and Adult Education and Training

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To understand the progressions regarding the refinement of the suffering welfare system in the United States the definition of welfare must first be understood. Welfare states are those states that take a major role in the guarantee of to provide a minimum standard of living for residents. The goal of the welfare system is to avoid socio-economic deprivation and equality against the still present racial tension and economical barriers that reside in society. Diversity as it applies to welfare could be the variation of different cultures, genders, and ethnic backgrounds. Women as welfare recipients are often perceived as an ostracized group. Although the difference biologically of being a boy or a girl are only significant later in life once the child reaches puberty. However, one they are born every society ascribes different roles characteristics and opportunities to girls and boys. These boys and girls are socialized to take on the roles of women and men in their given society, based on the concepts in said society of the behavior of women and men how they should or should not act. These social significances given to biological sex differences are covered by the term gender. Therefore, sex signifies the biological differences between men and women who are universal and do not change. For instance, women only accomplish childbirth. Gender is an important variable and classifier in society. Gender issues concerning disparity in general and especially in education, have remained continually obvious throughout the course of history (Haspels, Marinka, & Susanne, 2000). Low skills are the most common impediment to employment described by welfare recipients. Some barriers contain; health issues, disabled youth, substance abuse, and depression. The Institute for Research on Poverty recently completed an assessment to outline and recognize factors that preclude welfare recipients from working steadily and making a living. Those factors include diminutive schooling, concerns of employer discrimination, lack of work experience, lack of job skills and credentials, lack of work readiness, alcohol, and drug dependence, mental health and physical health problem, family stresses, and experiences of domestic violence (National, 1998).
The current welfare system is not encouraging toward postsecondary education, concentrating more on assistances aimed at instantaneous employment. The forfeiture of postsecondary education to rise above poverty for people receiving welfare may be unfavorable to certain females.
Though postsecondary education is not essential in the current federal welfare system, prior programs put focus specifically toward human capital gain as the way to self-independence. The Job Opportunities and Basic Skills (JOBS) program permitted and encouraged those receiving welfare to attend college and collect aid simultaneously. The efficiency of higher education as a path into a self-sustaining occupation is demonstrated by decades of economic and educational research. Notwithstanding this, currently policy deviations at the federal level lead to an extensive refusal of admission to post-secondary edification for welfare recipients, perhaps the most underprivileged groups in society (London, 2004).
Receivers with developed skills tend to get better employment; therefore it seems reasonable that educating and training should be the focus of welfare reform. The objective of welfare policy is to reduce poverty and end dependency. Advocates of enlisting adults who are receiving welfare into education or training programs by compelling them to find work stress antipoverty targets and view changes that replace work for welfare as inadequate if the income has not increased. Before seeking employment, they contend, those receiving welfare must develop