Parry / Osborne / Scott Access, Lifelong Learning and Education for All

1. Auflage 2023
ISBN: 978-3-031-12342-9
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 353 Seiten

Reihe: Palgrave Studies in Adult Education and Lifelong Learning

This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done, addressing matters of equity, agency, community, mobility and hierarchy.

Gareth Parry is Professor Emeritus at the University of Sheffield, UK, where he was Director of the Centre for the Study of Higher Education.
Michael Osborne is Professor in Adult and Lifelong Learning at the University of Glasgow, UK, where he is Director of the Centre for Research and Development in Adult and Lifelong Learning. Peter Scott is Emeritus Professor of Higher Education Studies at the Institute of Education, University College London, UK, and was Scotland's Commissioner of Fair Access.

Autoren/Hrsg.

Parry, Gareth

Osborne, Michael

Scott, Peter

Inhaltsverzeichnis

1;Foreword;6
2;Contents;8
3;Contributors;10
4;List of Figures;12
5;1 Introduction;13
5.1;Access Beyond Elites;19
5.2;Alternative Pathways;24
5.3;Learning in Community Settings;27
5.4;References;30
6;Part I Access Beyond Elites;32
7;2 Access, Equity and Widening Participation;33
7.1;Introduction;33
7.2;Unequal Access;37
7.3;Strategies and Policies;44
7.3.1;New Institutions;46
7.3.2;Free Higher Education;47
7.3.3;Targeted Student Support;48
7.3.4;Contextual Admissions;50
7.3.5;Targets and Quotas;51
7.3.6;Wider Perspectives;52
7.4;Grounding Access, Participation and Inclusion: Principles and Discourses;54
7.5;References;58
8;3 Human Capital Theory and Its Discontents;61
8.1;Introduction;61
8.2;Varieties of Human Capital Theory;63
8.3;Critiques of Human Capital Theory;65
8.4;Human Capital Theory Adopted as Government Policy;68
8.5;Alternatives to Instrumental Theories of Education;72
8.6;A Broader Conception of Human Beings and Motivation;74
8.7;Three Roles of Post-Secondary Education Programmes;76
8.8;Conclusion;80
8.9;References;82
9;4 Adult and Lifelong Learning Epistemologies in Africa;90
9.1;Introduction;90
9.2;Presenting Africa;91
9.3;Methodology;92
9.4;Adult and lifelong learning in Africa;93
9.5;Highlighting the Differences Among the Epistemologies;97
9.6;African Traditional Education and Modern Adult and Lifelong Learning;97
9.7;Anglophone African Adult and Lifelong Learning and Francophone African Adult and Lifelong Learning;100
9.8;The Three Epistemologies and Sustainable Development;106
9.9;Recommendations;108
9.10;Conclusion;109
9.11;References;110
10;5 Widening Access to Higher Education: Changing Demographics, Overcoming Old Barriers and the Role of Lifelong Learning;113
10.1;Introduction;113
10.2;People on the Move: Migrants and Refugees;116
10.2.1;Germany;119
10.2.2;Ireland;121
10.3;Increasing Longevity, Ageing Populations and Changing Life Course Patterns;124
10.4;Higher Education—Some Responses;127
10.5;Concluding Reflections;131
10.6;Note;134
10.7;References;134
11;Part II Alternative Pathways;139
12;6 Beyond the Segmentation Between Vocational Training and Higher Education: New Qualification Pathways in Germany;140
12.1;Introduction;140
12.2;The German Education Schism (Bildungsschisma);141
12.3;The Expansion of Higher Education in Germany;144
12.4;New Pathways and Institutions Beyond the Education Schism;147
12.4.1;New Vocational-Oriented School Pathways to Higher Education Entrance Qualification;148
12.4.2;Establishment of Dual Qualification Programmes at the Upper Secondary School Level;148
12.4.3;More Frequent Access to Vocational Training for School Leavers with a University Entrance Entitlement;149
12.4.4;Accreditation of Vocational Competencies on Courses of Study;150
12.4.5;Consecutive Qualification Pathways;151
12.4.6;Academisation of Vocational Qualification Provisions and ‘Vocationalisation’ of Academic Studies;152
12.4.7;Permeability and Linkage: New Access Paths and Study Opportunities;154
12.4.8;Opening up Access to Higher Education for Vocationally Qualified Persons;154
12.4.9;Hybrid and Dual Study Programmes;157
12.5;Conclusions;161
12.6;Note;162
12.7;References;162
13;7 Community Colleges in the United States: Navigating Multiple Missions During Uncertain Times;166
13.1;Conceptualisations of the Community College;167
13.1.1;Defining ‘Community College’;167
13.1.2;Credentials Offered;168
13.1.3;Funding and Governance;169
13.1.4;Scholarly Perspectives on Community Colleges;170
13.2;The Multiple Missions of Community Colleges;171
13.2.1;Open-Access Mission;171
13.2.2;Academic Preparation Mission;172
13.2.3;Workforce Development Mission;174
13.2.4;Community Service Mission;175
13.3;Community Colleges’ Relationships with Four-Year Institutions;177
13.4;Challenges Facing Community Colleges in Uncertain Times;180
13.5;Conclusion and Future Prospects for Community Colleges;182
13.6;References;184
14;8 The Alternative Route Revisited;193
14.1;Three Episodes, Three Guises;194
14.2;Birth of the Alternative Route;195
14.2.1;A Hierarchy of Colleges;197
14.2.2;The Further Education Ladder;199
14.2.3;The Technician and Craft Routes;201
14.2.4;Criticisms and Legacies;203
14.3;Reaffirmation and Retreat;206
14.3.1;The Rise of General Further Education Colleges;208
14.3.2;A Self-Styled Movement;209
14.3.3;Into a New Further Education Sector;212
14.4;Return of the Technical Track;214
14.4.1;Route Marking;216
14.4.2;Route Building;217
14.5;Concluding Observations;219
14.6;References;221
15;9 Higher Level Vocational Qualifications as Pathways to Work and Further Study;224
15.1;Introduction;224
15.2;Contrasting Policy Contexts;225
15.3;Common and Contrasting Terminology;227
15.4;Examining Scottish Policy: Managing HVQs as Part of a System;228
15.4.1;Higher National qualifications—The Domain of Colleges;229
15.4.2;The Role of HNC/Ds in Supporting Progression to Degree Level Study;230
15.4.3;The Dual Agenda for HNC/Ds;233
15.4.4;The Future of Articulation and Higher Vocational Education;234
15.5;Examining English Policy: Shaking up HVQs Within a Quasi-Market;235
15.5.1;Enter Foundation Degrees;235
15.5.2;Enter Higher and Degree Apprenticeships;238
15.5.3;Planning for Higher Technical Qualifications, Some of Which Are Already Here;239
15.6;What Does Experience Show Us?;241
15.7;Conclusion;244
15.8;References;246
16;Part III Learning in Community Settings;253
17;10 Partial Inclusions: Smart Cities, Labour Market and Educational Opportunities in India;254
17.1;Introduction;254
17.2;Pursuing Lifelong Learning;259
17.3;Researching the Smart Cities Mission;261
17.3.1;Smart City Skill Development Courses;263
17.3.2;Quality of Training at ITCs;265
17.3.3;Smart Cities Hackathon;267
17.3.4;Citizen Engagement;269
17.4;Conclusion;271
17.5;References;273
18;11 Community Learning Centres in the Asia Region: Popular Education and Community Transformation;277
18.1;Introduction;277
18.2;Taking Care with Words;278
18.3;What is a Community?;280
18.4;The Modern International Stage;281
18.5;The Global South;284
18.6;CLCs in the Asian Setting;285
18.7;Of-By-For Principle;286
18.8;CLCs for Community Development;289
18.9;The Case of Timor-Leste;291
18.10;Strengths and Weaknesses;293
18.11;Learning, Support, and Control;295
18.12;References;297
19;12 Learning Outside the Academy: Conceptual Debates and Research Challenges;300
19.1;Introduction;300
19.2;Informal Learning Revisited;303
19.3;Reframing Debate and Action Beyond ‘Formal, Non-Formal or Informal’ Learning;305
19.4;The Significance of the Spatial ‘Turn’;307
19.5;Spaces of Learning and Activity;308
19.6;Workplaces as Learning Spaces: Conceptual Issues;310
19.7;New Spaces—New Capabilities;311
19.8;Learning Across Contexts: Interdependencies and Educative Potential;312
19.9;Research Approaches;315
19.10;Complexity Theories and Social Ecological Approaches;318
19.11;Conclusions;319
19.12;References;320
20;13 Relations in Learning and Research: The Case of the Centre for Research in Lifelong Learning;326
20.1;The Policy Background;327
20.2;The Emergence of the CRLL;332
20.3;The Permissiveness of Lifelong Learning;333
20.4;The CRLL and Learning Relations;336
20.5;Looking Back and Looking Forward;342
20.6;References;346
21; Index;350