Access, Lifelong Learning and Education for All
von: Gareth Parry, Michael Osborne, Peter Scott
Palgrave Macmillan, 2023
ISBN: 9783031123429
Sprache: Englisch
353 Seiten, Download: 5724 KB
Format: PDF, auch als Online-Lesen
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| Foreword | 6 | ||
| Contents | 8 | ||
| Contributors | 10 | ||
| List of Figures | 12 | ||
| 1 Introduction | 13 | ||
| Access Beyond Elites | 19 | ||
| Alternative Pathways | 24 | ||
| Learning in Community Settings | 27 | ||
| References | 30 | ||
| Part I Access Beyond Elites | 32 | ||
| 2 Access, Equity and Widening Participation | 33 | ||
| Introduction | 33 | ||
| Unequal Access | 37 | ||
| Strategies and Policies | 44 | ||
| New Institutions | 46 | ||
| Free Higher Education | 47 | ||
| Targeted Student Support | 48 | ||
| Contextual Admissions | 50 | ||
| Targets and Quotas | 51 | ||
| Wider Perspectives | 52 | ||
| Grounding Access, Participation and Inclusion: Principles and Discourses | 54 | ||
| References | 58 | ||
| 3 Human Capital Theory and Its Discontents | 61 | ||
| Introduction | 61 | ||
| Varieties of Human Capital Theory | 63 | ||
| Critiques of Human Capital Theory | 65 | ||
| Human Capital Theory Adopted as Government Policy | 68 | ||
| Alternatives to Instrumental Theories of Education | 72 | ||
| A Broader Conception of Human Beings and Motivation | 74 | ||
| Three Roles of Post-Secondary Education Programmes | 76 | ||
| Conclusion | 80 | ||
| References | 82 | ||
| 4 Adult and Lifelong Learning Epistemologies in Africa | 90 | ||
| Introduction | 90 | ||
| Presenting Africa | 91 | ||
| Methodology | 92 | ||
| Adult and lifelong learning in Africa | 93 | ||
| Highlighting the Differences Among the Epistemologies | 97 | ||
| African Traditional Education and Modern Adult and Lifelong Learning | 97 | ||
| Anglophone African Adult and Lifelong Learning and Francophone African Adult and Lifelong Learning | 100 | ||
| The Three Epistemologies and Sustainable Development | 106 | ||
| Recommendations | 108 | ||
| Conclusion | 109 | ||
| References | 110 | ||
| 5 Widening Access to Higher Education: Changing Demographics, Overcoming Old Barriers and the Role of Lifelong Learning | 113 | ||
| Introduction | 113 | ||
| People on the Move: Migrants and Refugees | 116 | ||
| Germany | 119 | ||
| Ireland | 121 | ||
| Increasing Longevity, Ageing Populations and Changing Life Course Patterns | 124 | ||
| Higher Education—Some Responses | 127 | ||
| Concluding Reflections | 131 | ||
| Note | 134 | ||
| References | 134 | ||
| Part II Alternative Pathways | 139 | ||
| 6 Beyond the Segmentation Between Vocational Training and Higher Education: New Qualification Pathways in Germany | 140 | ||
| Introduction | 140 | ||
| The German Education Schism (Bildungsschisma) | 141 | ||
| The Expansion of Higher Education in Germany | 144 | ||
| New Pathways and Institutions Beyond the Education Schism | 147 | ||
| New Vocational-Oriented School Pathways to Higher Education Entrance Qualification | 148 | ||
| Establishment of Dual Qualification Programmes at the Upper Secondary School Level | 148 | ||
| More Frequent Access to Vocational Training for School Leavers with a University Entrance Entitlement | 149 | ||
| Accreditation of Vocational Competencies on Courses of Study | 150 | ||
| Consecutive Qualification Pathways | 151 | ||
| Academisation of Vocational Qualification Provisions and ‘Vocationalisation’ of Academic Studies | 152 | ||
| Permeability and Linkage: New Access Paths and Study Opportunities | 154 | ||
| Opening up Access to Higher Education for Vocationally Qualified Persons | 154 | ||
| Hybrid and Dual Study Programmes | 157 | ||
| Conclusions | 161 | ||
| Note | 162 | ||
| References | 162 | ||
| 7 Community Colleges in the United States: Navigating Multiple Missions During Uncertain Times | 166 | ||
| Conceptualisations of the Community College | 167 | ||
| Defining ‘Community College’ | 167 | ||
| Credentials Offered | 168 | ||
| Funding and Governance | 169 | ||
| Scholarly Perspectives on Community Colleges | 170 | ||
| The Multiple Missions of Community Colleges | 171 | ||
| Open-Access Mission | 171 | ||
| Academic Preparation Mission | 172 | ||
| Workforce Development Mission | 174 | ||
| Community Service Mission | 175 | ||
| Community Colleges’ Relationships with Four-Year Institutions | 177 | ||
| Challenges Facing Community Colleges in Uncertain Times | 180 | ||
| Conclusion and Future Prospects for Community Colleges | 182 | ||
| References | 184 | ||
| 8 The Alternative Route Revisited | 193 | ||
| Three Episodes, Three Guises | 194 | ||
| Birth of the Alternative Route | 195 | ||
| A Hierarchy of Colleges | 197 | ||
| The Further Education Ladder | 199 | ||
| The Technician and Craft Routes | 201 | ||
| Criticisms and Legacies | 203 | ||
| Reaffirmation and Retreat | 206 | ||
| The Rise of General Further Education Colleges | 208 | ||
| A Self-Styled Movement | 209 | ||
| Into a New Further Education Sector | 212 | ||
| Return of the Technical Track | 214 | ||
| Route Marking | 216 | ||
| Route Building | 217 | ||
| Concluding Observations | 219 | ||
| References | 221 | ||
| 9 Higher Level Vocational Qualifications as Pathways to Work and Further Study | 224 | ||
| Introduction | 224 | ||
| Contrasting Policy Contexts | 225 | ||
| Common and Contrasting Terminology | 227 | ||
| Examining Scottish Policy: Managing HVQs as Part of a System | 228 | ||
| Higher National qualifications—The Domain of Colleges | 229 | ||
| The Role of HNC/Ds in Supporting Progression to Degree Level Study | 230 | ||
| The Dual Agenda for HNC/Ds | 233 | ||
| The Future of Articulation and Higher Vocational Education | 234 | ||
| Examining English Policy: Shaking up HVQs Within a Quasi-Market | 235 | ||
| Enter Foundation Degrees | 235 | ||
| Enter Higher and Degree Apprenticeships | 238 | ||
| Planning for Higher Technical Qualifications, Some of Which Are Already Here | 239 | ||
| What Does Experience Show Us? | 241 | ||
| Conclusion | 244 | ||
| References | 246 | ||
| Part III Learning in Community Settings | 253 | ||
| 10 Partial Inclusions: Smart Cities, Labour Market and Educational Opportunities in India | 254 | ||
| Introduction | 254 | ||
| Pursuing Lifelong Learning | 259 | ||
| Researching the Smart Cities Mission | 261 | ||
| Smart City Skill Development Courses | 263 | ||
| Quality of Training at ITCs | 265 | ||
| Smart Cities Hackathon | 267 | ||
| Citizen Engagement | 269 | ||
| Conclusion | 271 | ||
| References | 273 | ||
| 11 Community Learning Centres in the Asia Region: Popular Education and Community Transformation | 277 | ||
| Introduction | 277 | ||
| Taking Care with Words | 278 | ||
| What is a Community? | 280 | ||
| The Modern International Stage | 281 | ||
| The Global South | 284 | ||
| CLCs in the Asian Setting | 285 | ||
| Of-By-For Principle | 286 | ||
| CLCs for Community Development | 289 | ||
| The Case of Timor-Leste | 291 | ||
| Strengths and Weaknesses | 293 | ||
| Learning, Support, and Control | 295 | ||
| References | 297 | ||
| 12 Learning Outside the Academy: Conceptual Debates and Research Challenges | 300 | ||
| Introduction | 300 | ||
| Informal Learning Revisited | 303 | ||
| Reframing Debate and Action Beyond ‘Formal, Non-Formal or Informal’ Learning | 305 | ||
| The Significance of the Spatial ‘Turn’ | 307 | ||
| Spaces of Learning and Activity | 308 | ||
| Workplaces as Learning Spaces: Conceptual Issues | 310 | ||
| New Spaces—New Capabilities | 311 | ||
| Learning Across Contexts: Interdependencies and Educative Potential | 312 | ||
| Research Approaches | 315 | ||
| Complexity Theories and Social Ecological Approaches | 318 | ||
| Conclusions | 319 | ||
| References | 320 | ||
| 13 Relations in Learning and Research: The Case of the Centre for Research in Lifelong Learning | 326 | ||
| The Policy Background | 327 | ||
| The Emergence of the CRLL | 332 | ||
| The Permissiveness of Lifelong Learning | 333 | ||
| The CRLL and Learning Relations | 336 | ||
| Looking Back and Looking Forward | 342 | ||
| References | 346 | ||
| Index | 350 |