Internationalisation of the contemporary university has become a pervasive and powerful development theme during the past three decades. In many countries, higher education is now a major export industry. The UK has longstanding experience of overseas student recruitment, international partnerships between universities and trans-national education. It has led the world in the development of the quality assurance of overseas activities. This collection of essays brings together articles published in the journal of the UK Association of University Administrators (AUA). Several of the pieces are members of AUA whilst others are by authors who work in other countries. Overall, in this volume, there is a practitioner focus that provides the reader with lessons learnt by those with experience of implementing policies to promote the internationalisation of higher education. We are interested both in how universities can manage the challenges that they face, and in how the experience of students can be enhanced by participation in internationalisation. Because the AUA has an enduring commitment to the professionalization of management and administration, readers of this anthology will find accessible, focussed and brief articles that are solution-oriented. This book was originally published as a special issue of Perspectives: Policy and Practise in Higher Education.

Very damaging effects are attributed to the deep divide between academic and vocational post-compulsory education which has marked the English education system. It has been blamed for keeping one side too narrowly academic and the other too narrowly practical. Even worse, a persistent belief that real education post-16 is properly reserved for an academically-minded minority has kept participation rates well below those of most comparable countries, thereby producing an under-educated and under-skilled workforce. This text looks in detail at the contrasts in the provision traditionally made for academically and vocationally minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications, and how the organization of learning for different but equal qualifications was observed in 40 schools and colleges.

Very damaging effects are attributed to the deep divide between academic and vocational post-compulsory education which has marked the English education system. It has been blamed for keeping one side too narrowly academic and the other too narrowly practical. Even worse, a persistent belief that real education post-16 is properly reserved for an academically-minded minority has kept participation rates well below those of most comparable countries, thereby producing an under-educated and under-skilled workforce. This text looks in detail at the contrasts in the provision traditionally made for academically and vocationally minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications, and how the organization of learning for different but equal qualifications was observed in 40 schools and colleges.

This important book focuses on the critical role of educational achievement for the wellbeing and success of vulnerable youth in adulthood. It is concerned with three interconnected issues: the support which is or should be afforded to youth ageing out of state care to enable them to fulfil their academic potential; the interdependence of social aspects of 'care' and educational attainment for children growing up in state care; and the conditions which are pre-requisite for transition to fully autonomous adulthood, together with the implications of these for the state's responsibilities to care leavers. These issues are addressed through a review of international literature based on the educational outcomes and life-chances of youth graduating from state care, analysis of the findings of a three-year qualitative study following the educational transitions of young people, and the use of theoretical frameworks to explore the complexities of children's experiences of the state care system. In doing so the book balances predominantly needs-based discourses with a children's right perspective, focusing on competence rather than vulnerability and promoting the development of the skills needed for autonomous adulthood. Reconceptualising Transitions from Care to Independence should be considered essential reading for researchers, practitioners and policy makers in the fields of education, childhood studies and adoption and fostering services. Additionally, the issues addressed are of wider relevance to youth transitions to adulthood. Youth ageing out of care provide a particularly insightful case study into the broader cohort of young people entering the workforce in an era of a globalised economy and austerity.

Flexibility has become a central concept in much policy and academic debate. Individuals, organizations and societies are all required to become more flexible so that they can participate in the ongoing processes of change involved in lifelong learning. This book explores how the notion of a learning society has developed over recent years: the changes that have given rise to the requirement for flexibility, and the changed discourses and practices that have emerged in the education and training of adults. It considers how, with the growth in interest in adults as learners (primarily to support economic competitiveness), the closed field of adult education has now been displaced by a more open discourse of lifelong learning. This involves not only changing practices such as moving towards open and distance based learning, but also changing workplace identities. The text concludes that learning settings are therefore changing places in a number of senses: they are places in which people change; they are subject to change; and they are changing to include the home and workplace as well as more formal settings.

Citizen Inquiry: Synthesising Science and Inquiry Learning is the first book of its kind to bring together the concepts of citizen science and inquiry-based learning to illustrate the pedagogical advantages of this approach. It shifts the emphasis of scientific investigations from scientists to the general public, by educating learners of all ages to determine their own research agenda and devise their own investigations underpinned by a model of scientific inquiry. 'Citizen inquiry' is an original approach to research education that refers to mass participation of the public in joining inquiry-led scientific investigations. Using a range of practical case studies underpinned by the theory of inquiry-based learning, this book has significant implications for teaching and learning through exploration of how new technologies can be used to engage with scientific research. Key features include: a new perspective on science education and science practice through crowd-sourced research explanation of the benefits of this innovative approach to teaching and learning a steady shift of emphasis from theory to application for readers to understand thoroughly the current state of research in the field and its applications to practice examples of practical applications of this approach and recommendations on how successful citizen inquiry applications can be developed. This edited volume is essential reading for academic researchers and professional educators interested in the potential of online technology in all levels of education, from primary and secondary level through to further education and lifelong learning. It will be ideal reading on any undergraduate or postgraduate course involving research methods in education as well as developments in science education and educational software.

Adult ESL/Literacy from the Community to the Community: A Guidebook for Participatory Literacy Training tells the story of a university-community collaboration to develop, implement, and evaluate a project designed to train immigrants and refugees as adult ESL and native literacy instructors in their own communities. Beyond the story of this one project, the book is also a clear and powerful explication of the underlying principles and premises of the program model it describes: community leadership development, a participatory approach to literacy instruction and instructor training, native language adult literacy instruction, and collaboration.

First Published in 1992. Routledge is an imprint of Taylor and Francis, an informa company.

This book offers some suggestions as to ways forward from this dilemma. Drawing on the new intellectual frameworks of critical pedagogy, feminism and postmodernism and their impact upon educational theory, practice and research, the book focuses on the changing contexts of adult education. By building on the notion of going beyond the limits of certain current adult education orthodoxies, the authors try to provide alternatives for practice. The final three chapters deal with research, focusing on a critical macro-analysis of mainstream paradigms, a review of alternative approaches, and a more micro-analysis centering on the role of the socially-located self in the research process.

First published in 1969. Routledge is an imprint of Taylor & Francis, an informa company.

Adults now constitute the majority of students in higher education; what they bring to it, want and need are important questions in the development of a more responsive higher education. The author discusses The Relationship Between Motives, Education, And Life History To Explore how culture and history shape people and their motives for learning, taking into account variations in gender, social background and ethnicity, challenging the orthodox view that non-traditional students enter higher educational for vocational/material reasons.

New edition includes additional pedagogical features following popular demand, including more real life case studies, reflective questions and implications for practice in each chapter Thoroughly revised and updated throughout, including a wealth of emerging and contemporary topics Includes a set of PowerPoint slides and a set of usful links to save instructors time Weaves together the individual and organizational perspectives on career development Links theory to application Makes literatures typically published in psychology, sociology, and HRM available to HRD majors Discusses career development among diverse populations to include underrepresented groups, women, and older employees Creates awareness of an area of practice within HRD that has been claimed to be a core aspect of the field but has, in reality, received far less attention than other areas, such as training and organizational development

Whether entering higher education straight from school, or returning to study later in life, students need to develop effective study skills to get the most out of a course. Whatever the subject, this book will help to achieve the aims of the student by offering practical advice and useful techniques for successful study. These skills are not always taught as part of courses because of time restriction, but with an increased performance emphasis for lecturers they are vital to the success of the course. In addition to this with more and more people returning to education and undergoing Continuing Professional Development the audience for this book is growing rapidly. The book covers three main areas: accepting responsibility for learning: personal well-being, avoiding stress and organising time student centred learning: developing the ability to learn and communicate through thinking, listening, observing, writing and talking revision and examination techniques: approaching examinations with confidence. With additional help of choosing the right course and a new section on computer skills, Study! will be a valuable addition to the bookshelf of any student.

As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning - that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas and concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This text examines in detail over 40 of these key concepts, ranging from community education and experiential learning to competence and access. Organized into seven main chapters it presents an analytical discussion in jargon-free language. It should be of use to students and practitioners of adult education and training.

This fully photocopiable resource will provide essential materials for anyone teaching pre-entry or foundation Maths in secondary schools and further education. Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and/or disabilities and for children, over twelve, with special needs. It will also prove useful to teachers training to work with these learners. Thirty ready-to-use lessons are at your fingertips in this book, complete with tutor s notes, teaching objectives, detailed lesson plans and photocopiable worksheets, where appropriate. The lessons are divided into three areas number, shape and measure.

Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.
This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.

Trade unions have historically been involved in education and training in the workplace. This activity has gained greater credence and importance in the United Kingdom, New Zealand and Denmark due to the recent emergence of union learning representatives (ULRs) and Educational Ambassadors, who are a new category of trained, accredited and unpaid lay representatives based in the workplace. Their key role is to give advice and guidance to colleagues in relation to professional development, learning and training opportunities available. These representatives work in partnership with other stakeholders, namely employers and education providers to ensure that individuals can attend educational and training courses that will help them from both a personal and work perspective. There are now 22,000 ULRs in the UK alone and they are playing a significant part in pushing the present Labour administration's drive to expand and improve lifelong learning to create a learning society that benefits individuals, organisations and ultimately the nation and its economy. They have rewritten the rules of the workplace by helping to replace distrust and adversarial relations with partnership working based on mutual respect and trust. This book was published as a special issue of the Journal of In-Service Education.

The Handbook of Career and Workforce Development provides educators, researchers, and policy makers with information on evidence-based programs and activities. Chapters describe ways that current research can be used to promote the design of more effective career development programs and services at local, state, and national levels. Promising career development practices applicable to a range of settings and special populations are identified, as are strategies for communicating evidence in ways that influence career and workforce development public policy. The Handbook of Career and Workforce Development can be used by policy makers and grant program officers to identify key career development ingredients that should be considered in proposals; researchers seeking to make their career development research relevant and practical; and practitioners implementing or advocating for career development programs and services.

This accessible, practical handbook provides essential guidance to SENCOs in sixth forms and colleges of further education on how to manage the support of students with additional needs, and how to work with their colleagues, students' families and external professionals to co-ordinate effective provision. As a result of the revised Code of Practice 0-25 years (2015) it has been necessary for the FE sector to develop a new approach to the responsibility for, and support of, students with learning difficulties and disabilities. With up-to-date information on supporting and taking responsibility for learners with SEN and disabilities, this book offers practical advice and guidance on: * The expectations of Further Education colleges and an overview of the learning difficulties/disabilities that they may need to support; * assessment methods and the importance of consistent, ongoing vigilance and analysis; * the roles, responsibilities and staff specialism involved in providing different support for different needs; * requesting and reviewing Education, Health and Care Plans; * working with families, carers, schools and other external professionals; * planning for the onward transition of a learner's further education experience. The Post-16 SENCO Handbook will be essential reading for those involved with provision for post-16 students with additional learning needs who want to deepen their knowledge and enhance their practice.

Thousands of students graduate from university each year. The lucky few have the rest of their lives mapped out in perfect detail - but for most, things are not nearly so simple. Armed with your hard-earned degree the possibilities and career paths lying before you are limitless, and the number of choices you suddenly have to make can seem bewildering. Life After Biological Sciences has been written specifically to help students currently studying, or who have recently graduated, make informed choices about their future. It will be a source of invaluable advice and wisdom to business graduates, covering such topics as: Identifying career paths that interest you Seeking out an opportunity that matches your skills and aspirations Staying motivated and pursuing your goals Networking and self-promotion Making the transition from scholar to worker The Life After University series of books are more than simple 'career guides'. They are unique in taking a holistic approach to career advice - recognising the increasing view that, although a successful working life is vitally important, other factors can be just as essential to happiness and fulfilment. They are the indispensable handbooks for students considering their future direction.

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

A competency is a combination of knowledge, skills and attitude that one needs in order to function adequately in any given professional situation - a nurse must know how to give a crying child a vaccination, and a policeman must be able to stop a drunken brawl. Competency orientated teaching has become an important objective in higher education. To meet this objective, an individual personal development plan (PDP) is indispensable. PDPs are based on what one knows about one's own skills and what one needs to acquire for one's future profession. Managing Your Competencies shows the reader how to go about drawing up a PDP.

The emergence of the new 14-19 sector raises huge learning and teaching issues for both schools and colleges of further education. A new generation of skilled and flexible professionals will need to be trained and re-trained. Teachers in both sectors are understandably nervous about the impending changes. Covering everything a teacher needs to know about learning and teaching across these phases, this book: supports recent government policy initiatives for the 14-19 sector covers how to teach the 14-19 age phase in both schools and colleges addresses issues of concern for both teachers and college lectures helps both groups appreciate the background and rationale of the other sector. With a FAQ format, lots of practical advice and illustrative case studies, this book will be vital for all practitioners, experienced and trainee, in both secondary and post-compulsory education.

This book provides the latest research and design-based recommendations for how to design and implement a technology training program for older adults in Continuing Care Retirement Communities (CCRCs). The approach in the book concentrates on providing useful best practices for CCRC owners, CEOs, activity directors, as well as practitioners and system designers working with older adults to enhance their quality of life. Educators studying older adults will also find this book useful Although the guidelines are couched in the context of CCRCs, the book will have broader-based implications for training older adults on how to use computers, tablets, and other technologies.