Originally published in 1989, this book presents a variety of perspectives on the definition of knowledge and of adult education, by leading authors and practitioners in the study of adult education in the UK and USA. This collection of different and often contradictory views makes a detailed analysis of the epistemology and practice of adult education. Three major views are reflected within the book, all of which focus upon the role of the conventional disciplines as a 'theoretical' basis for adult education curricula and professional practice.

Originally published in 1985 this book addresses important questions about the nature and meaning of development as these concern adult education in the developing world. It contributes to the development debate as well as discussiong what part adult education can play in reducing poverty and inequality. It consists of 7 case studies by adult educators and researchers involved in adult education programmes in Africa, Asia and Latin America. The introductory, linking and concluding sections draw out and highlight common issues and themes leading to conclusions about the potential of large-scale, mainly governmental, adult education programmes to effect social change.

Originally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities. The book challenges the psychological emphasis of much research on adult learning. It concentrates on the concept of social participation and its implications for a reinterpretation of adult learning as an aspect of a person's involvement with his or her community or society.

Originally published in 1985, this book argues that lifelong education has a vital part to play in fostering international political understanding. It also demonstrates how educational planners can use the concept of lifelong education to deal with some of the contradictions inherent in much of the educational system in the industrialised world. There is a case study from Japan and China and chapters on the role of culture, migration and labour mobility.

Originally published in 1988 this book examines the work of the first generation adult education theorists and the traditions that their work helped establish. They debated the issues, aims and content of adult education programmes and began to explore the often difficult relationship between social expectations and the potential of education. As well as providing an authoritative history during a period of rapid social change in America, the book confirms that many of the preoccupations of the early thinkers have continued relevance today.

Originally published in 1986, this book was written at a time of increasing pressure on traditional areas of secondary and higher education and changing employment patterns - a situation which still exists today. Then, as now, there is increased awareness that the continuing education of adults has a vital role to play in our society. This volume develops a socialist pedagogy within adult education, using a Marxist theoretical framework. It proposes socialism as the radical form of change necessary to remove obstacles to greater social justice and educational equality and studies the implications of this political position for adult education.

Originally published in 1990 this supplement to No. 34 (1990) of the journal Adult Education, discusses the relationship between adult education and development. All the studies included in it focus on the reduction of poverty.The majority of the studies cover Africa and South Asia, but there is also one covering the Aboriginal inidigenous people of Australia.

Originally published in 1987 this book addresses practical issues in the education of adults in the USA but also encompasses theoretical and abstract ideas. There are chapters on 20th century initiatives in American adult education as well as education of the elderly and adult literacy.

Originally published in 1987, this book challenged readers to consider the political issues, agency practices, and social directions of planning adult learning programs and services at the time. It confronts the subject of planning from the perspective of federally constituted countries where policies of decentralization generally prevail. It proposes that the concept of adult education may be too narrow to accommodate the breadth of adult learning in many different sectors, not only the Education sector. In clarifying main issues surrounding planning of adult learning, the book opens up new horizons for thinking about a field which heretofore had at best appeared conceptually confusing and politically unclear.

A collection of essays written by arts and humanities scholars across disciplines, this book argues that higher education has been compromised by its uncritical acceptance of our culture's standards of productivity, busyness, and speed. Inspired by the Slow Movement, contributors explain how and why university culture has come to value productivity over contemplation and rapidity over slowness. Chapter authors argue that the arts and humanities offer a cogent critique of fast culture in higher education, and reframe the discussion of the value of their fields by emphasizing the dialectic between speed and slowness.

A comprehensive guide to all the main labour market initiatives and agencies combining education and employment in the UK, this encyclopaedia presents an historical progression from the Guilds and Statute of Artifices in 1563 through to present day initiatives and changes. Fully cross-referenced throughout, with a full list of acronyms, bibliographic and internet resources, the encyclopaedia includes: Detailed descriptions of all major government initiatives connecting education, training and employment Documentation covering England, Northern Ireland, Scotland and Wales, and initiatives in Ireland up to Irish independence A brief history of education and employment in the UK Chronological history of Government Departments Outlines of all major public agencies and qualifications An extensive glossary of acronyms Information on rarely recorded and inaccessible historical documents With over 1500 entries, this encyclopaedia crosses knowledge boundaries providing for the first time an integrated map of national human capital development. It addresses: preschool initiatives, primary, secondary, further and higher education; vocational education and training; labour market interventions including those designed to return people to employment; and, government strategies designed to enhance economic and technological competitiveness. The cross-referenced structure provides connections to associated items and a chronological tracing of agencies and initiatives. This encyclopaedia will appeal to those involved in all aspects of education, training, employment, careers information, advice and guidance; and policy making.

An examination of the work of 17 major thinkers in the field of adult and continuing education, showing how each has made a significant contribution to the field. The ideas of each are explored within a similar framework, and their work and its consequences is considered in detail.

Social science departments, both nationally and internationally, market boundless career destinations for their graduates but fail to identify the pathways to these lucrative destinations, and appear oblivious to the social forces that threaten their existence, such as the discerning parent's investment in their offspring's education and mounting individual student debt. This book responds to these social forces, drawing on Michael Burawoy's model of Public Sociology to show how a research-centred experiential internship provides opportunities for students to draw on their prior learning and realise their potential to create pathways towards employment. The author demonstrates how a specific, research-based course leading to employment with a non-government organisation or government department was evaluated and incrementally developed, giving voice to its multiple beneficiaries. Designed for university teachers, this book will appeal to those in social science departments who are using an internship, service learning or capstone model for their senior undergraduate classes.

Originally published in 1987 Restructuring Universities uses Aston University as a case study of the internal restructuring taking place in universities. Aston lost one third of its funding in 1981 and was told to reduce its student numbers by one fifth within three years. The university has a balanced financial budget, well oversubscribed courses, and the average A level scores of entrants are over the national average in all subjects taught. The books looks at the ways in which the university dealt with rapid change, looking particularly at the decision making processes within the university and the ways in which internal power and politics influenced decisions made. Previous models of decision making are discussed and a new political model outlined. The book provides a useful and informed analysis of the context, politics and management of change in the university system.

Originally published in 1982 Resource-Based Learning for Higher and Continuing Education was written with the needs in mind of educationists who are responsible for the support of resource-based learning in higher and continuing education. The rationale for this mode of learning is explored and the implications for an institution seeking to provide teaching and learning resources which may well be used by an individual student. To place the reviews of the techniques that follow into a working context, a brief case-history of the Dundee College of Education Learning Resources Project, a major implementation of resource based learning in higher education is presented. The accent throughout the book is on the practical aspects of resource provision. Special attention is given to the problems inherent in the initial preparation by teaching staff of such items as manuscripts for printed works and shooting scripts for visual materials. Economic methods of production and reliable and effective means of presentation for audio-visual materials are also considered, both for use within institutions as well as by home-based students.

Originally published in 1984, The Crisis of the University looks at the way in which changes to intellectual life relate to the development of the different institutions that make up higher education. It examines the evolution of the liberal university that flourished in the 19th and early 20th centuries into the modern university that has grown up since 1945. It also looks at the more detailed experience of British higher education, with separate chapters on what the Robbins expansion meant for the universities and why it was thought necessary to construct an alternative in the shape of the polytechnics. Looking to the future, the book argues first that the present structure of British higher education needs reform and speculates on the future intellectual and social demands that may be made of higher education.

Originally published in 1990, A Higher Education was commissioned by the Council for National Academic Awards to commemorate its silver jubilee. The book covers the history of a period of rapid expansion in higher education outside the universities, mirrored in the growth and development of the CNAA. The Council was established with the role of awarding degree courses in polytechnics and colleges, and so its successes and strengths - as well as its problems and difficulties - reflect very closely the preoccupations and events of higher education since 1964. The book describes how the CNAA helped to broaden the range of degree courses beyond the traditional subjects, the way it maintained and enhanced standards in a swiftly changing academic world, and its part in widening access to higher education. The book draws on interviews as well as extensive records of the CNAA and some of its institutions.

The 60-Year Curriculum explores models and strategies for lifelong learning in an era of profound economic disruption and reinvention. Over the next half-century, globalization, regional threats to sustainability, climate change, and technologies such as artificial intelligence and data mining will transform our education and workforce sectors. In turn, higher education must shift to offer every student life-wide opportunities for the continuous upskilling they will need to achieve decades of worthwhile employability. This cutting-edge book describes the evolution of new models-covering computer science, inclusive design, critical thinking, civics, and more-by which universities can increase learners' trajectories across multiple careers from mid-adolescence to retirement. Stakeholders in workforce development, curriculum and instructional design, lifelong learning, and higher and continuing education will find a unique synthesis offering valuable insights and actionable next steps.

Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as 'full' citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration. Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.

Improving Opportunities to Engage in Learning investigates the experiences of mature adult learners returning to formal education. The book challenges the policy discourses in which Access to Higher Education survives by suggesting that continuing education is more about determination by students to alter their identities and career opportunities than meeting narrow performative criteria of financial targets. Chapters explore students' struggles with institutional and social structures in the current political and socio-economic climate, before identifying how the transformation of their learner identities is facilitated in the courses by collaborative cultures and supportive tutors. The book addresses a research gap in knowledge about students' and tutors' experiences of Access to Higher Education courses, presenting a broad perspective on the importance and difficulties of such courses through listening to the voices of students and tutors undertaking a variety of Access to HE pathways. The authors argue that despite success on their courses benefiting the national economy as well as students individually, the social and financial costs of continuing education is almost entirely shifted onto students' shoulders by policymakers. Despite the costs, students can still see Access to HE as a chance to improve their lives, reflecting the neoliberal discourse of personal responsibility and risk embedded in broader national social and policy discourses. Improving Opportunities to Engage in Learning will be of great interest to researchers, academics and postgraduate students in the fields of further and higher education, widening participation, social justice and sociology of education, and education policy and politics.

The college sector is facing a growing number of new challenges caused by technological change, globalisation and the growth of mass higher education. New Frontiers for College Education considers the impact these changes have had and explores the developing role of college education in countries throughout the world. Whilst analysing the issues associated with providing high quality vocational education and training, the book also reflects on the role of colleges in widening access to both further and higher education. Drawing together contributions from leading international academics, policymakers and practitioners, the book explores common themes across these diverse societies, as well as some of the key challenges experienced within individual countries. It considers the distinctive contributions that colleges can make in responding to these challenges through apprenticeships and other types of vocational education and training. Contributors discuss the growing emphasis on creating more integrated systems of tertiary education, recognising that colleges and universities are now expected to work more closely together and that these diverse demands can be difficult to reconcile. Providing an authoritative and timely analysis of the changing role of colleges in contemporary society, this book will be of great interest to academics, researchers and postgraduate students in the areas of further and higher education, vocational education and training, lifelong learning, and skills development. It should also be essential reading for policymakers, as well as practitioners working in colleges and other institutions of higher and further education.

The book identifies a set of validated competencies and performance statements, with supporting explanation and data to inform and equip online learners with the critical attitudes, knowledge and skills for successful learning in online and/or blended learning settings. The work also enables online education providers (e.g., instructors, course designers, programme administrators, scholars) to better understand learner needs in order to design and deliver online education products and services best suited to learners. Supplementing a large number of anecdotally-based "how to" books published for those engaged in online education, this volume offers a definitive set of 14 competencies and 75 performance statements (that demonstrate those competencies). Validated by systematic research and input from over 1,000 online users and providers worldwide, this work should impact the quality of learning and teaching at both the individual and organisational levels, involved in online education.

This book examines contemporary issues in music teaching and learning throughout the lifespan, illuminating an emerging nexus of trends shaping modern research in music education. In the past, most music learning opportunities and research were focused upon the pre-adult population. Yet, music education occurs throughout the lifespan, from birth until death, emerging not only through traditional formal ensembles and courses, but increasingly through informal settings as well. This book challenges previous assumptions in music education and offers theoretical perspectives that can guide contemporary research and practice. Exploring music teaching and learning practices through the lens of human development, sections highlight recent research on topics that shape music learning trajectories. Themes uniting the book include human development, assessment strategies, technological applications, professional practices, and cultural understanding. The volume deconstructs and reformulates performance ensembles to foster mutually rewarding collaborations across miles and generations. It develops new measures and strategies for assessment practices for professionals as well as frameworks for guiding students to employ effective strategies for self-assessment. Supplemental critical thinking questions focus the reader on research applications and provide insight into future research topics. This volume joining established experts and emerging scholars at the forefront of this multifaceted frontier is essential reading for educators, researchers, and scholars, who will make the promises of the 21st century a reality in music education. It will be of interest to a range of fields including music therapy, lifelong learning, adult learning, human development, community music, psychology of music, and research design.

First published in 1979, this critical review covers further education in England and Wales, giving an overview of its administrative framework. Cantor and Roberts examine education for the sixteen to nineteen age group, giving details on school and college structure as well as an analysis on course and certification developments. The study examines different subjects in the English and Welsh higher education system, including chapters on technician and business education, as well as art, agriculture, and management education. This revised third edition of the original work also looks at teacher education, staff development, research and curriculum development, taking steps to imagine what would happen to education in England and Wales after the decade of the 1980s.