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The global expansion of participation rates in higher education
continue more or less unabated. However, while the concept of
lifelong learning has figured prominently in national and
international educational policy discourse for more than three
decades, its implications for the field of higher education has
remained relatively underdeveloped. This book focuses on a
particular dimension of the lifelong learning: higher education for
those who have not progressed directly from school to higher
education. Some will embark on undergraduate programmes as mature
students, part-time and/or distance students; others wish to return
to higher education after having completed (or not completed) a
previous academic programme, while increasing numbers participate
in postgraduate and continuing studies for a complex mix of
professional and personal reasons. Adopting a comparative and
international longitudinal perspective which goes beyond a snapshot
view by building on the cases of a core group of ten OECD
countries, this timely book investigates the ways in which
important new developments impacting on higher education
crystallise around the lifelong learning agenda: new technology and
open source resources; the changing role of the state and market in
higher education; the blurring of public and private boundaries;
issues of equity and access in a time of global economic turmoil;
the increased emphasis on research and international league tables;
the changing nature of the education; and, the complex interaction
of international, national and regional expectations which
governments and other stakeholders have of universities and other
public and private institutions of higher education. While focusing
on the situation in Canada, USA, Japan, Australia, New Zealand and
a wide variety of European countries, the book also assesses the
issues from the perspective of developing countries. Launched by
the Irish Minister of Education, this timely book is a must read.
Find out more here: http://www4.dcu.ie/ovpli/herc/book_launch
Responding to the emerging needs of lifelong learners arguably represents one of the most fundamental challenges facing higher education systems of the countries of the developing world. At the start of the new century the concept of Lifelong Learning may indeed be counted as one of the the key organising concepts underlying public policy in many countries. The interpretation of the concept, however, remains highly contested. This timely book throws new light on the dramatic changes taking place in higher education through an exploration of the participation of "non-traditional" students in ten countries. Among others, the following areas are explored: * the complex reality behind the statistics on participation in higher education in five European countries (Austria, Germany, Ireland, Sweden and the United Kingdom), North America, Japan, Australia and New Zealand * contrasting perceptions of lifelong learning * changing patterns of participation by adults in higher education * national and institutional policies and innovations to accommodate non-traditional students and new forms of study * conclusions for policy, practice and research Higher Education for Lifelong Learners will be of interest to academics, researchers and students involved with higher education, lifelong learning, and comparative education as well as policy makers, educational managers and administrators. The contributions reveal a remarkable transformation in the student body and in the way learners pursue their studies, highlighting the international impact of increasing marketisation and differentiation on the nature of the higher education accessible to potential lifelong learners.
The global expansion of participation rates in higher education
continue more or less unabated. However, while the concept of
lifelong learning has figured prominently in national and
international educational policy discourse for more than three
decades, its implications for the field of higher education has
remained relatively underdeveloped.
This book focuses on a particular dimension of the lifelong
learning: higher education for those who have not progressed
directly from school to higher education. Some will embark on
undergraduate programmes as mature students, part-time and/or
distance students; others wish to return to higher education after
having completed (or not completed) a previous academic programme,
while increasing numbers participate in postgraduate and continuing
studies for a complex mix of professional and personal reasons.
Adopting a comparative and international longitudinal
perspective which goes beyond a snapshot view by building on the
cases of a core group of ten OECD countries, this timely book
investigates the ways in which important new developments impacting
on higher education crystallise around the lifelong learning
agenda:
- new technology and open source resources;
- the changing role of the state and market in higher
education;
- the blurring of public and private boundaries;
- issues of equity and access in a time of global economic
turmoil;
- the increased emphasis on research and international league
tables;
- the changing nature of the education; and,
- the complex interaction of international, national and regional
expectations which governments and other stakeholders have of
universities and other public and private institutions of higher
education.
While focussing on the situation in Canada, USA, Japan,
Australia, New Zealand and a wide variety of European countries,
the book also assesses the issues from the perspective of
developing countries.
Responding to the emerging needs of lifelong learners arguably represents one of the most fundamental challenges facing higher education systems of the countries of the developing world. At the start of the new century the concept of Lifelong Learning may indeed be counted as one of the the key organising concepts underlying public policy in many countries. The interpretation of the concept, however, remains highly contested. This timely book throws new light on the dramatic changes taking place in higher education through an exploration of the participation of "non-traditional" students in ten countries. Among others, the following areas are explored: * the complex reality behind the statistics on participation in higher education in five European countries (Austria, Germany, Ireland, Sweden and the United Kingdom), North America, Japan, Australia and New Zealand * contrasting perceptions of lifelong learning * changing patterns of participation by adults in higher education * national and institutional policies and innovations to accommodate non-traditional students and new forms of study * conclusions for policy, practice and research Higher Education for Lifelong Learners will be of interest to academics, researchers and students involved with higher education, lifelong learning, and comparative education as well as policy makers, educational managers and administrators. The contributions reveal a remarkable transformation in the student body and in the way learners pursue their studies, highlighting the international impact of increasing marketisation and differentiation on the nature of the higher education accessible to potential lifelong learners.
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