scholarly journals Introduction and Editorial

2019 ◽  
Vol 21 (3) ◽  
pp. 1-4
Author(s):  
John Butcher ◽  
Samantha Broadhead
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Significant Contribution ◽  
Learning Opportunities ◽  
Widening Participation ◽  
Access To Higher Education ◽  
Innovative Practice ◽  
Value Of Learning

I am delighted to introduce a new edition of Widening Participation and Lifelong Learning, and to thank our colleague on the editorial board, Dr Samantha Broadhead, for her sterling work in bringing this wide-ranging collection to publication. As Sam suggests in her editorial, the articles, reports of innovative practice and book review demonstrate a lively and buoyant interest across the sector in access to higher education and the value of learning opportunities for adults. I am lucky to have just returned from a conference in Madrid at which there was much discussion amongst European colleagues of inclusive teaching and personalised support to enable more students from disadvantaged backgrounds to succeed in their studies. This edition of the journal makes a significant contribution to those debates.

scholarly journals Lifelong Learning in Institutions of Higher Education

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Tom Nesbit ◽  
Catherine Dunlop ◽  
Lorraine Gibson
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Learning Opportunities ◽  
Institutional Characteristics ◽  
Institutions Of Higher Education ◽  
Lifelong Learners ◽  
Career Opportunities ◽  
Citizenship Development

In this study, we examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it. The results suggest that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development. Yet, as the demand for higher education and the number of adult learners enrolling in programs continue to increase, these institutions are well-positioned to develop new forms of education that acknowledge, accommodate, and respect the concerns and interests of lifelong learners.

scholarly journals Globalisation and europeanisation of adult education

2017 ◽  
Vol 23 (4) ◽  
pp. 3-18
Author(s):  
Mikulec Borut
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Turn Of The Century ◽  
Thematic Issue ◽  
International Attention

This thematic issue of Andragogic Perspectives brings to the fore a topic which has, since the turn of the century, enjoyed considerable international attention in the field of (adult) education and lifelong learning. In Slovenia, however, the influence of globalisation and/ or Europeanisation on adult education has not in fact been systematically addressed. The editorial board made the decision to encourage a wide-ranging discussion about the influence and impact of globalisation and/or Europeanisation processes on adult education and learning, lifelong learning and higher education, hence the current thematic issue.

scholarly journals Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria

2020 ◽  
Vol 13 (11) ◽  
pp. 10
Author(s):  
Mary Anike Sule ◽  
Ovat Egbe Okpa ◽  
Francisca Nonnyelum Odigwe ◽  
Joseph Udida Udida ◽  
Ikpi Inyang Okoi
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Opportunities ◽  
Internally Displaced Persons ◽  
Access To Higher Education ◽  
Displaced Persons ◽  
Internally Displaced ◽  
Reliability Method ◽  
E Learning ◽  
Education Needs

Displaced persons encounter some difficulties in accessing higher education, yet higher education remains their inalienable rights. This study focused on ways of managing the higher education needs of internally displaced persons. Three hypotheses guided the study. The descriptive survey research design was adopted in the study. The entire population was used since it is not large enough to warrant randomization. The sample comprised 600 participants (38 teachers and 562 senior secondary (SS 1-3) students from three secondary schools. The instrument used for data collection was questionnaire titled Higher Education Needs for Displaced Persons Questionnaire (HENDPQ) on a modified four point Likert scale. The precision and internal consistency of the instrument was determined using Cronbach reliability method which gave rise to a coefficient ranging from 0.76 - 0.81. The data was collected personally by the researchers with the help of three research assistants. The data collected was analyzed using Pearson Product Moment Correlation Analysis at 0.05 level of significance. The result of the analysis revealed that there is a significant positive influence of higher education needs on development of displaced persons, provision of scholarships/bursaries on access to higher education; and provision of certified distance learning and e-learning opportunities on access to higher education for displaced persons. Based on these findings it was recommended that the government should urgently manage the higher education needs of displaced persons through adequate provision of scholarships/bursaries, distance learning and e-learning opportunities to enhance access to higher education.

scholarly journals Book Review: Learning with the labyrinth: creating reflective space in higher education, edited by Jan Sellers and Bernard Moss

2016 ◽  
Author(s):  
Alison James ◽  
Sue Watling
Keyword(s):  
Higher Education ◽  
Educational Development ◽  
Approaches To Learning ◽  
Theory And Practice ◽  
Widening Participation ◽  
Student Transition ◽  
The University

This book discusses the theory and practice of labyrinth creation and use. From issues of design and cost, to how a labyrinth may be used as a university-wide resource and also be used for outreach to the wider community, it covers labyrinth use: Within disciplines, such as initiatives to deepen reflection and explore contemplative approaches to learning In wider university contexts, such as counselling; chaplaincy; learning and educational development; widening participation and student transition Across the whole university, and reaching out to the wider community of which the university is a part, from the labyrinth as a conference resource (as well as topic), to festival contributions. Learning with the Labyrinth seeks to illustrate, inspire and share ideas that can be taken further by the reader.

Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections

2021 ◽  
Vol 23 (1) ◽  
pp. 169-177
Author(s):  
Philippe Crisp
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Community Engagement ◽  
Educational Aspirations ◽  
Primary School Children ◽  
Widening Participation ◽  
Education Student ◽  
Community Needs ◽  
Innovative Practice ◽  
Sport Type

This innovative practice paper reflects on how a university community engagement (CE) project, run at a higher education (HE) institution in the south of England and established in 2014 as a series of community sport type initiatives, has had two elements related to widening participation emerge. Firstly, the CE has played a role in extending the learning of over 100 students enrolled on sports coaching degrees. This is demonstrated through some of them explicitly stating that their experience of the CE has informed their decisions to continue their education and enter Initial Teacher Training (ITT) programmes. The second element relates to the specific experiences of a local primary school that visits the HE to participate in the CE programme. Here, by linking community needs and resources, some of the key personnel from the school have explained how the visits have contributed to the schoolchildren's educational aspirations. Whilst this element is not necessarily certain in its eventual outcome, given the young age of the participants, this innovative practice paper does extol the benefits of community collaborations and uniting efforts; it shares some of the key principles necessary for others to replicate the CE programme in order to support widening participation and lifelong learning.

‘A presence in the community’: developing innovative practice through realist evaluation of widening participation in West Yorkshire

2020 ◽  
Vol 22 (3) ◽  
pp. 173-186
Author(s):  
Adam Formby ◽  
Anna Woodhouse ◽  
Jemma Basham ◽  
Francesca Roe
Keyword(s):  
Subsequent Development ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Widening Participation ◽  
Access To Higher Education ◽  
Programme Theory ◽  
Disadvantaged Communities ◽  
Innovative Practice ◽  
Outreach Programme ◽  
Tailored Approach

This paper examines the role realist evaluation can play in supporting innovative practice in widening participation (WP) activity. Based on the Go Higher West Yorkshire Uni Connect project (formerly the National Collaborative Outreach Programme, or NCOP), a new model of WP provision has been developed to support learners in spatially disadvantaged communities where access to Higher Education is nationally less than average. It offers specific examples of innovative practice developing a locally tailored approach to WP activities based on community contexts. A realist evaluation framework is utilised to iteratively assess WP activity through subsequent development and modification of relevant programme theory. The article contributes to literature through offering a reflexive account of how realist evaluation can be utilised in terms of WP outreach.

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