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.
Table of Contents
Part I Part I Introduction; Chapter 1 Traditions and new directions in higher education, Hans G. Schuetze, Maria Slowey; Part II Part II Europe; Chapter 2 Austria, Hans Pechar, Angela Wroblewski; Chapter 3 Germany, Andrä Wolter; Chapter 4 Ireland, Tom Collins; Chapter 5 Sweden, Agnieszka Bron, Karin Agélii; Chapter 6 The United Kingdom, Maria Slowey; Part III Part III North America; Chapter 7 Canada Higher education and lifelong learning in Canada: re-interpreting the notions of ‘traditional’ and ‘non-traditional’ students in the context of a ‘knowledge society’, Hans G. Schuetze; Chapter 8 The United States, Seth Agbo; Part IV Part IV Australia, Japan and New Zealand; Chapter 9 Australia, Richard James, David Beckett; Chapter 10 Japan, Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu; Chapter 11 New Zealand, RogerBoshier, JohnBenseman; Index;
Hans G. Schuetze joined the University of British Columbia in 1991 as Professor of Higher Education and Research Associate at the Centre for Policy Studies in Higher Education and Training. His research interests and publications are in the fields of post-secondary education and training, comparative and international education.
Maria Slowey is Professor and Director of Adult and Continuing Education at the University of Glasgow where she is also Vice Dean (Research) in the Faculty of Education. She is involved in research and policy analysis on post-compulsory education, in particular adult participation in education and training. Both authors have worked extensively with intergovernmental bodies, including the OECD, EU, and the Council of Europe.
'This latest collection ... both preserves this record [of work undertaken by the international community of continuing education advocates] and contributes to the reputation of an important scholarly community. Schuetze and Slowey ... neatly capture the strain implicit in national provision that has not caught up with either policy or rhetoric about lifelong learning and the service of non-traditional students.' - David Watson, Studies in the Education of Adults