About This Publication
Over the last 25 years university continuing education departments have come under unprecedented threat, with many closing or changing beyond recognition. Yet this has occurred over the same period that their central values of social equity, accessibility and learner engagement are at the heart of the current rhetoric of wider and more inclusive participation in higher education. This book explores the many changes in continuing education from 1981-2006, including case studies of individual departments, and the role of the Universities Association for Lifelong Learning.
This book is timely for two reasons; as the old continuing education tradition disappears, its story should be told, and, equally importantly, the driving principles of the university adult education system have a valuable contribution to make in informing future strategy and policy in higher education lifelong learning.
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This book is timely for two reasons; as the old continuing education tradition disappears, its story should be told, and, equally importantly, the driving principles of the university adult education system have a valuable contribution to make in informing future strategy and policy in higher education lifelong learning.
Browse inside, share, and buy as an e-book
To browse selected pages inside this book, purchase as an e-book from us at http://ebooks.niace.org.uk, and share details with others, please click on the links in the widget below:
Contents
| Contributors | |
| Preface |
|
| Acknowledgements | |
| Glossary |
|
| Chapter 1 | Introduction: university continuing education 1981-2006 Richard Taylor and Bill Jones |
| Chapter 2 | University adult education: the first century Janet Coles |
| Chapter 3 | University adult education and the shift to mass higher education Gareth Parry |
| Chapter 4 | The impact on university continuing education departments Russell Moseley |
| Chapter 5 | The role of the Universities Association for Lifelong Learning Bill Jones |
| Chapter 6 | University continuing education: changing concepts and perceptions Bill Jones and Geoffrey Thomas |
| Chapter 7 | Vocationalism and the rise of continuing vocational education Goffrey Chivers |
| Case studies | |
| Case study 1 | Lifelong learning at Cardiff University Geoffrey Thomas |
| Case study 2 | University of Glasgow, Department of Adult Continuing Education Bill Jones |
| Case study 3 | Adult and continuing education at the university of Leeds Janet Coles |
| Case study 4 | Lifelong learning at the University of Leicester Bill Jones |
| Case study 5 | Adult and continuing education at the University of Liverpool Janet Coles |
| Case study 6 | Continuing education at Oxford Richard Taylor |
| Case study 7 | Lifelong learning at the University of Sheffield Helen Mathers |
| Case study 8 | Lifelong learning at the University of Warwick Jackie Dunne |
| Chapter 8 | The future of university continuing education: lessons from this study Jackie Dunne |
| Afterword Bill Jones, Russell Moseley and Geoffrey Thomas |