Session Information
MC_Poster, Poster Session Main Conference
Main Conference Poster Session
Contribution
In the last decades the tertiary sector has suffered profound changes: the massification of H.E., the increasing flexibilization, the heterogeneity of students, the diversity of entry routes, the blurring of boundaries between formal and non formal learning, the growing recognition of students prior learning, are some of the challenges that H.E. institutions are facing nowadays (Heggins, 2003, Pires, 2008, 2009, Shuetze and Slowey, 2000). Driven by a Lifelong learning conception, strongly shaped by economic concerns, institutions are forced to give adequate answers to these new social, and political demands, widening participation and providing — at least in theory — the access to new educational opportunities.
Within the framework of Lifelong learning policies, Higher Education institutions are evolving and adapting their strategies to different publics: promoting the wider participation of non traditional students, developing new educational and organisational practices, recognizing their previous knowledge and competences.
A review of the literature shows that conception of traditional student has been changing in several OECD countries since the last two decades (Pechar and Wroblewsky, 2000, Bron and Agélii, 2000, Slowey, 2000, Shuetze, 2000, Agbo, 2000, between others). Although the phenomenon of globalization and the political concerns — about education in general and H.E. in particular — are driven by identical trends, the educational change and the meaning of lifelong learning strongly depend on the social, historical, economic and educational context. A comparative analysis done by Schuetze and Slowey (2000) sheds light on the nature of the student body in tertiary education in several OECD countries, but questions this changes through a lens of equity. Are changes relevant is this perspective? How do H.E. institutions deal with the new challenges? Have them embraced non-traditional students as a part of their mission?
Method
Expected Outcomes
References
. Agbo, 2000, ”Heterogeneity of the student body and the meaning of “non-traditional” in US higher education”, in Schuetze and Slowey (editors) (2000) Higher Education and Lifelong Learners. International perspectives on change. Routledge, London . Bron and Agélii, 2000, “Non-traditional students in higher education in Sweden: from recurrent education to lifelong learnin”, in Schuetze and Slowey (editors) (2000) Higher Education and Lifelong Learners. International perspectives on change. Routledge, London . Eggins, H. (2003) “Globalization and reform: necessary conjunctions in higher education”, In Globalization and reform in Higher Education, SRHE and Open University Press, UK . Pires, A. (2006) “Higher Education and Adult motivations towards Lifelong Learning”, paper at SRHE Annual Conference, Dec. 2006, Brighton, UK. . Pires, A. (2007) “Higher Education and mature students. A case study on students learning and organizational experiences.” Paper at SRHE Annual Conference, 2007 “Reshaping Higher Education”, Brighton, U.K. . Pires, Ana (2009) “Higher Education and Lifelong learning. An empirical analysis of university post-graduates perspectives”. EJVT nº 46, Special Issue Higher Education and VET, Publ.CEDEFOP, Luxembourg . Pechar and Wroblewsky, 2000, “The enduring myth of the full time student: an exploration of the reality of participation patterns in Austrian universities, in Schuetze, H. e Slowey, M. (editors) (2000) Higher Education and Lifelong Learners. International perspectives on change. Routledge, London . Schuetze, Hans e Slowey, Maria, (editors) (2000) Higher Education and Lifelong Learners. International perspectives on change. Routledge, London . Slowey, 2000, “Redefining the non-traditional student. Equity and lifelong learning in British Higher Education, in Schuetze and Slowey (editors) (2000) Higher Education and Lifelong Learners. International perspectives on change. Routledge, London . Shuetze, Hans, 2000, “Higher Education and lifelong learning in Canada. Re-interpreting the notions of “traditional” and “non-traditional” students in the context of a “knowledge society”, in Schuetze and Slowey (editors) (2000) Higher Education and Lifelong Learners. International perspectives on change. Routledge, London
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