The Horizon 2020 project ENLIVEN – Encouraging Lifelong Learning for an Inclusive and Vibrant Europe – has come to an end. The project – worth EUR 2.5 million – brought together partners from nine European countries and included a self-funded partner from Australia.
This call for journal papers is for a Special Issue of the Australia and New Zealand Journal of European Studies (ANZJES) - “Critical Reflections on European Education” - Submission deadline: 28 February 2020.
The Higher Education Lifelong Learning in Ireland Network (HELLIN) is an all-island body that advocates for the interests of the adult and mature student populations in universities and institutes of technology across the island North and South. Its aim is to inform policy relating to all aspects of adult education and lifelong learning whether these be Workplace or Work-based Learning, Continuing Professional Development, Recognition of Prior Learning, Adult and Community Education and older learners.
The Learning for Well-being Magazine is published online twice a year (Spring & Autumn) and the articles are free to download.
Each issue explores a theme of interest for all those who wish to expand their perspectives on creating and encouraging inclusive and supportive societies, cultivating capacities and environments that place well-being at the centre of all our endeavours. The themes are explored from multiple perspectives by inviting contributors who work (and learn) in different fields, professions, disciplines and countries.
UALL was devastated to learn that the victims of the terror attack in London last Friday were graduates of the University of Cambridge, a member institution and supporter of UALL, and were young leaders in the 'Learning Together' programme that is dedicated to prison rehabilitation through learning.
In this edition of the L&W Newsletter you should note in particular several calls for papers relating to international conferences: the ECSM on Social Media in Cyprus, the ECKM on Knowledge Management in Coventry, the ECIE on Innovation and Entrepreneurship in Rome and the Tourism Intelligence Forum in Algarve (see Conferences), the UFHRD conference on Sustainability and Ethics in Budapest, ECER 2020/VETNET in Glasgow, the EGOS stream on Humanizing Management in Hamburg and the UALL conference on Lifelong Learning in Liverpool (see Networks and Organisations), the ICO Spring School at Kerkrade and the DASCHE conference in Warsaw (see Programmes and Projects); also calls for papers for a monograph on Dimensions of Teacher Educators and for a special issue on Non-Traditional Students in Tertiary Education (see Publications) and Cedefop's call for tender for the Skills Forecast (see Networks and Organisations). And not to overlook: the position of PhD researcher offered by the Zurich University of Teacher Education (see Networks and Organisations)!
Higher education confronts a curious paradox. One of its traditional core missions is innately conservative: to conserve and transmit knowledge and culture for and to future generations. This tends also to be conservative in the related sense of reproducing the cultures – the modes, values and mores – of the different societies which it inhabits and which sustain it.
A one-day workshop to be held at St Hilda’s College, University of Oxford, on Saturday 14th March 2020.
The timely and provocative articles by Shirley Walters and Han Soonghee in PIMA Bulletin No 26 raise fundamental questions about what kind of society we should aspire towards, and the role of adult learning in achieving such a society.
The theme of the forthcoming issue of Studia paedagogica is Non-Traditional Students in Tertiary Education. The number of students not reflecting the ‘standard’ profile of students in tertiary education has been steadily increasing in many countries. Often referred to as ‘non-traditional’ students, for purposes of international comparison, Schuetze and Slowey (2002) identify three distinguishing criteria: educational biography, mode of study and entry routes.
This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU's Higher Education discourse, this discourse's regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies (MUP, 2019).
The Universities Association for Lifelong Learning (UALL) very much welcomes the publication of this report [featured below]. The Centenary Commission has taken the opportunity offered by the anniversary of the publication of the iconic '1919 Report' on adult education* to produce its own report on the state and possible prospects for lifelong learning in the twenty-first century. Furthermore, it shares with the original, produced at the end of the Great War, a sense of national crisis and real urgency.
After a period when adult education could be seen as the poor relation in the education system[i] the election has offered some hope of a revival if looking at the three main UK parties ‘pledges’.
Today sees the release of an important new report on adult education and lifelong learning that argues how it must once again be regarded as a national necessity, 100 years on from the original 1919 Ministry of Reconstruction* conclusions.
An opportunity for literacy practitioners and academics to share expertise and experience in the context of the SDGs and literacy.