The 2022 PASCAL Conference has taken place on the theme of Learning & Crisis: Future Proofing City Responses. The conference was organised by the University of Tampere , Finland. The Faculty of Management and Business Studies played host to around 80 participants from countries with around 30 participants joining online.
This report presents research that provides an understanding of the current impact of the low levels of investment in training in the UK and, in addition, tries to quantify how many people’s potential contribution to society is being squandered as a result of not having access to regular skills development. And the inevitable impact of that on social mobility.
This report by Christine Farquharson, Sandra McNally & Imran Tahir draws on extensive evidence to further our understanding of education inequalities in today’s world. The focus is education inequalities in the United Kingdom (UK), and predominantly in England.
In this paper, we consider the roles that HEIs can have with wider society in pursuit of an agenda of social responsibility through contributing expertise to the service of communities that reflects locally defined needs and demands.
In particular, our concern will about the role played by HEIs in overcoming the refugee and migrant crisis that many countries face and contributing to development of societies capable in handling the diversities and differences in society.
We posit that there is potential for a new model of societal impact that might surface, more willing “to positively recognize diversity and help minorities maintain cultural and religious practices while integrating them into public life” (Wright & Bloemraad 2012, p. 78), as well as to foster greater social cohesion (Koopmans 2013), if these activities are strengthened as a part of institutions’ activities.
Adult Learning Australia invites you to celebrate adults who have connected with learning and changed their lives at the Adult Learners Week 2022 launch on 1 September.
This paper borrows insights from the literature on European welfare regimes to analyse the relationship between happiness and participation in adult education. The academic literature and policy discourses on adult education tend to claim that participation in learning is correlated with happiness despite the lack of strong European comparative empirical evidence on this topic.
This is the title of a new Expert Paper which has been published by DVV International. It is based on a study looking at theoretical implications as well as practical experiences, especially from the cooperation with partners worldwide.
This volume provides an in-depth analysis of historical and recent developments of senior learning in Taiwan, where publications in English have been scant. It takes a broader view on lifelong learning and active ageing from a theoretical/conceptual base written by prominent international authors- this represents the ‘outside in’ perspective. The ‘inside out’ on the other hand signifies an in-depth investigation of initiatives written by authors from Taiwan who are closely involved with developments in policy and practice.