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 is the monthly e-Bulletin from FACE (the Forum for Access and Continuing Education), offered to practitioners, policy-makers, researchers and others with an interest in access, widening participation and lifelong learning. In this month's issue PASCAL Director and FACE Executive Member Michael Osborne provides an update on the highly impactful work he and others are doing on Learning Cities.
The University Association for Lifelong Learning (UALL) UK is pleased to announce its upcoming Annual Conference 2020, hosted by the University of Liverpool. The theme of the Conference is Diversity, identity and inclusion in Lifelong Learning: Shaping a 2020 vision for mature students.
The 68th AAACE annual Conference of the American Association of Adult and Continuing Education’s (AAACE) was this year held in St Louis, 8-11 October, focussing on the themes of human rights, empowerment and environmental sustainability.
Adult education is transformative and can break the cycle of disadvantage. Through education people can develop the skills and knowledge they need to engage in meaningful work; to participate fully as a citizen in a vibrant democracy; to live in harmony in a diverse, multicultural and rapidly changing society; to manage their health and wellbeing and live fulfilled and meaningful lives.
This international conference will bring together adult learners, tutors, delegates and participants from the different UNESCO member states around the world, along strategic partners in achievement of SDG 4 target 6 and 7. The theme of the conference is “enhancing the participation of literacy learners and tutors in literacy and lifelong learning”.
A team lead by Dr Katarzyna Borkowska (School of Interdisciplinary Studies, University of Glasgow, UK) has secured research funding from the Scottish Funding Council (SFC) under the aegis of its contribution to the University of Glasgow to develop projects associated with Global Challenges Research Fund (GCRF) research. The project entitled: ‘Gender Equality Starts at Home: Reducing Gender Inequalities in Botswana, Kenya and Tanzania’ brings together the following Co-Is:
- Dr Lavinia Hirsu (School of Education, University of Glasgow, UK)
- Dr Amina Kamando (University of Dar-es-Salaam, Tanzania)
- Dr Keneilwe Molosi-France (University of Botswana, Botswana)
- Dr Nancy Njiraini (Strathmore University, Kenya)
All of the international co-Is from the global south are former PhD students from the School of Education at the University of Glasgow.
After many months (and then some), at the end of March 2019, 18 staff and students left Glasgow and landed safely in New Delhi, India.
We are happy to share with you the latest newsletter - Issue 4/2019, featured below - of our project VINCE; an ERASMUS+ project that is developing training materials for university staff working in processes of Validation of Prior Learning (VPL) and Validation of Non-formal and Informal Learning (VNIL) with migrant and/or refugee students.