Easing Access for Lifelong Learners: A Comparison of European Models for University Lifelong Learning

Autor/inn/en	Müller, Romina; Remdisch, Sabine; Köhler, Katharina; Marr, Liz; Repo, Saara; Yndigegn, Carsten
Titel	Easing Access for Lifelong Learners: A Comparison of European Models for University Lifelong Learning
Quelle	In: International Journal of Lifelong Education, 34 (2015) 5, S.530-550 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2015.1030350
Schlagwörter	Lifelong Learning; Cross Cultural Studies; Educational Policy; Curriculum Design; Foreign Countries; Case Studies; Secondary Education; Higher Education; Business; Adult Education; Nontraditional Students; Continuing Education; Access to Education; Prior Learning; Educational Research; Denmark; Finland; Germany; United Kingdom (England) + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Lehrplangestaltung; Ausland; Case study; Fallstudie; Case Study; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Business studies; Wirtschaft; Betriebswirtschaft; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Access; Bildung; Zugang; Bildungszugang; Vorkenntnisse; Bildungsforschung; Pädagogische Forschung; Dänemark; Finnland; Deutschland
Abstract	Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the development in Denmark, Finland, Germany and England using a case study approach deploying data triangulation from a national and institutional perspective. It explores the extent/commonality of structural factors for easing access for students engaging in lifelong learning. The cases are at widely different stages, but the following factors were considered essential in all countries for opening universities: the establishment of transition paths from secondary education and working life into HE and links between HE, businesses and adult education from a national perspective and the recognition of all forms of learning, the flexibilization of study formats and the design of a curriculum that suits all from an institutional perspective. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01