Negotiating the climbing frame: flexibility and access in Scottish higher education.

Autor/in	Morgan-Klein, Brenda
Titel	Negotiating the climbing frame: flexibility and access in Scottish higher education.
Quelle	In: European journal of education, 38 (2003) 1, S. 41-54Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 25
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
Schlagwörter	Empirische Untersuchung; Fallstudie; Förderungsmaßnahme; Offenes Lernen; Teilnahme; Hochschulpolitik; Hochschulzulassung; Studienwahl; Studienfach; Teilzeitstudium; Lebenslanges Lernen; Flexibilität; Schottland
Abstract	Higher education policy is increasingly framed within the paradigm of lifelong learning which, among other things, places a value on flexible provision and participation and equates these with accessibility. Access and flexibility are central themes in current policy and there is growing interest on the part of the Scottish Executive in increasing flexibility of the system as a whole, thus offering participants the flexibility of a climbing frame as opposed to the rigidity of a ladder. Discourses of flexibility, access and inclusion have been deconstructed in the literature and these offer a valuable critique of lifelong learning as a discourse and a set of policies. ... The empirical investigation of three case studies of flexible provision or flexible arrangement primarily designed to wide access (but also of course enhancing recruitment) [which is done in this article] reveals some deep-seated practical and philosophical problems. [The three studies analysed in the article concern: links between Further and Higher education, part-time provision and open learning]. (DIPF/Orig./Bi.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)