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Beyond the boundaries: exploring the potential of widening provision in higher education
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This title has been withdrawn from general circulation, but we recognise it as still having some value to researchers and academics, as well as practitioners who wish to see how policy and practice have developed over the years. |
| Julia Preece (ed.) with Cal Weatherald and Maggie Woodrow ISBN 1 86201 047 1 1998 More titles on Participation |
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NIACE: The National organisation for Adult Learning has a broad remit to promote lifelong learning opportunities for adults. NIACE works to develop increased participation in education and training, targetting especially those who do not have easy access owing to barriers of class, gender, age, race, language and culture, learning difficulties or disabilities, or insufficient financial resources.
NIACE works with national and local government, education providers, broadcasters, TECs, the voluntary sector, employers and others to promote equal opportunities of access to learning for all adults.
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Reviews
‘….institutions of higher education need to find ways to widen their
provision, and the authors of these chapters are playing an important role in
that search.’
(New Zealand Journal of Adult Learning)
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Contents
| Introduction | Julia Preece | |
| Section 1. | ||
| Chapter 1. | Mind the gap: widening provision, guidance and cultural change in higher education | Rennie Johnston and Fay Croft |
| Chapter 2. | Extending the guidance boundaries: an exploration of educative and empowering guidance strategies for learners who have been long-term unemployed | Ann-Marie Houghton |
| Chapter 3. | Disadvantaged youngsters: raising awareness, aspirations and access through a summer school | John R D Blicharski |
| Chapter 4. | IT-based guidance: reaching the parts that other guidance cannot reach? | Irene Chapman and Sarah Williams |
| Section2. | Regional development strategies for widening participation | |
| Chapter 5. | What's the point? Questions that matter in community-based projects designed to counter social exclusion and increase participation in continuing education | Colin Trotman and Heather Pudner |
| Chapter 6. | as broad as it's long: challenging the limitations of traditional continuing education strategies for widening participation | Cal Weatherald and Geoff Layer |
| Section 3. | International perspectives on equity: lessons to be learned | |
| Chapter 7. | Dismantling the barriers: educational justice and access in Ireland | Rosemary Morris and Brian McMahon |
| Chapter 8. | Student equity: an Australian perspective | Margaret James and Margaret Heagney |
| Chapter 9. | Access strategies under severe circumstances: promoting access in the Chelybinsk region of the Russian Federation | Maurits van Rooijen |
| Section 4. | Researching equity issues | |
| Chapter 10. | The role of social theory in action research: working for change in a a university adult education department in a multi-cultural city | Jane Clarke |
| Chapter 11. | Youth views: a University of Bradford community action research project conducted with and for young people from minority ethnic communities in Bradford | Nadira Mirza and Tony Jowitt |
| Chapter 12. | Does it make any difference that we are a university? The community perspectives | Julia Preece |
| Notes on contributors | ||
| Index |
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