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JACE: Editorial

Volume 9, Number 1, 2003

The first article of this issue of JACE focuses on a prominent aspect of current higher education practice, namely structural flexibility. At Simon Fraser University in Vancouver, the Integrated Studies Programme is a means whereby mature mid-career students can achieve a degree via a particular format of compressed teaching, and is a form of outreach that has implications internationally. The implications of the broadening of participation and the extension of the envelope of HE to new discipline areas are the theme of Peter Sutherland’s article. Specifically, he considers the particular study methods of students in nursing. This domain of research interest in the UK is gaining ever greater prominence, as retention within a mass system becomes a major concern. To quote the observations of Pat Davies (see Murphy et al 2002) we are seeing the issue of access moving from ‘getting in’ to ‘getting through’.

In the third article of this issue Leesa Wheelahan explores the changes in vocational education and training (VET) policies in Australia. Just like in certain other parts of the world, and certainly for those of us who live in the UK, the VET sector is key in the pursuit of a range of education and training policies, but is one that has struggled to establish its own identity in relation to schools on the one hand and higher education institutions on the other. The territorial battles between the Australian Technical and Further Education (TAFE) sector and the HE sector around the awarding of Associate Degrees make interesting reading to any observer of the VET/HE interface.

The policy debate continues in the next three articles that cover a wide span of the European continent. Nikos Papadakis provides an analysis of the relationship between state policies, the official (and less official) discourses and texts and actions towards the establishment of a lifelong education network and a Second Chance University in Greece. Balázs Németh draws on a wider canvas and considers, within the context of lifelong learning, the problems and challenges of modernisation for the countries of Central and Eastern Europe. As in other parts of the continent, his message has a certain familiarity: “adults, the vast majority of the society, have had to realise that learning, on the one hand, is a must to survive in the labour marker, and on the other hand, is a tool to become an active and self-directed member of the changing society”.

Finally, what better way for the UK, or in this case Scotland, to be analysed than through the words of an Australian? Gavin Moodie, well-known (inter alia) for his regular contributions to the newspaper, The Australian, extends his analysis to the Scottish Parliament (2002) report on lifelong learning. We invite colleagues to return the favour.

Murphy, M, Morgan-Klein, B, Osborne, M and Gallacher, J (2002) Widening Participation in Higher Education: Report to Scottish Executive (Stirling, Centre for Research in Lifelong Learning/Scottish Executive).

Scottish Parliament (2002) Final Report on Lifelong Learning. (Edinburgh, Scottish Parliament). (URL, http://www.scottish.parliament.uk/official_report/cttee/enter-02/elr02-09-01.htm)