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JACE: Abstracts

The role of the university in the creation of a learning region. A study in the athenaeum of Catania
Roberta Piazza, University of Catania

This study aimed to assess how the university of Catania conceptualised its new role, considering the principal ways that other European universities are changing. The research was focused on assessing the level of awareness of the university’s ability to spread and promote lifelong learning (LLL), its role in promoting awareness, innovation and development of the city and the surrounding territory as a learning city and learning region and its ability to fulfil the needs and (cultural, educational, economic and productive) requirements of the territory.
The study did so by means of some extensive interviews conducted with experts in University policy and/or lifelong learning selected from among those in charge of and/or members of the main University committees and service centres within the Athenaeum. The interviewees were asked to freely express their opinions, observations and reflections on the subject and to offer their suggestions on the best ways to develop policies and innovative working practices within the Athenaeum with the aim of building a learning city. In addition, managers of local organisations, professional associations, and principals of schools, adult education colleges and continuous professional development providers were involved in order to hear their thoughts on the image of the university as a provider of LLL.

A qualitative analysis of the results identified the viewpoints of the interviewees regarding the role of the university revealed differences between the opinions expressed and highlighted suggestions and advice for the development of more effective strategies and policies. It is true to say that there is a very limited spread of LLL principles both inside and outside the academy and that there is a lot of work to be done if the concepts of LLL are to truly take root in its strategies and working practices so that it may become a true learning organisation. In addition, the prospect of creating a learning city-learning region seems, in many ways, very far from becoming a reality in Catania, where there is a large gap between the institutions (the university included) and the needs of the territory. This paper argues, there fore, that the university’s work needs to be more coherent and better coordinated with the other aspects of local policy if the university is to contribute to creating a learning region and to assume the relevant guiding role.

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Researching men's sheds in community contexts in Australia: what does it suggest about adult education for older men?
Barry Golding, University of Ballarat, Australia

This paper reports on research into community-based men’s sheds in Australia, focusing on how regular activity in these sheds impacts on the informal learning experiences of the mainly older men who use them. It leads to an exploration and reflection on how men’s learning experiences in such sheds might inform adult and vocational education in community contexts for older men in other national and cultural contexts. Shed-based activity in community settings is found to provide a critically important, positive and therapeutic, male-positive context that satisfies a wide range of needs not currently available to older men in more formal education settings or in typical adult learning providers. Men’s sheds in community contexts provide an important and voluntary social and community outlet for older retired men, particularly for working-class men who are less likely than other men and particularly women to participate in adult and community education. The research identifies the likely fruitfulness of more closely examining the role of informal learning in enhancing wellbeing through voluntary participation in community settings in other cultural and national contexts.

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University continuing education in New Zealand
Susan Geertshuis, The Centre for Continuing Education, The University of Auckland

In New Zealand there are four university-based centres for continuing education which provide non-credit short courses. This paper presents data from a survey which was conducted with the intention of building understanding of the cohort of learners who attend short non-credit courses, to better understand their views and values and to determine whether there was a readiness or need to follow the trends apparent in overseas departments of continuing education. Policy and funding structures in New Zealand have favoured traditional delivery methods and non-credit learning. The survey of learners indicated a readiness for technology-enabled learning and interest in attaining recognition for learning.

The study provides a valuable insight into an often invisible cohort of university learners and exposes important contrasts between common perceptions of adult ‘leisure’ learners and our survey results.

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Conspirators in a neo-liberal agenda? Adult educators in second-chance private training establishments
Judith Walker, University of British Columbia

This paper presents the findings of a qualitative study that explored the impact of neo-liberal policy and ideology on educators and directors working in second-chance Private Training Establishments (PTEs) which were created at the height of the neo-liberal reforms in New Zealand. By examining the experiences of 14 educators and directors in four PTEs, this research found that although those working in second-chance PTEs are not impervious to neo-liberal discourse and policy, they do not automatically reflect a rightist agenda. While assessment, funding, outcomes, and monitoring have encouraged tutors and directors to adopt a more behaviourist approach in the classroom and in their jobs, the findings also indicate that adult educators critically examine and constantly negotiate their practice.

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From a 'university agenda' to a ‘collaborative agenda’ – an inquiry into a tendency in Swedish higher education
Håkan Sandberg, Mälardalen University

The aim of this paper is to focus on the development of HE/CE in Sweden as a transition from a non-academic context to an academic context and a current trend back to a non-academic context considering the nature of the transitions, facilitating factors in these processes and consequences of the transitions. Generally health professional higher education has been transformed from being short and work-based to become a university programme. This is supported by non-controversial Higher Education Acts and facilitated by ideological, economic/organisational and political points of view that emphasise labour market needs for women, equalities between the sexes, professional groups struggling for authorisation and professional position (status) and growing complexity in work tasks with demands for quality development. The consequences are a gradually growing self-esteem and self-awareness among professionals beneath physician status, signified by non-physicians taking managerial positions, as well as a growing awareness of the need for teamwork. A transition in perspective concerning the usefulness of an academic approach in higher and continuing education for health professionals is ongoing. We seem to be standing on the top of an ‘academic hill’, and can see transitions towards formal learning in non-traditional learning contexts as well as an acceptance of the importance of non-formal learning in all kinds of contexts. Theoretical, ideological and economic arguments influence the transitions as well as the students’ aspirations and attempts to seek meaning. Which con - text or mix of contexts is most productive for the learning processes necessary for health professionals? Today high-quality collaborative efforts such as action research and clinical teaching are stressed. In Sweden this clearly appears as a transition from a ‘university agenda’ to a ‘collaborative’ agenda in which the labour-market has a growing influence upon HE/CE and research. The result of this study is also discussed in terms of a ‘collaborative view’ and a ‘competitive view’.

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Adult learning opportunities in Nepal
Krishna Regmi and Sharada Regmi , UK

This paper presents the initial findings from a study of education system in Nepal. This paper examines the adult learning opportunities within the educational and cultural contexts by reviewing available literature relevant to Nepal. Findings show that there are wider opportunities for adult learning than those considered from education and policy research perspectives, and these include autonomous and self-directed learning as well as learning from life experiences. Study also shows that learning among adults is more than a set of basic skills to be acquired and that literacy, equality and creativity can be under stood through the everyday lives and socio-cultural practices of learners. The paper concludes by considering the implications of these findings on teaching-learning methodologies suitable for adult education initiatives and for professional practice in Nepal.

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