This work is an evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. The authors consider the underlying implications of genuine lifelong learning for the university system.
This work is an evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. The authors consider the underlying implications of genuine lifelong learning for the university system.
Part I The context from Robbins to Dearing: changes in UK higher education changes in society, the economy and politics the European year of lifelong learning - catalyst of camouflage. Part II Participation: getting into higher education getting on in higher education coming back to higher education. Part III Curriculum: modules, semesters and credits learning in university learning away from the university professional dimension quality and standards. Part IV: supporting students supporting institutions supporting communities supporting the nation. Part V Impact: lifelong learning in the world of work lifelong learning in common culture lifelong learning and the university of community. Postscript: the Dearing vision lifelong learning and UACE.
Part I The context from Robbins to Dearing: changes in UK higher education changes in society, the economy and politics the European year of lifelong learning - catalyst of camouflage. Part II Participation: getting into higher education getting on in higher education coming back to higher education. Part III Curriculum: modules, semesters and credits learning in university learning away from the university professional dimension quality and standards. Part IV: supporting students supporting institutions supporting communities supporting the nation. Part V Impact: lifelong learning in the world of work lifelong learning in common culture lifelong learning and the university of community. Postscript: the Dearing vision lifelong learning and UACE.
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