ACCESS: "What and Whither, When and How?" Mansbridge Memorial Lecture (14th, Leeds, England, March 14, 1991).

Autor/in	Yeo, Stephen
Institution	Leeds Univ. (England). Dept. of Adult and Continuing Education.
Titel	ACCESS: "What and Whither, When and How?" Mansbridge Memorial Lecture (14th, Leeds, England, March 14, 1991).
Quelle	(1991), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Education; Adult Learning; Educational Demand; Educational Discrimination; Educational Finance; Foreign Countries; Job Training; Nontraditional Education; Prior Learning; Vocational Education; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Bildungsanforderung; Bildungsnachfrage; Bildungsfonds; Ausland; Berufsqualifizierender Bildungsgang; Non-traditional education; Alternative Erziehung; Vorkenntnisse; Ausbildung; Berufsbildung
Abstract	The current discourse about access can be changed by using three adjectives: old, wide, and deep. Regarding the first, since the 1870s, when the professionalization and specialization of knowledge took off in so many fields, inequalities in education have actually increased where it matters most--who knows how much of what is available to be known. Second, the conversation must be widened beyond education. Increasingly, the discourse in Britain has widened into a cultural, historical one concerning patterns of class development. Third, access also stretches down deeply into where people, including old people, live and die, into their very selves. A dream or vision for education begins and ends with the individual. In this vision, education is market led; experience is used to make courses relevant to experience; learners replace teachers; and learners produce their own pathway or choice of courses that together make a degree or whatever aggregate it is that they want. General emancipation can drive access as a fully social movement alongside the economic imperative it undoubtedly is. Three quick benchmarks are as follows: (1) learners need access to the best; (2) the worlds of education and training must be brought together; and (3) access cannot be other than awkward and painful. Finally, access depends on funding. (A list of 32 notes is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC