Non Award-Bearing Continuing Education. An Evaluation of the HEFCE Programme 1995-1998. Report 99/19.

Autor/inn/en	McNair, Stephen; Cara, Sue; McGivney, Veronica; Raybould, Fiona; Soulsby, Jim; Thomson, Alastair; Vaughan, Mike
Institution	Higher Education Funding Council for England, Bristol.
Titel	Non Award-Bearing Continuing Education. An Evaluation of the HEFCE Programme 1995-1998. Report 99/19.
Quelle	(1999), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Students; College Role; Continuing Education; Disabilities; Foreign Countries; Government School Relationship; Higher Education; Minority Groups; Nontraditional Students; Older Adults; Outcomes of Education; Partnerships in Education; Program Effectiveness; Rural Education; School Community Relationship; Womens Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Weiterbildung; Handicap; Behinderung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Älterer Erwachsener; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Ländliche Erwachsenenbildung; 'Women''s education'; Frauenbildung
Abstract	This is a report on the Non-Award-Bearing continuing Education (NABCE) program, funded by the Higher Education Funding Council for England (HEFCE) between 1995 and 1998. Over 3 years, 5 National Institute of Adult Continuing Education (NIACE) staff undertook a series of visits to 20 sample projects and read project documentation; in addition, 3 surveys of projects, 4 national seminars, and 2 national conferences were conducted. The study found that the principal target groups addressed by the 46 projects (many targeted several groups) were ethnic minorities, women, rural communities, people with disabilities, and older adults. Almost all the projects placed their highest priorities and greatest areas of success in the following activities: (1) developing partnerships with external agencies; (2) developing advice and guidance for potential students and for nontraditional students already enrolled in the institution; and (3) changing public perceptions of higher education. Projects also saw priorities but with lower levels of success in changing the culture of their institution, changing institutional structures and processes, and changing curriculum. The evaluation concluded that the projects were most successful in reaching targeted groups when a multiple-strand approach was undertaken, when the institution was fully committed to the projects, when a project-based approach was used, and when special funding was provided. (Contains 11 references.) (KC)
Anmerkungen	HEFCE Publications, Northavon House, Coldharbour Lane, Bristol BS16 1QD, England (10 British pounds). For preface, contents, and executive summary, see Web site: .
Erfasst von	ERIC (Education Resources Information Center), Washington, DC