Embedding Tertiary Education in Rural Communities: Building 'Warm Connections'

Autor/inn/en	Douglas, J.; Kilpatrick, S.; Katersky Barnes, R.; Alderson, R.; Flittner, N.
Titel	Embedding Tertiary Education in Rural Communities: Building 'Warm Connections'
Quelle	In: Studies in Continuing Education, 42 (2020) 1, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kilpatrick, S.) ORCID (Katersky Barnes, R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2018.1548435
Schlagwörter	Foreign Countries; Rural Population; Postsecondary Education; Vocational Education; Partnerships in Education; Access to Education; Outreach Programs; School Community Relationship; Universities; Social Capital; Social Networks; Lifelong Learning; Access to Information; Program Effectiveness; Adult Education; Aspiration; Public Libraries; Community Centers; Higher Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Landbevölkerung; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Hochschulpartnerschaft; Education; Access; Bildung; Zugang; Bildungszugang; Jobcoaching; University; Universität; Sozialkapital; Social network; Soziales Netzwerk; Life-long learning; Lebenslanges Lernen; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Streben; Public library; Stadtbücherei; Öffentliche Bibliothek; Hochschulbildung; Hochschulsystem; Hochschulwesen; Australien
Abstract	Pathways to higher education can appear opaque and unattainable to rural adults, despite the affordances provided by modern broadband and increasing provision of university online learning options. This paper describes an innovative partnership model that connects rural adults to university and technical and further education pathways through 'warm connections' developed between staff in rural libraries and 'neighbourhood houses', and people working in university outreach and preparation programmes. Through the Warm Connections project, local staff were provided with training and on campus experiences that equipped them to have conversations with rural people about what university is 'like' and what it takes to get a place in a university course. Rural community staff reported being confident in providing customised front-line information and advice to rural residents and were able to direct enquiries to appropriate people in tertiary institutions. Some staff themselves enrolled in and successfully completed university short courses, providing role models for their communities. The project reduced the socio-economic distance between rural adults and tertiary education. It successfully built social capital networks of 'warm connections' between tertiary institutions and rural communities, although the longevity of those networks will depend on continuing effort by tertiary institutions to maintain and refresh connections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01