A Foot in the Door of an Uncertain Future

Autor/in	Jones, Bill
Titel	A Foot in the Door of an Uncertain Future
Quelle	In: Adults Learning, 22 (2010) 3, S.26-27 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Higher Education; Continuing Education; Lifelong Learning; Adult Education; Retirement; Career Change; Vocational Education; Universities; Part Time Students; Public Education; Educational Policy; Fees; Educational Finance; Financial Support; Access to Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Weiterbildung; Life-long learning; Lebenslanges Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Pensionierung; Career changes; Berufswechsel; Ausbildung; Berufsbildung; University; Universität; Part-time students; Teilzeitstudent; Öffentliche Erziehung; Politics of education; Bildungspolitik; Gebühren; Studiengebühren; Bildungsfonds; Finanzielle Förderung; Access; Bildung; Zugang; Bildungszugang; Ausland; Großbritannien
Abstract	The infamous equivalent or lower qualifications (ELQs) regulation--the withdrawal of funding from students who have previously gained a higher education qualification--has cast a long shadow over adult continuing education in English higher education since its introduction in 2007. Together with the attack on funded adult provision in local authorities and further education, and the reductions in provision by the Workers' Educational Association, this policy has had a devastating effect on public adult education provision by universities, leaving whole swathes of the country devoid of opportunity for adults wishing to take early steps into personal academic development, to re-train for a changing career, or to keep active and, therefore, healthy in retirement. Even by the standards of a service accustomed to threats from the intended--and sometimes unintended--consequences of illiberal policymaking, the ELQ decision came as a shock. Consultation before the decision was rudimentary, despite the fact that this policy represented a departure from principle: for the first time, it was a conscious decision to disadvantage one constituency of learners to fund provision for another. All attempts to divert the policy were met by intransigence; the only negotiation would be on the details of implementation. The disapproval of a select committee was bullishly ignored. It was in this climate that the author described the withdrawal of funding for ELQs as a "perfect storm" for the university lifelong learning community. The Browne review's recognition of the importance of fair treatment for part-time students is welcome--but with university lifelong learning ravaged by the withdrawal of funding for ELQs, and part-time fees set to rise steeply, the author contends that the future for part-time study remains uncertain. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10