Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities [Konferenzbericht] Paper presented at the Annual Meeting of the Bulgarian Comparative Education Society (10th, Kyustendil, Bulgaria, Jun 12-15, 2012).

Autor/in	Naseem, Nosheen Rachel
Titel	Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities [Konferenzbericht] Paper presented at the Annual Meeting of the Bulgarian Comparative Education Society (10th, Kyustendil, Bulgaria, Jun 12-15, 2012).
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; College Students; Peer Teaching; Mentors; Lifelong Learning; Developing Nations; Higher Education; Universities; Educational Opportunities; Access to Education; Social Action; Action Research; Transformative Learning; School Culture; Social Change; Program Evaluation; Outcomes of Education; School Holding Power; Academic Persistence; Student Improvement; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Peer group teaching; Peer Group Teaching; Life-long learning; Lebenslanges Lernen; Developing country; Developing countries; Entwicklungsland; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Soziales Handeln; Projektforschung; Pädagogische Transformation; Schulkultur; Schulleben; Sozialer Wandel; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg
Abstract	Higher Education in developing countries is frequently restricted to students from privileged backgrounds, especially those from private secondary education. In Pakistan, access to Higher Education, while competitive, is more broadly based, with state universities particularly recruiting students from diverse backgrounds. Just as Widening Participation students in the UK face a challenge in adapting to the learning culture of universities, students in Pakistan face difficulties in taking the opportunities that university presents. In particular, the benefits of wider access and new ideas of peer-assisted learning are inhibited by a formal, hierarchical and teacher-centred university culture. With the primary aim of introducing peer mentoring as a support service for students in Pakistani universities, a social action research project has been undertaken to explore the impact of students' peer mentoring on the culture of learning, to see if students involved in mentoring effectively transform the learning culture of the institution and promote skills for lifelong learning. The possibility is raised that such schemes, introduced widely, could provide a lever for social change in Pakistan. A framework of structured peer mentoring was designed as a "light touch support mechanism" for students in two universities, and evaluated to measure the impact on students' learning and experience. Feedback showed beneficial impact in improved results, progression and retention and in improved peer support across diverse groups within the university. [For complete volume, see ED567040.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01