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Tummons, Jonathan – Research in Post-Compulsory Education, 2014
This article explores aspects of the relationship between professional standards for teachers and the curriculum for teacher education in the lifelong learning sector in the United Kingdom. Drawing on an analysis of different editions of three core textbooks for teacher education in the lifelong learning sector, which are positioned as acting as…
Descriptors: Foreign Countries, Teacher Education, Teacher Education Curriculum, Standards
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Tummons, Jonathan – Research in Post-Compulsory Education, 2014
The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector…
Descriptors: Foreign Countries, Professional Identity, Lifelong Learning, Standards
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Spenceley, Lydia – Research in Post-Compulsory Education, 2012
The term "Special Needs" is one which is poorly defined in general and particularly nuanced in the Lifelong Learning Sector, where its meaning has been extended to incorporate economic and social needs in addition to the more "traditional" interpretation of the term. Although the sector apparently operates inclusively,…
Descriptors: Lifelong Learning, Continuing Education, Disabilities, Special Needs Students
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Raven, Neil; Husbands, Samantha – Research in Post-Compulsory Education, 2012
This article profiles a Web-based tool developed with the support of two lifelong learning networks (LLNs) to address issues around higher education progression amongst under-represented groups across the East Midlands, including vocational learners and adults returning to education. Having introduced the site and explored its development, the…
Descriptors: Web Sites, Lifelong Learning, Internet, Web Based Instruction
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Devins, David; Smith, Vikki; Holden, Rick – Research in Post-Compulsory Education, 2001
Establishment of learning centers in British industrial estates was evaluated through telephone and mail questionnaires, focus groups, and case studies. The objective of learning networks was not fully realized. Tensions between the needs and interests of employers, learning providers, and individual workers was found. (SK)
Descriptors: Adult Education, Educational Improvement, Employer Employee Relationship, Foreign Countries
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Thursfield, Denise; Smith, Vikki; Holden, Rick; Hamblett, John – Research in Post-Compulsory Education, 2002
Evaluation of the implementation of Individual Learning Accounts in Britain revealed five themes that may explain the program's lack of success: individualistic approach to adult education, conflict of individualism with partnership, ineffective targeting of low-skilled populations, lack of linkage with a lifelong commitment to learning, and…
Descriptors: Access to Education, Adult Education, Educationally Disadvantaged, Federal Programs
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Harreveld, R. E. – Research in Post-Compulsory Education, 2005
This article interrogates the concept of articulation through its enactment in post-compulsory education systems in Australia. It presents an initial analysis of the challenges and opportunities that articulation holds for individuals and institutions in the higher education, vocational education and training sectors. Making pathways work for…
Descriptors: Articulation (Education), Foreign Countries, Vocational Education, Training
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Dhillon, Jaswinder K. – Research in Post-Compulsory Education, 2004
This article explores the experience of adult learners and their perceptions of learning using computer-based learning materials, mainly Learndirect packages. The findings are based on focus group interviews with learners in a range of settings, including centres in community-based organisations, further education colleges and private training…
Descriptors: Foreign Countries, Adult Learning, Adult Students, Computer Assisted Instruction