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A Qualified Success? Credit Frameworks And Lifelong Learning, Ralf St. Clair
A Qualified Success? Credit Frameworks And Lifelong Learning, Ralf St. Clair
Adult Education Research Conference
Considers the potential of credit and qualifications frameworks to support learners in gaining formal credit for informal and conformal learning. Makes recommendations to increase learner mobility and enhance access and equity.
“Traversing The Legal Minefields That Surround Academic Chairpersons”, Nathan M. Roberts
“Traversing The Legal Minefields That Surround Academic Chairpersons”, Nathan M. Roberts
Academic Chairpersons Conference Proceedings
The presenter will describe common higher education law issues encountered by Chairpersons and provide a framework for analyzing them to protect the department and the Chairperson. Perspective on the process will be offered by a former chairperson, now dean, who is also an attorney and teaches courses in education law.
Policy Making In The Middle: Developing And Implementing Departmental And Institutional Policies, Dr. Alzada Tipton
Policy Making In The Middle: Developing And Implementing Departmental And Institutional Policies, Dr. Alzada Tipton
Academic Chairpersons Conference Proceedings
When it comes to departmental and institutional policies, department chairs frequently find themselves literally in the middle, tasked with implementing institutional policies coming from above and obligated to develop departmental policies that are needed for the department below. These policies can concern themselves with an almost unlimited range of topics, including curriculum and faculty issues, problems involving academic dishonesty and student complaints, and institutional initiatives such as cost savings and compliance directives. Department chairs can find themselves having to lead a reluctant department into implementing an institutional policy not of their own making, or they can find themselves having to …
Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe
Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe
Adult Education Research Conference
The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.
From The Margins To The Mainstream And Back Again: A Comparison Of Lifelong Learning In South Korea And The United States, In Tak Kwon, Fred M. Schied
From The Margins To The Mainstream And Back Again: A Comparison Of Lifelong Learning In South Korea And The United States, In Tak Kwon, Fred M. Schied
Adult Education Research Conference
This paper compares the development of lifelong learning in South Korea and the United States. The paper examines how and why lifelong learning has achieved mainstream status in Korea while remaining on the margins in the US.
The Third Way To Adult Education, Judith Walker
The Third Way To Adult Education, Judith Walker
Adult Education Research Conference
This paper examines how Third Way politics play out in policy discourse in adult education in Canada and New Zealand. It then places these findings in the larger context of the debates on “second modernity.”
Build It But They May Not Come: Subjective Factors In Participation Decisions Among Under-Represented Groups, Ralf St. Clair
Build It But They May Not Come: Subjective Factors In Participation Decisions Among Under-Represented Groups, Ralf St. Clair
Adult Education Research Conference
This discussion presents a model for thinking about participation in learning for under-represented groups. The model is designed specifically to be useful for thinking about this question in the context of policymaking rather than a re-theorization of participation itself.