… Lifelong Learning, Equity and Inclusion, 29 …, 2000
There has been much discussion in recent years about what shape a mass higher education system mi... more There has been much discussion in recent years about what shape a mass higher education system might take in the United Kingdom (UK). Some have argued for a higher education system which meets the needs of adults learners, some have argued that higher education ...
... The following papers are included: "Introduction" (Julia Preece); &quot... more ... The following papers are included: "Introduction" (Julia Preece); "Mind the Gap: Widening Provision, Guidance, and Cultural Change in Higher Education" (Rennie Johnston, Fay Croft); "Extending the Guidance Boundaries: An Exploration of Educative and Empowering ...
Emanating from a two-year action research project aimed at devising higher education courses for ... more Emanating from a two-year action research project aimed at devising higher education courses for excluded social groups, this book examines ways in which UK higher education can be accessed and valued by adults who have previously been excluded. The authors adopt an ...
This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders ... more This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities –public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being ‘othered’. This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others. The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders.
... Leumer, Institute for International Cooperation, German Adult Education Association Christo... more ... Leumer, Institute for International Cooperation, German Adult Education Association Christopher Mclntosh, UNESCO ... and most importantly, spe-cial recognition is due to Professor Frank Youngman, the Series Managing Editor, and his Assistant, Dr Gabo Ntseane of ...
This paper presents reflections from the experiences of a pan-African action research project to ... more This paper presents reflections from the experiences of a pan-African action research project to explore how to develop the university's third mission of community service. The paper identifies open learning as a tool for community empowerment and poverty reduction if it is employed as a consultative, grass-roots led education strategy. It interprets open and distance learning as a cost effective resource for reaching marginalised social groups which provides educational opportunities at a time, place and pace to suit the learners.
... Leumer, Institute for International Cooperation, German Adult Education Association Christo... more ... Leumer, Institute for International Cooperation, German Adult Education Association Christopher Mclntosh, UNESCO ... and most importantly, spe-cial recognition is due to Professor Frank Youngman, the Series Managing Editor, and his Assistant, Dr Gabo Ntseane of ...
... A key challenge, therefore, for African universities is how to match global demands for highe... more ... A key challenge, therefore, for African universities is how to match global demands for higher education as a commodity for knowledge ... The third mission of universities – community service – provides the space to address such a challenge in a way that can refocus its ...
International Journal of Educational Development, 2013
This paper discusses the relationship between international agendas for lifelong learning and fin... more This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning.
In the year 2000, the United Nations, IMF and World Bank signed up to an international commitment... more In the year 2000, the United Nations, IMF and World Bank signed up to an international commitment to halve global poverty by 2015 in the form of the Millennium Development Goals. Two years later the World Bank published a highly quoted study called Voices of the Poor (Narayan et al 2002). Stimulated by recent publications such as Sen's (1999)'Development as
... achieving the country's development targets. From universal primary education,Openjur... more ... achieving the country's development targets. From universal primary education,Openjuru takes us to higher education in Uganda, using the case of his own university, Makerere, in the capital of Kampala. He provides a historical ...
… Lifelong Learning, Equity and Inclusion, 29 …, 2000
There has been much discussion in recent years about what shape a mass higher education system mi... more There has been much discussion in recent years about what shape a mass higher education system might take in the United Kingdom (UK). Some have argued for a higher education system which meets the needs of adults learners, some have argued that higher education ...
... The following papers are included: "Introduction" (Julia Preece); &quot... more ... The following papers are included: "Introduction" (Julia Preece); "Mind the Gap: Widening Provision, Guidance, and Cultural Change in Higher Education" (Rennie Johnston, Fay Croft); "Extending the Guidance Boundaries: An Exploration of Educative and Empowering ...
Emanating from a two-year action research project aimed at devising higher education courses for ... more Emanating from a two-year action research project aimed at devising higher education courses for excluded social groups, this book examines ways in which UK higher education can be accessed and valued by adults who have previously been excluded. The authors adopt an ...
This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders ... more This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities –public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being ‘othered’. This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others. The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders.
... Leumer, Institute for International Cooperation, German Adult Education Association Christo... more ... Leumer, Institute for International Cooperation, German Adult Education Association Christopher Mclntosh, UNESCO ... and most importantly, spe-cial recognition is due to Professor Frank Youngman, the Series Managing Editor, and his Assistant, Dr Gabo Ntseane of ...
This paper presents reflections from the experiences of a pan-African action research project to ... more This paper presents reflections from the experiences of a pan-African action research project to explore how to develop the university's third mission of community service. The paper identifies open learning as a tool for community empowerment and poverty reduction if it is employed as a consultative, grass-roots led education strategy. It interprets open and distance learning as a cost effective resource for reaching marginalised social groups which provides educational opportunities at a time, place and pace to suit the learners.
... Leumer, Institute for International Cooperation, German Adult Education Association Christo... more ... Leumer, Institute for International Cooperation, German Adult Education Association Christopher Mclntosh, UNESCO ... and most importantly, spe-cial recognition is due to Professor Frank Youngman, the Series Managing Editor, and his Assistant, Dr Gabo Ntseane of ...
... A key challenge, therefore, for African universities is how to match global demands for highe... more ... A key challenge, therefore, for African universities is how to match global demands for higher education as a commodity for knowledge ... The third mission of universities – community service – provides the space to address such a challenge in a way that can refocus its ...
International Journal of Educational Development, 2013
This paper discusses the relationship between international agendas for lifelong learning and fin... more This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning.
In the year 2000, the United Nations, IMF and World Bank signed up to an international commitment... more In the year 2000, the United Nations, IMF and World Bank signed up to an international commitment to halve global poverty by 2015 in the form of the Millennium Development Goals. Two years later the World Bank published a highly quoted study called Voices of the Poor (Narayan et al 2002). Stimulated by recent publications such as Sen's (1999)'Development as
... achieving the country's development targets. From universal primary education,Openjur... more ... achieving the country's development targets. From universal primary education,Openjuru takes us to higher education in Uganda, using the case of his own university, Makerere, in the capital of Kampala. He provides a historical ...
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Papers by Julia Preece
The key findings of the study were that the herders demonstrated two distinct identities –public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being ‘othered’. This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others.
The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders.
Keywords: herders; identity; NFE; social capital.
The key findings of the study were that the herders demonstrated two distinct identities –public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being ‘othered’. This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others.
The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders.
Keywords: herders; identity; NFE; social capital.