Easing access for lifelong learners: a comparison of European models for university lifelong learning
Easing access for lifelong learners: a comparison of European models for university lifelong learning
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为终身学习者提供便利：欧洲大学终身学习模式的比较
DOI：
10.1080/02601370.2015.1030350
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发表时间：
2015
影响因子：
1.8
通讯作者：
Carsten Yndigegn
中科院分区：
文献类型：
--
作者：
R. Müller;S. Remdisch;Katharina Köhler;L. Marr;Saara Repo;Carsten Yndigegn
自20世纪90年代末以来，为那些从事终身学习的人提供高等教育（HE）一直是整个欧盟的共同政策目标。为了实现这一目标，必须简化职业和学术路线之间的过渡，但欧洲各国处于不同的发展阶段。本文从国家和机构的角度，采用案例研究方法部署数据三角测量，绘制了丹麦、芬兰、德国和英国的发展地图。它探讨了结构性因素的程度/共性，以方便学生参与终身学习。这些情况处于非常不同的阶段，但以下因素被认为是所有国家开办大学的基本因素：从国家的角度出发，建立从中等教育和工作生活到高等教育的过渡路径，以及高等教育、企业和成人教育之间的联系，并承认所有形式的学习，学习形式的灵活性和从机构角度设计适合所有人的课程。
Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the development in Denmark, Finland, Germany and England using a case study approach deploying data triangulation from a national and institutional perspective. It explores the extent/commonality of structural factors for easing access for students engaging in lifelong learning. The cases are at widely different stages, but the following factors were considered essential in all countries for opening universities: the establishment of transition paths from secondary education and working life into HE and links between HE, businesses and adult education from a national perspective and the recognition of all forms of learning, the flexibilization of study formats and the design of a curriculum that suits all from an institutional perspective.
DOI：
10.2307/2073705
发表时间：
1990
期刊：
--
影响因子：
--
作者：
G. Esping-Andersen
通讯作者：
G. Esping-Andersen