In the broader context of lifelong learning and widening access to higher education this book focuses on ethical, educational and organizational implications of three main dimensions: first, contemporary migration patterns and issues of citizenship; second, global ageing of the world's population; and, third, changing patterns of the life course. Themes addressed in this book include the following: · The implications of contemporary global migration patterns for higher education · nbsp; nbsp; The implications of the increasing proportion of older age cohorts in the populations of most developed countries (the 'longevity dividend'); ·&nb p; &nb p; Conversely, in some developing countries what are the implications of growing proportions of younger populations (the 'demographic dividend')? What are the consequences of such demographic changes for the labor market and associated knowledge and skill requirements? To what extent might some demographic developments lead to a shrinking higher education landscape - in terms of numbers of institutions and/or range and scale of provision? What are the consequences of these trends for finance, governance and management strategies of higher education institutions? Addressing the above questions requires genuinely interdisciplinary responses. The authors therefore draw on comparative policy studies, pedagogy, sociology, economics, technology, demography, history and law. In addition to bringing new conceptual approaches to these important issues, and associated critical policy analysis, the book also includes examples of innovative responses from a range of countries and institutions.
'The powerful synergy of the longevity revolution and the technology revolution necessitates a corresponding education revolution. It is clear that the educational assets acquired in youth and early adulthood no longer provide sufficient currency for longer, big change impacted lives. This timely book examines the benefits of creating an inclusive, rights-based culture of learning at every stage of life. It is vital that all individuals gain the necessary intellectual and emotional skills for a rapidly evolving present and an unclear future. Highly recommended reading for policy makers, managers, practitioners and researchers across a range of disciplines.' Ale andre Kalache, MD, PhD, Co-President, International Longevity Centre (ILC) Global Alliance, President ILC-Brazil, HelpAge International Global Ambassador on Ageing 'How can we understand the current dynamics of migrations and demographic trends to adapt HE access policies accordingly? By bringing together empirical research in different countries, this book offers an essential insight on this very sensitive issue for both individuals and their societies. A must read for researchers and policy makers.' Ga le Goastellec, Chair, Board of Governors, Consortium of Higher Education Researchers, Observatoir Science, Policy and Society, University of Lausanne, Switzerland 'This volume addresses two issues of growing significance to society generally, ageing and migration, and their implications for higher education. The contributions cover an admirably wide range of countries, shedding different lights on these common themes. The book sets a challenging and informed agenda which policy-makers and institutional leaders would do well to take seriously.' Tom Schuller, former Dean of Lifelong Learning at Birkbeck, University of London, and Head of the Centre for Educational Research and Innovation at OECD 'Auguste Comte famously observed that demography is destiny. This superb volume examines the powerful impact of two global demographic trends-the unprecedented migration of peoples and aging populations-and the vital role universities can play in responding to them. The book describes a range of innovative and pragmatic responses to serving these populations that other universities can learn from while deepening our understanding of why serving these populations it so important for the health of our communities and our democracies.' Matthe Hartley,Professor of Education and Associate Dean at the University of Pennsylvania's Graduate School of Education < r>
Maria Sloweyis Professor and founding Director of HERC (Higher Education Research Centre) Dublin City University (DCU)- the first university based centre in Ireland to focus on higher education and lifelong learning. From 2004 to 2009 she also served as Vice-President Learning Innovation and Academic Registrar in DCU. Previous positions include: Chair in Adult and Continuing Education Glasgow University, Scotland; Head of the Centre for Continuing Education and Widening Access, Northumbria University, England; and Lecturer in Adult and Community Education, National University of Ireland, Maynooth.
Maria's research and policy activities focus on comparative policy and sociological analysis of equity and access to post-compulsory education and training over the lifecourse. She has published widely on these matters and acted as expert advisor and committee member at& national and international levels to inter alia: OECD (including, in 2014, an OECD National Review of the Education System of Indonesia); UNESCO; EC; European Universities Association; Council of Europe; European Training Foundation; Scottish Parliament; and the Higher Education Funding Councils of England and Scotland. She is active in the policy and scholarly arenas including: British RAE (Research Assessment Exercise) Panel for Continuing Education (twice); several committees of HEFCE and SHERC (Higher Education Funding Councils for England and Scotland); Strategic Research Board of the British Economic and Social Research Council (ESRC); and Vice- Chair of the £35m ESRC Teaching and Learning Research Programme; Vice-Chair of Council and Chair of the R&D Committee of the Society for Research in Higher Education (SR E), Executive member of UALL (Universities Association of Lifelong Learning) and founding member of the HER Network (Research on Higher Education Reform). Educated in University College Dublin and Trinity College Dublin, in 2009 Maria was elected an Academician of the British Academy of Social Sciences (AcSS) and in 2014 elected Vice-Chair of the Royal Irish Academy (RIA) Committee for Social Sciences. In November 2015 she was inaugurated into the International Adult and Continuing Education Hall of Fame.
Hans G. Schuetze, holds a PhD in international and comparative public law from the University of Göttingen, Germany, and a LL.M. from the University of California at Berkeley. After his exams he worked in Germany as a lawyer, legal policy expert at two levels of government and part-time lecturer.
Between 1977 and 1986 he was a policy analyst at the Centre for Educational Research and Innovation ( CERI) of the Organization for Economic Cooperation and Development (OECD), Paris. His main responsibilities included policies of Higher Education, vocationaland professional education and training as well as Lifelong Learning.
From 1991 on Professor of Higher Education Research and Policy, and Research Associate, Centre for Policy Studies in Higher Education and Training, The University of British Columbia, Vancouver, Canada (now professor emeritus). From 2004 on he is also AdjunctProfessor at the University of Oldenburg, Germany).
He is the author or editor of many books and has published articles in academic journals on the themes of Higher Education, Policies, Training, Organization and Finance of Education, Lifelong Learning, Comparative Education, and Legal Issues in Education. He is a member of the Editorial Boards of the Journal for Adult and Continuing Education, and of China Forum.
Tanya Zubrzycki is Research Assistant with the Higher Education Research Centre (HERC) Dublin City University. She is holder of a national award investigating the impact of mergers in higher education and also researcher on the theme of lifelong learning and older workers. |
