An important backdrop to the achievement of the Millennium Development Goals involves consideration of the impact of a ‘new demographics’ derived from the interaction of two global developments. First, high levels of internal and cross-border mass migration, stimulated by climate change, violence and disparities in wealth and social stability within and between different countries and the global South and North. Second, the phenomenon of increasing longevity and rapidly ageing populations, especially in the developed world.
This book explores the central role that socially engaged higher education might potentially play in helping address these challenges, enhancing lifelong learning opportunities and facilitating more positive outcomes for both individuals and societies. The contributors to this book are scholars of higher education and lifelong learning based in twelve countries from Europe (Germany, Ireland, Slovenia, Sweden and the United Kingdom), the Americas (Brazil, Canada, Mexico and the USA), Japan, Australia and New Zealand.
“This is an extremely timely and important collection focusing on growing migration
and an increase in ageing populations, two major social trends that researchers in higher
education often overlook. The multi-level analysis of the role that higher education can
play, together with the contributions from 12 countries in the North and South make
this one of the most outstanding collections on these themes.”
Rajani Naidoo, Director, International Centre for HE Management, University of Bath.
“Auguste Comte famously observed that demography is destiny. This superb volume
examines the powerful impact of two global demographic trends, and the vital role
universities can play in responding to them. The book describes a range of innovative
and pragmatic responses, while deepening our understanding of why serving these
populations it so important for the health of our communities and our democracies.”
Matthew Hartley, Professor and Associate Dean, GSE, University of Pennsylvania.
“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.”
Alexandre Kalache, Co-President, International Longevity Centre (ILC) Global Alliance and ILC Brazil.
“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.”
Gaële Goastellec, Professor of Sociology, University of Lausanne, Chair of the Consortium of Higher Education Researchers.
“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, Formerly Head of the Centre for Educational Research and Innovation, OECD.
İçerik tablosu
Part 1: New Demographics and Lifelong Learning.- Chapter 1. Implications of migration and ageing populations for inclusion and equality in higher education and lifelong learning (Maria Slowey, Hans G. Schuetze and Tanya Zubrzycki).- Part 2: CONTEMPORARY PATTERNS OF MIGRATION AND HIGHER EDUCATION: OPPORTUNITIES FOR NEW LIFELONG LEARNERS? .- Chapter 2. Escher’s staircase: higher education and migration in Australia (Mary Leahy, John Polesel and Shelley Gillis).- Chapter 3: Migration and higher education in Germany (Andrä Wolter).- Chapter 4. The impact of recent demographic changes and migration patterns on education in Puerto Rico (María de los Ángeles Ortiz-Reyes and Liz Sepúlveda-Arroyo).- Chapter 5. New patterns of migration and higher education in Ireland: What are the implications? (Daniel Faas).- Chapter 6. New challenges in higher education policies in Sweden (Camilla Thunborg and Agnieszka Bron).-
Chapter 7. Higher education and demographic changes in Mexico (Germán Álvarez-Mendiola and Brenda Pérez-Colunga).- Chapter 8. Migration and linguistic diversity in higher education: implications for language teaching practice and policy (Jennifer Bruen and Niamh Kelly).- Chapter 9. New students, new institutions: challenges for academic legitimation and social sustainability of Intercultural Universities in Mexico (Sylvie Didou Aupetit).- Chapter 10. Lifelong learning in multicultural Brazil: challenges for higher education (Ana Ivenicki).- Chapter 11. Student demographic change and pedagogical issues in higher education (Martha Cleveland-Innes).- PART III: AGEING POPULATIONS AND CHANGING LIFE COURSE PATTERNS: IMPLICATIONS FOR HIGHER EDUCATION AND ‘LONGLIFE’ LEARNERS.- Chapter 12. Acquiring higher levels of education as an adult learner: implications for active ageing (Richard Desjardins).- Chapter 13. The role of higher education in an ageing society: the distinctive case of Japan (Hidehiro Nakajima).- Chapter 14. Older adults, social inequalities and higher education in Aotearoa/New Zealand (Brian Findsen).- Chapter 15. Adult workers as learners in the USA higher education landscape (Carol Kasworm).- Chapter 16. Implications of new life course patterns for higher education and workforce dynamics in Ireland (Maria Slowey and Tanya Zubrzycki).- Chapter 17. Older adult learners: an opportunity for universities (Walter Archer and William (Bill) J. Kops).- Chapter 18. Blurring boundaries: Exploring the potential for ‘big data’ to address inequalities in lifewide learning engagement (Catherine Lido, Kate Reid and Mike Osborne).- PART IV: REFLECTIONS AND OUTLOOK.- Chapter 19. Reflection: Mobility and migration: freedom and threat? (Pavel Zgaga).- Chapter 20. Reflection: Learning, education and active ageing: a key policy agenda for higher education (David Istance).- Chapter 21. Conclusion and outlook: Higher education in the 21st century: new frontiers – old barriers (Hans G. Schuetze and Maria Slowey)
Yazar hakkında
Maria Slowey is a Professor in the School of Policy and Practice and Founding Director of the Higher Education Research Centre, Institute of Education, Dublin City University, Ireland, where she also served as Vice President (Learning Innovation). She was previously Professor, Vice Dean Research and Founding Director of the Centre for Research and Development in Adult and Lifelong Learning, Glasgow University. She has published extensively on the sociology of lifelong learning, widening access and social responsibility in higher education and appointed expert adviser to national and international bodies including the OECD, UNESCO, EU and the Scottish Parliament. An elected Fellow of the British Academy of Social Sciences, she has held many visiting positions (most recently, in Stanford and Nagoya Universities) and plays an active role in learned societies and editorial boards – commencing, in 2020, a five year term as Associate Editor, Studies in Higher Education. In 2015, she was inducted into the International Adult Education Hall of Fame.
Hans G. Schuetze holds a Doctoral Degree (Juris Doctor) in International and Comparative Public Law from the University of Göttingen, Germany, and a Master’s Degree (LLM) from the University of California at Berkeley. He worked in Germany as a lawyer and legal policy expert at two levels of government. Between 1977 and 1986, he was a Policy Analyst at the Centre for Educational Research and Innovation (CERI) of the OECD, Paris. His main responsibilities included policies of higher education, vocational and professional education and training as well as lifelong learning. From 1991 to 2004, he was Professor of Higher Education Research and Policy, Department of Educational Studies and Centre for Policy Studies in Higher Education and Training, University of British Columbia, Vancouver, Canada (now Professor Emeritus). He taught part-time at the University of Oldenburg, Germany (2006–2017), and has been a Visiting Professor at universities in six countries; his last appointment was at the Renmin University of China (since 2017). He is a Member of the Editorial Boards of the Journal of Adult and Continuing Education and of Frontiers of Education in China (Springer).
Tanya Zubrzycki is a Research Assistant at the Higher Education Research Centre (HERC), Dublin City University. Her current research interests include lifelong learning, ageing populations and extended working lives. She is also a doctoral student at Trinity College Dublin, Ireland, where she explores the changes associated with an academic profession in the Institutes of Technology in Ireland, in connection with the proposals for the establishment of technological universities. She holds a Master of Business Administration (MBA) degree from the University of Massachusetts, Boston, and previously worked in the Office of the Dean of Graduate Studies and Research at the University of Puerto Rico as part of a graduate studentship programme.
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