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Lifelong Learning Networks: the Policy Career Gareth Parry University of Sheffield
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What are they? membership: dual and ‘diverse’ identity: meaningful for ‘learners’ vocational: students, learning and pathways progression I: ‘into’ and ‘through’ progression II: ‘clarity, coherence and certainty’ progression III: ‘a lifetime of work and study’ vehicle: funded additional numbers
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Another go at? lifelong learning partnerships widening participation partnerships partnerships for progression lifelong learning networks
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A different process? high authorship foundation text joint circular invitation ‘developmental dialogue’ policy buy-in
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Where from? Bristol Coventry Scotland California Wisconsin ‘the best of American public university practice’
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What are they for? value-adding ‘running with the grain’ ‘testing different approaches’ counter-balancing counter-vailing (re-)connecting
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Mode I or II? collaboration v competition connectivity v asymmetry agility v demography sector v system
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The FurtherHigher Project Why do the English divide? With what effect on organisations? With what impact on participation and equity? g.w.parry@sheffield.ac.uk
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