Easing access for lifelong learners: a comparison of European models for university lifelong learning

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 deve...

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Bibliographic Details
Published in:International journal of lifelong education 2015-09, Vol.34 (5), p.530-550
Main Authors: Müller, Romina, Remdisch, Sabine, Köhler, Katharina, Marr, Liz, Repo, Saara, Yndigegn, Carsten
Format: Article
Language:English
Subjects:
Access to Education
Adult Education
Adult Learning
Business
Case Studies
Continuing Education
Cross Cultural Studies
Curriculum Design
Curriculum development
Denmark
Developmental Stages
Education policy
Educational Policy
Educational Research
England
European comparison
Finland
Foreign Countries
Germany
Higher Education
Lifelong Learning
non-traditional students
Nontraditional Students
Prior Learning
Secondary Education
Universities
university continuing education
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Summary: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.
ISSN:0260-1370
1464-519X
DOI:10.1080/02601370.2015.1030350