Palgrave Studies in Adult Education and Lifelong Learning

This chapter reflects on major policy concerns for Higher Vocational Qualifications (HVQs) in Scotland and England in recent decades. In particular, we focus on the options available in each nation at level 5 on the International Standard Classification of Education (ISCED), which are examples of sh…

This chapter focuses on why two groups of disadvantaged young adults (the low-educated and those working in low- or medium-skilled occupations) participate—or do not—in job-related non-formal education and training. It suggests that, across occupational groups, job content is the core mechanism prev…

Since 1901, community collegesColleges in the United States have played an important role in the higher educationHigher education sector. These unique institutions serve multiple important missions, which include providing open and relatively affordable accessAccess to college, training workers in s…

This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a…

This chapter uses the Canadian experience to reflect on issues related to four aspects of Higher Vocational Education (HIVE): defining HIVE; varieties of HIVE; scale of HIVE; and the impact of HIVE particularly with respect to equity. Although the focus of this chapter is on Canada, the discussion i…

In this chapter, we analyse how governance patterns of LLL policies, particularly VET systems, shape youth opportunities in the transition from education to employment in specific regional contexts. In doing so, we resort to institutional analysis, applying a general framework of institutional oppor…

This chapter considers how the very different policy and historical contexts within Scotland and England have resulted in differing approaches to the development of higher vocational qualifications. In this respect it will develop the overall theme of this book by considering how a ‘home internation…

This chapter describes idealized types of arrangements of post-secondary education. The typology is built from two concepts: object of education and level of education. Three model objects are distinguished: the acquisition of knowledge, preparation for an occupation, and training. This is considere…

Higher education is typically viewed as offering the most assured pathways to secure careers and low unemployment rates. Yet, increasingly some groups, not least higher education graduates and their families paying ever-higher tuition fees, question the taken-for-granted contributions higher educati…

Wrestling with economic shifts and their implications for post-school education are troubling issues for Australia, just as they are for other advanced economies. Australia’s post-compulsory system has traditionally segmented the academic and vocational tertiary routes provided by both public (unive…

Higher vocational education (HVE) has a long history in England, with Higher National Diplomas (HNDs) and Higher National Certificates (HNCs) introduced nearly 100 years ago. Since then, HVE qualifications and further education (FE) colleges that are key providers of HVE have moved in and out of the…

Higher vocational education has been expanding across many countries where it variously includes the European model of two-year ‘short cycle’ higher education sub-bachelor level qualifications provided by universities or colleges (HNC/Ds and Foundation degrees being examples in the UK), applied bach…