|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Learning Transitions: Research, policy, practice|
|Citation:||Ingram R, Field J & Gallacher J (2009) Learning Transitions: Research, policy, practice. In: Ingram Robert, Field John, Gallacher Jim (ed.). Researching Transitions in Lifelong Learning, Abingdon, UK: Routledge (of Taylor and Francis), pp. 1-6.|
|Publisher:||Routledge (of Taylor and Francis)|
|Abstract:||Transitions are no longer tied to a bounded set of age-related passages, but increasingly are experienced by all adults through all stages of the life course. This development has stimulated an explosion in the range and variety of transitional learning, as well as reshaping its distribution over the life course. Existing research on learning transitions tends to focus on youth and pathways from school to work; research on adult learning transitions has been much limited. This is now changing, and the paper notes an emerging and powerful agenda of ongoing and future research.|
|Rights:||Published in Researching Transitions in Lifelong Learning by Taylor & Francis. This is an electronic version of a book chapter to be published in Researching Transitions in Lifelong Learning, June 2009, pp.1 - 6. Researching Transitions in Lifelong Learning can be found online at: http://www.routledge.com/books/Researching-Transitions-in-Lifelong-Learning-isbn9780415495998|
|Type:||Part of book or chapter of book|
|Affiliation:||Glasgow Caledonian University|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.