|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 R, Field J & Gallacher J (eds.) Researching Transitions in Lifelong Learning. Abingdon, UK: Routledge (of Taylor and Francis), pp. 1-6. http://www.routledge.com/books/Researching-Transitions-in-Lifelong-Learning-isbn9780415495998.|
Adult education Great Britain
|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|
|CRLL book Intro JF.pdf||Fulltext - Accepted Version||29.44 kB||Adobe PDF||View/Open|
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