Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.14/4622
Título: On the opening of higher education institutions to new publics: the portuguese case
Autor: Amorim, José Pedro
Azevedo, Joaquim
Coimbra, Joaquim Luís
Palavras-chave: Higher education
Mature students
Adult learners
Adult students
Non-traditional students
Recognition and validation of competences
Recognition of prior learning
Accreditation of prior experiential learning
Data: 2010
Editora: Faculdade de Educação e Psicologia / Universidade Católica Portuguesa
Citação: AMORIM, José Pedro ; AZEVEDO, Joaquim ; COIMBRA, Joaquim Luís - On the opening of higher education institutions to new publics: the portuguese case. Revista Portuguesa de Investigação Educacional. ISSN 1645-4006. Ano 9, n.º 9 (2010), p. 83-103
Resumo: The recent “opening” of higher education institutions (HEI) to “new publics” raises some questions: fi rst of all, that of the transformation (or not) of an education subsystem often described as conservative. The unsolved problem of the lack of devices directed to the recognition of adults’ prior learning (at a higher education level) might work as a challenge that could contribute to solve this problem, that is, the knowledge (often unrecognised by the subjects themselves, but also by others, namely through formal devices of recognition) acquired and developed by adults, in their lives and with their lives, together with the needs that they seek to satisfy through education and training, could invite HEI to change. This paper intends to explore part of the wide range of meanings that adults construct concerning higher education, stressing the obstacles and facilitators of adult learning, in a journey through three spheres: individual, social and institutional. The research plan presented here intends to draw a conceptual and critical framework of the problematic, based on the perspectives of HEI directors, professors and adult learners. Even though the study privileges the local level, both concerning the institutions and the individuals, the national and transnational governance devices and processes have been considered as well. The analytic dimensions embrace the processes and products of adult learning, the assessment methodologies, the pedagogical practices, the curricular plans and frameworks, the (career and pedagogical) guidance and support devices — namely tutorship —, as well as the courses, programmes and institutions’ functioning and organization.
Peer review: no
URI: http://hdl.handle.net/10400.14/4622
Versão do Editor: http://www.ucp.pt/site/custom/template/ucptplfac.asp?sspageID=5056&lang=1
Aparece nas colecções:FEP - Artigos em revistas nacionais com Arbitragem / Papers in national journals with Peer-review

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