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The central focus of this book is the concept of higher education reform in the light of an international and global comparative perspective. After decades of far-reaching reform, higher education around the world has profoundly changed and now has to face the challenges of the present. This volume takes a close look at these changes, the drivers of change, their effects and possible future scenarios. In their contributions the authors discuss a variety of basic concepts: learning and teaching in higher education; financing and quality assurance; governance change; massification vs. equity and equality; internationalization and mobility, the implementation of lifelong structures in higher education.

This volume discusses "alternation," various combinations of classroom (organized, theoretical) knowledge and workplace (practical) learning in Canada intended to adequately prepare secondary and postsecondary graduates for work in the new economy. Following an introduction, "Integrating School and Workplace Learning in Canada: An Introduction to Alternation Education Concepts and Issues" (Schuetze, Sweet), the volume is separated into two sections. The first section, "A Comparison of Alternation Models and Jurisdictions," includes the following chapters: "The Restructuring of Work and the Modernization of Vocational Training in Germany" (Heinz); "Toward a Regional Approach to Alternation Education and Training: The Case of Quebec" (Payeur et al.); "Alternation Education and Training in Canada" (Schuetze). The second section, "Alternation in Canada: School, College, University, and Workplace," includes the following chapters: "Vocational Education in Ontario Secondary Schools: Past, Present and Future?" (Smaller); "More than Sorcery Required: The Challenge of Matching Education and Skills for Life and Work" (Andres); "School-Workplace Collaboration, an Uneasy Partnership: Experiences from Two Alternation Programs in Quebec" (Hardy, Parent); "Canada's Community Colleges and Alternation" (Gallagher, Kitching); "Alternating Education and Training: Students' Conceptions of Learning in Co-op" (Grosjean); "Alternation Career Paths for Teachers: Reconceptualizing Alliances" (Puk); "Bridging the Gap between Liberal and Applied Education" (Axelrod et al.);"Apprenticeship in Canada: A Training System under Siege?" (Sharpe); "Women and Apprenticeships: The Role of Personal Agency in Transition Success" (Sweet); "New Policy and Research Directions" (Sweet, Schuetze). Contains 24 tables, 5 figures, and an index. Chapters include substantial references. (MO)

This book, consisting of 17 chapters written by different authors, traces the progress that has been made in developing lifelong learning policies over the past 30 years and examines current challenges to lifelong learning policymakers. Focusing on a global agenda, the book is organized in six parts with thematic chapters following an introductory chapter, "From Recurrent Education to the Knowledge Society: An Introduction (Schuller, Schuetze, Istance). Part 1 is Historical Reflections on Policy-making and includes: "Education in 2000 and 2025: Looking Back to the Future" (Husen); "Lifelong Learning Revisited" (Kallen); and "Lifelong Learning and the Changing Policy Environment" (Papadopoulos). Part 2 is Building Human and Social Capital and includes: "Effective Schooling for Lifelong Learning" (Hargreaves); "Too Old to Learn? Lifelong Learning in the Context of an Ageing Population" (Lynch); and "From Human Capital to Social Capital" (Healy). Part 3 is On Organizing Learning and includes: "The Seventh Sector: Social Enterprise for Learning in the United States" (Stern); "Training Networks and the Changing Organization of Professional Learning" (Caspar);"Learning in Post-industrial Organizations: Experiences of a Reflective Practitioner in Australia" (Ford). Part 4 is Globalization and Higher Education and includes: "Globalization, Development and the International Knowledge Economy" (Carnoy); "Globalization, Universities and 'Knowledge as Control': New Possibilities for New Colonialisms?" (Kim); and "Universities and the Knowledge Society" (Duke). Part 5 is Internationalizing Literacies and Learning and includes: "Problems of Adult Literacy in the Knowledge Society: Lessons from International Surveys" (Tuijnman); "The Digital Divide and Literacy: Focusing on the Most Poor" (Wagner); and "Learning Cultures and the Pursuit of Global Learning Norms" (Hirsch). Part 6, A Swedish Cod, includes the final chapter: "Adult Education Policy in Sweden 1967-2001: From Recurrent Education to Lifelong Learning" (Rubenson). Some of the chapters have figures and tables. All of the chapters have bibliographies, some substantial. There is an index and a section with notes on contributors. (AJ)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)