Show Less
Restricted access

Higher Education Reform: Looking Back – Looking Forward

Second Revised Edition

Series:

Edited By Pavel Zgaga, Ulrich Teichler, Hans G. Schuetze and Andrä Wolter

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.
Show Summary Details
Restricted access

Towards a Quaternary Education and Lifelong Learning System: A Perennial Declamation or an Imminent Future for Higher Education?

Extract



Abundant announcements of a new age of quaternary education

For many decades, both key actors in the educational system and the educational researchers predicted that the educational system would move towards fundamental change. And in these predictions, it was widely assumed that learning in life stages beyond youth and learning after the entry into the employment system would expand and would be embedded into a more systematic institutional setting. These predictions implied that higher education would be affected by these changes – irrespective, whether higher education would eventually be only a small or a major player in this growing and increasingly systematic sector.

Actually, three directions of change were often expected or advocated. First, it was assumed widely that the hitherto separate types of institutions would move towards a more articulated, flexible and permeable ‘system’. Second, it was emphasized by many experts that stages of formal learning would become more important than tracks, and the terms ‘primary’ or ‘elementary’, ‘secondary’ and ‘tertiary education’ gained momentum. Finally, it was predicted and wished that teaching and learning beyond the usual age of entry to employment and adulthood would expand substantially and would become an education sector of its own – the fourth, quaternary sector.

These predictions and proposal gained momentum in the early 1970s. The importance of learning beyond these early pre-career stages was underscored almost concurrently by UNESCO (Faure 1972, UNESCO 1975), by OECD (1973) and by various internationally well-known educational researchers (notably Hutchins 1970,...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.