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    Australian universities, generic skills and lifelong learning

    225259_225259.pdf (366.1Kb)
    Access Status
    Open access
    Authors
    Pitman, Tim
    Broomhall, S.
    Date
    2009
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Pitman, T. and Broomhall, S. 2009. Australian universities, generic skills and lifelong learning. International Journal of Lifelong Education. 28 (4): pp. 439-458.
    Source Title
    International Journal of Lifelong Education
    DOI
    10.1080/02601370903031280
    ISSN
    0260-1370
    Remarks

    The Version of Record of this manuscript has been published and is available in International Journal of Lifelong Education, 2009, 28 (4): pp. 439-458. http://www.tandfonline.com/10.1080/02601370903031280

    URI
    http://hdl.handle.net/20.500.11937/18418
    Collection
    • Curtin Research Publications
    Abstract

    The concept of lifelong learning implies a cycle where the learner contributes prior learning into a new learning environment and sees that learning upgraded. In recent years, a range of internal and external pressures have encouraged Australian universities to identify the meta or generic skills embedded in tertiary study. Using a content analysis of relevant university policy documents, this study assesses how the Australian higher education sector has presented this discussion through the notion of ‘graduate attributes’ and then analyses the implications of this conceptual transition. This article argues that the shift from a notion of generic skills to graduate attributes both reinforces and encourages universities to concentrate their participation in lifelong learning at one particular end of the cycle. This study suggests that, whilst informal experience is increasingly incorporated into university admission processes and even into credit for courses, progression towards a more equitable and accessible higher education sector remains patchy at best.

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