Search results

The aim of this paper is to explore the borders between the growing importance of lifelong learning policies and the issues that arise for practitioners already engaging with change. The growing emphasis on an educational sector adept enough to respond to the lifelong learning needs of all individuals, permeates issues of inclusion and equity within higher education. While a definitive understanding of lifelong learning is perhaps debatable, a commitment to the politics of equality has underpinned and continues to underpin the work of practitioners to widen higher education provision. The role of action research is discussed as a possible tool for practitioners developing and implementing equity and inclusion agendas within a local and national policy context of lifelong learning in the United Kingdom (UK).