ESE2-Artigos (em revistas ou actas indexadas)
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Browsing ESE2-Artigos (em revistas ou actas indexadas) by Author "Almeida, António Fragoso de"
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- Editorial: active ageing, social inclusion and wellbeing: benefits of learning in later lifePublication . Schmidt-Hertha, Bernhard; Formosa, Marvin; Almeida, António Fragoso deThe education of older adults has been considered the fastest growing branch of adult education in post-industrial countries and one of the most crucial challenges facing current adult European education (Formosa, 2000). Early research on the learning preferences, motivations and trends of older persons – as well as the impact of learning on the quality of life of older learners – can be traced to the 1950s (Havighurst, 1953), even before the field of educational gerontology was formally established in the 1975 by David Peterson (1976). In recent years, an unprecedented level of influence of the concept of lifelong learning on policies on active ageing have led to a ‘renaissance’ moment in the practice and research of older adult learning (Glendenning 1992; Findsen & Formosa, 2016). Whilst at the turn of the millennium, one found only a handful of book publications in the field of older adult learning, and the few published articles were often in specialised and off the radar journals, in a space of less than two decades the situation is markedly different. Nowadays, as societies are experiencing, or anticipating, unprecedented number of older persons, the field of late-life learning is firmly established in both adult education and gerontology graduate programmes, as well as mainstream adult education and gerontology journals. Indeed, the field of older adult learning boasts an exciting and innovative field of practice, led by experts who group themselves under the mantles of adult educators, educational gerontologists, geragogists or gerontagogists (Kern, 2014). Learning in later life has entrenched itself as an integral part of adult education research, focusing on the diverse provision of late-life learning, the motivations and interests of older learners; wide-participation and emancipatory policies for older adult learning; and the benefits of learning for learners, providers, and society in general.
- Editorial: Non-traditional participants in adult education and learningPublication . Almeida, António Fragoso de; Kurantowicz, EwaIs it valid to assume that adult education with a focus on non-participants or non-traditional participants takes into account the improvement of participants’ lives, or the emancipation of groups? Or, is this today a false assumption? Is the (scientific) discipline of adult education focussed on change? Although it is of course impossible to answer all those questions in such a modest contribution - the present thematic issue - some researchers forwarded very interesting perspectives. (DIPF/Orig.)
- Editorial: RELAs 10-year anniversary: what have we accomplished?Publication . Fejes, Andreas; Almeida, António Fragoso de; Jütte, Wolfgang; Kurantowicz, Ewa; Merrill, Barbara; Salling Olesen, Henning; Wildemeersch, DannyThe first issue of RELA was published in 2010, so with this issue we enter the 10-year anniversary. In this editorial, we will firstly elaborate on what we as editors find that RELA has accomplished. Secondly, we introduce changes that are taking place while entering 2019, and lastly, we introduce the papers which are included in this issue.
- Ensino superior e empregabilidade: percepções de estudantes e graduados, empregadores e acadêmicosPublication . Almeida, António Fragoso de; Valadas, Sandra T.; Paulos, LilianaNeste artigo pretendemos refletir criticamente sobre os significados da empregabilidade e o papel que o ensino superior (ES) poderá ter na sua promoção. Analisamos dados de um projeto europeu considerando as perceções de estudantes e graduados, empregadores e acadêmicos. Os resultados mostram que estudantes, graduados e empregadores internalizaram uma visão dominante de empregabilidade (contrariamente aos acadêmicos) que implica considerar o ES como responsável pela empregabilidade. Indicam, também, que para os acadêmicos é crucial a ideia de que as instituições de ES não devem estar ao serviço do mercado de trabalho, mas sim das sociedades. Os grupos inquiridos estão de acordo em que apoiar os estudantes na transição para o emprego é um objetivo instrumental importante
- Estudantes adultos no ensino superior: o que os motiva e o que os desafia no regresso à vida académicaPublication . Monteiro, Rute; Quintas, Helena; Gonçalves, Teresa; Ribeiro, Carlos Miguel; Almeida, António Fragoso de; Bago, Joana; Santos, Lucilia; Fonseca, HenriqueO presente artigo reporta-se a um estudo acerca de estudantes adultos que, por via do processo de ingresso dos "Maiores de 23", acederam às universidades portuguesas. Pretende analisar os principais problemas com que estas pessoas se debatem, sobretudo as que já têm uma idade mais avançada e que, na literatura da especialidade, são designados de mature students). Ponderadas razões pessoais e profissionais, estes estudantes tomaram a decisão de alcançar um grau académico, mas não estão em igualdade de circunstâncias com os colegas que ingressam no Ensino Superior pela via tradicional, com quem não partilham as mesmas motivações e interesses. Algumas limitações que a idade coloca exigem um ajustamento constante entre a efetiva capacidade de realização e as exigências do mundo universitário, experimentando uma pressão para o sucesso que a vida pessoal e, muitas vezes, profissional impõem. Foram realizadas entrevistas biográficas a 5 sujeitos com idades mais avançadas (entre 45 e 60 anos), com o objetivo de compreender os desafios e as limitações com que se debatem, particularmente os adultos com mais idade, mas também conhecer as estratégias que utilizam para "sobreviver" e para alcançar o "sucesso" no meio universitário.
- Non-traditional students in higher education: barriers to learning and professional insertionPublication . Almeida, António Fragoso de; Quintas, Helena; Campos Goncalves, Teresa IsabelThis article emerges from two research projects focused on non-traditional students in higher education. Our objectives aims to understand the barriers of learning and academic success, considering the perspectives of the several social actors in the academia; and to understand the barriers of the same students had in their transition to the work environment. The results show that a set of situational and institutional factors work as obstacles to these students. The results also show that age is a determinant factor regarding hiring and that the characteristics of the labour market today make hard the professional insertion of non-traditional undergraduates.
- The rise and fall of adult community education in PortugalPublication . Almeida, António Fragoso de; Valadas, Sandra T.In this article, we intend to reflect on community education in Portugal. We analyse the background of the emergence of community education in the aftermath of the revolution of 1974, examine the main reasons that contributed to its dissemination, and identify its characteristics. We present a case study that illustrates both the rise and the fall of community education. The original investigation was a multiple case study. To gather information, we used non-structured interviews, informal conversations, observation, and document analysis. To continue the original investigation, we used biographical research, which allowed us to obtain more data on some of the key individuals and, at the same time, to improve our knowledge of the communities. Our results show that the period between 1985 and 2005 (roughly) constituted a very important period for community education. National phenomena, European funding programmes, and a notion of adult education that was very close to popular education aided civil society organisations to work with communities with interesting results in terms of social change. After 2005, changes in European social policy, neoliberalism affecting the power of civil society, and a new version of adult education (influenced by lifelong learning) partially caused the fall of community education.
- The search for security in precarious times: non-traditional graduates perspectives on higher education and employmentPublication . Finnegan, Fergal; Valadas, Sandra T.; O Neill, Jerry; Almeida, António Fragoso de; Paulos, LilianaThis article explores non-traditional student and graduate views of the university in Ireland and Portugal as it relates to their expectations of, and experiences in, the labour market. The research is based on in-depth biographical interviews with 61 non-traditional students and graduates conducted longitudinally (85 interviews in total). The article contextualises the research in relation to the expansion of higher education internationally as well as national and EU policies aimed at supporting a ‘knowledge-based economy’. It offers an overview of the meaning of precarity. It then outlines key empirical findings from the research related to student expectations of their degree and their postgraduation experience in the labour market. In particular, it explores the phenomenon of precarity amongst graduates how this is experienced and handled in various ways. Using a critical and egalitarian lens the overall aim of the research is to widen the focus of widening participation debates and explore how educational and institutional initiatives impact, or not, on wider social and employment inequalities.
- The transition of mature students to higher education: challenging traditional concepts?Publication . Monteiro, Rute; Almeida, António Fragoso de; Gonçalves, Teresa; Ribeiro, Carlos Miguel; Quintas, Helena; Bago, Joana; Fonseca, Henrique; Santos, LuciliaThe Bologna Process, recently implemented in Portugal, has brought many changes to higher education institutions. One of these changes refers to a law that enables mature students (23 years and older) to gain special access to higher education, taking into account their professional experience and other biographical elements. The numbers of non-traditional students are therefore increasing in our country, making our academic population more diverse. We designed a research project to investigate the special circumstances of non-traditional students in our institutions and to provide recommendations that should improve their academic lives. In this article, we describe survey results, focus-group interviews and life histories and use them to understand the transition of mature students into higher education. Our results include interpretations of the factors that students view as barriers to their participation in higher education, the importance of peer support, and reflections on life histories that provide greater insight into the transitional process. Although several barriers were identified by mature students, there is also a positive impact from transition. It is clear that transition today is no longer punctual or linear either in time or space. We should therefore challenge traditional views of the transition concept, in which students are considered to be a problem to higher education institutions, because this diverts attention away from the responsibilities of those institutions towards facilitating change.