Unidade de Investigação Educação e Desenvolvimento da Faculdade de Ciências e Tecnologia da Universidade Nova de lisboa
Abstract
In this paper preliminary findings are presented from exploratory studies in Portugal,
Greece and England, within the context of widening participation in higher education.
The focus of the enquiry is to investigate the personal and professional identities of
adult learners entering or re-entering higher education, to highlight their characteristics
and learning needs and identify key factors affecting their entry and progress in
education related and other courses. Quantitative and qualitative data are presented and
discussed on mature students' prior experience, motivation and application process in
two university departments of education and one college of education of a polytechnic
institution. Mature women students predominated in all three institutions. All the adult
learners were highly motivated to enter or return to higher education and had
considerable prior experience, especially in the areas chosen to study. However, the
very different application procedures in the three countries, including quotas for mature
student entry in Portugal and Greece, led to differing opportunities for adult learners.
The writers conclude that considerable progress still needs to be made to improve
access for mature entrants to higher education.info:eu-repo/semantics/publishedVersio
