CONFERENCE 2022

Lifelong Learning for Inclusion and Sustainability Conference 2022.

Lifelong Learning for Inclusion and Sustainability Conference 2022.

The joint Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) and the Universities Association for Lifelong Learning (UALL) was hosted by the University of Glasgow’s Centre for Research & Development in Adult and Lifelong Learning (CR&DALL) from June 6th - 9th 2022.    

This collaborative conference, bringing together practitioners, activists, policy makers and academics from around the globe,looked  forward, as well as marking significant milestones – in particular the 50^th anniversary of SCUTREA.  

The focus of the conference was on research, practice and policy with innovation at its heart. 

The full programme can be found here

The pre ESREA conference was held on the 6th June and the programme for this can be found here

A full list of the abstracts for the conference can be found here:

ABSTRACTS FOR PAPERS (alphabetic, by first author)

• Move on UP? Measuring the social mobility impact of apprenticeships, Middlesex University - Bravenboer, Darryll; Lillis, Finbar (University of Middlesex)
• Evaluating a collaborative teaching and learning model to widen engagement among adult learners - Chen, Hui-Ling (PhD Lifelong Learning, De Montford University; independent researcher, Taiwan
• Mobilising the past and the present for an inclusive and sustainable future: A virtual exhibition of the pedagogic work of women’s and gender museums - Clover, Darlene (University of Victoria)
• Can you turn the camera on?’ Using Zoom to engage vulnerable young women in non-formal, arts-based adult education - Dickson, Nicola (PhD student, University of Glasgow)
• What impact has the pivot to on-line delivery during the pandemic had on the experience and appreciation of face-to-face provision? - Gill, Miriam; Faire, Lucy (University of Leicester)
• Lifelong Learning for Social Justice in the Era of Knowledge Based Economy in Nigeria: Learning from the Narratives of Women in Purdah’s Empowerment Needs - Halliru, Samir (Bayero University, Nigeria)
• How the English Café at University Centre Telford has led to a more integrated approach to working with different migrant and refugee communities in Telford - Harrison, Paula; Steer, Shirley (University of Wolverhampton, UK)
• An innovative collaborative model to engage part-time adult learners -  Harrison, Paula; Steer, Shirley (University of Wolverhampton, UK)
• Rethinking lifelong learning in the ‘fourth industrial revolution’ - James, David; Sadik, Sahara; Brown, Phillip (Cardiff University, Singapore Univ of Soc Sci)
• “Getting My Education is My Hope:” Adult Literacy Learners in the US in the Time of COVID. - Jones, Jaye, (Lehman College, New York)
• Engaging and Being Inspired: How Science Volunteering Project Experience Drives Womens' Interest in Pursuing a Science Career? - Kao, Chia-Pin; Chang, Yu-Yu; Chien, Hui-Min; Osborne, Michael (Southern Taiwan University of Science and Technology)/files/download/documents/FETI -From Exclusion to Inclusion- Project.pdf
• Student engagement in the after Covid 19 (AC) universities - A case of student-centred approach at a Pre-sessional Academic English Programme (PEAP) - Kieu, Hieu (Teesside University)
• Doing more with less.  How mature access to English Universities through the provision of foundation years is being set up to fail - Kitchen, Willy (University of Sheffield)
• Encouraging Literacies of Compassion and Hope Working toward Global Citizenship Education in Post-pandemic Times -  Magro, Karen (University of Winnipeg, Manitoba)
• Lifelong Learning and Knowledge Exchange – missed opportunities? - Mahoney, Mary (University of Wolverhampton, UK)
• Exploring the Influence of Sustainable Development Educational Programmes on Adult Mexicans’ Sustainable Living: A Case Study of MY World Mexico - Martinez-Renteria, Abigail (University of East Anglia/UNESCO)
• Emancipatory adult education and social movement learning to foster social change- exploring the theory in comparison to practice: A case study on female activists from Syria - Morad, Nesrin (MSt student, Syria)
• Attitude of Pre-service Teachers towards Online Learning – The Post-Pandemic Experience - Olugboji, Olufunnke Abidemi; Ajibola, Olubukola Anike J (University of East Anglia, Adeyemi College of Education, Ondo, Nigeria)
• An innovative approach to reducing the digital divide in education and training (for sustainable futures) -  O'Neill, Erica (Glasgow Kelvin College)
• Knowledge transfer, innovation diffusion and the role transnational distance learning in catalysing innovation in low and middle-income countries - Oughton, Christine (University of London)
• Counternarratives for Racial Justice: Confronting Institutionalized Racism in Higher Education - Ramdeholl, Dianne; Jones, Jaye (SUNY Empire State College)
• Gendered Journeys: The Trajectories of STEM Students and Graduates Through Higher Education and into Employment in India and Rwanda - Read,Barbara; Lido, Catherine; Maitra, Srabani; Slade,Bonnie; Umutoni, Jane; Mwongeli, Josephine; Maitra, saikat; Preeti, Dagar; Leyton-Atenas,Daniel; Evangelista, Zyra (University of Glasgow)
• Creating Critical Consciousness through Arts-based Pedagogies in Post-2011 Egypt - Svanadze, Ketevan (University of Glasgow)
• Beginning University: taking a university-wide pedagogical approach to embedding communities of inquiry to support inclusion - Tinker, Amanda; Wormald, Jane (University of Huddersfield)
• Becoming a peace educator in the midst of violence: journeys of transformation - Vaughn, John (University of KwaZulu-Natal, SA)
• A visual showcase display of: 'ArtActivistBarbie': the digital deployment of Barbie for social justice - Williamson, Sarah (University of Huddersfield)

ABSTRACTS FOR WORKSHOPS:

• Using the SEEC descriptors to develop a national RPL Standard for the Healthcare Sector - Bravenboer, Darryll (University of Middlesex) 
• Publishing a research handbook on adult learning and education: decisions and contributions - Clancy, Sharon; James, Nalita; Orr, Kevin; Theriault, Virginie
• Challenging our assumptions. Surprising outcomes from responsive pre-entry work with diverse groups - Bowman, Helen, Chapel, Fiona; Garvey, Olivia (University of Leeds)
• Exploring digital Poverty as a barrier to access - Butcher, John; Curry, George (The Open University)
• Citizen Literacy: More than just phonics – an integrated to approach to adult literacy and tutor training using technology - Casey, John; Gardner, Diane (Citizen Literacy CIC)
• FETI (From Exclusion to Inclusion) Project - Christie, Paula; Cormack, Helen (no affiliation stated)
• Ecomaps and Gendered Journeys: Introduction to an interactive data collection tool - Dagar, Preeti; Leyton Atenas, Daniel; Umutoni Josephine; Maitra, Saikat; Maitra, Srabani; Read, Barbara; Slade,Bonnie; Lido, Catherine; Evangelista, Zyra (University of Glasgow)
• Disadvantaged adults and HE success metrics: how might transformative learning be measured? - Fowle, Wendy; Butcher, John (The Open University)
• Conceptualising, practising and mobilising the feminist imaginary - Harman, Kerry; Clover, Darlene E; Dickson; Nicola; Thain-Gray, Rachel, Brigham, Susie; Williamson, Sarah (Birkbeck, University of London)
• Robert Peers: A centenary evaluation of his vision, his contribution to adult education, and what kind of contribution to adult education universities should make today. - Holford, John; Clancy, Sharon (University of Nottingham)
• Community-Based Participatory Research with UNITE the Union - Judd, Adrian; Mowatt, Jim; Mayo, Marjorie; Hall, Budd (UNITE, Goldsmiths College, University of Victoria)
• Careful what we wish for? The introduction of a lifelong loan entitlement in England - Kitchen, Willy (University of Sheffield)
• MASTER Project: Lifelong Learning and Adult Returners – engaging with meta skills - Quinn, Andrew; Cormack, Helen (Glasgow Kelvin College)
• Addressing Significant Loss to Support Engagement with Learning - Western, Karen (Brunel University London)