Towards a transformative lifelong learning agenda for non-traditional students at university

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dc.contributor.authorTumuheki, Peace Buhwamatsiko
dc.contributor.authorZeelen, Jacques
dc.contributor.authorOpenjuru, George Ladaah
dc.date.accessioned2024-12-06T14:05:20Z
dc.date.available2024-12-06T14:05:20Z
dc.date.issued2024
dc.descriptionAcknowledgements We would like to thank the research participants for their commitment and time to the study.
dc.description.abstractLiberalisation of higher education in Uganda meant opening its provision to the private sector, and also running a public-private mix model at public institutions. Consequently, the composition and needs of the student population at universities have changed due to flexibility in provision of study programmes and access routes. Students who had previously been excluded are also joining in increasing numbers. This article uses the feminist frameworks to equality and difference, discourses of integration and exclusion, and the concepts of Othering and Other to unpack equality of access, equity and inclusivity spaces of these new types of students. The aim is to contribute towards a learning agenda that promotes quality and sustainable educational development for all. We draw our findings from the voices of non-traditional students at a public university in Uganda. We validate these with voices of other germane actors to understand better the institutional policy and practice environments available to them. The equal opportunity provision has widened access for NTS but their equity and inclusivity spaces remain inadequately filled. To achieve sustainable inclusive and equitable quality higher education, we suggest a policy, practice and provision environment that promotes a transformative lifelong learning agenda.
dc.description.sponsorshipThe author(s) received no financial support for the research, authorship, and/or publication of this article.
dc.identifier.citationTumuheki, P. B., Zeelen, J., & Openjuru, G. L. (2024). Towards a transformative lifelong learning agenda for non-traditional students at university. Journal of Adult and Continuing Education, 30(1), 22-38. https://doi.org/10.1177/14779714231196044
dc.identifier.otherDOI: 10.1177/14779714231196044
dc.identifier.urihttp://hdl.handle.net/20.500.14270/495
dc.publisherJournal of Adult and Continuing Education
dc.subjectSustainable educational development
dc.subjectinclusive education
dc.subjectequitable education
dc.subjectuniversity education
dc.subjectnon-traditional students
dc.subjectlifelong learning
dc.titleTowards a transformative lifelong learning agenda for non-traditional students at university

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