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Open Access research which pushes advances in bionanotechnology

Strathprints makes available scholarly Open Access content by researchers in the Strathclyde Institute of Pharmacy & Biomedical Sciences (SIPBS) , based within the Faculty of Science.

SIPBS is a major research centre in Scotland focusing on 'new medicines', 'better medicines' and 'better use of medicines'. This includes the exploration of nanoparticles and nanomedicines within the wider research agenda of bionanotechnology, in which the tools of nanotechnology are applied to solve biological problems. At SIPBS multidisciplinary approaches are also pursued to improve bioscience understanding of novel therapeutic targets with the aim of developing therapeutic interventions and the investigation, development and manufacture of drug substances and products.

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Strathprints

Community based adult learning: policy practice and progression

McIntyre, J. (2009) Community based adult learning: policy practice and progression. In: Lifelong learning revisited: what next?, 2009-06-23 - 2009-06-26.

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Abstract

This paper reports on the first stage of analysis of data from a study of learners' perceptions of progression from community based adult learning in Scotland. The paper focuses on two case studies, and uses these to explore the learners' perceptions of progression in relation to descriptions of progression found in Scottish policy on lifelong learning. Commonalities and differences are highlighted. The paper discusses these, and explores the implications for policy makers and providers of non-formal and community based learning.

Author(s):McIntyre, J.
Item type:Conference or Workshop Item(Paper)
ID code:26377
Keywords:lifelong learning, learners, progression, community based adult learning, Scotland, policy, practice, Theory and practice of education, Education extension. Adult education. Continuing education
Subjects:Education > Theory and practice of education
Education > Special aspects of education > Education extension. Adult education. Continuing education
Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Mrs Marie Henderson
Date deposited:22 Jul 2010 10:49
Last modified:08 May 2019 01:00
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URI:https://strathprints.strath.ac.uk/id/eprint/26377
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