Equalities and Inequalities for Older Part-time Students in Higher Education

In this paper I outline a range of issues for 'older' or 'mature' students studying part-time, whilst recognizing differences and diversities between this group of students, not least of which is age, but also includes gender, social class, ethnicity, sexuality, disability and more. I will raise some key points for discussion, including how 'part-time' university students facilitate and negotiate active and effective learning; and how teachers and higher education institutions can incorporate, adapt or change their approaches in order to facilitate and negotiate the development of an individual's capacity to take responsibility for her/his learning. I will conclude by raising some policy issues, and by asking how we can move towards a future when all learning, but especially part-time learning, will be seen as integral and crucial to the higher education agenda.