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This paper discusses the emergence of aspiration as a keyword linked to higher education equity policy in England and Australia since 1997. Aspiration serves multiple purposes when constructed as a problematic site in which policy must intervene.
Credit accumulation and transfer schemes (CATS) have developed as a means to facilitate access and the recognition and development of formal learning experiences across educational sectors and providers. Modularisation and credit developments have significantly affected the provision of formal learning opportunities over the last three decades. Recognition of experiential learning and the needs of adult students continues to develop.
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