***Note to Authors: please make sure your contact address information is clearly visible on the outside of all packages you are sending to Editors.***

Scope

The International Journal of Lifelong Education provides an international forum for the debate of the principles and practice of lifelong, continuing, recurrent adult and initial education and learning. A common but not exclusive theme is the social purpose of lifelong education. Discussions in the journal have shown that those concerned with the education of adults and children must face the issue of the relationship of that activity to the society in which they seek to promote it: the journal provides the context for an informed debate on the theory and practice of lifelong education in a variety of countries. All papers are peer-reviewed. Each issue carries a lively reviews section.

Readership

Practitioners and researchers in adult, continuing, lifelong, distance and non-formal education.

Contacting the Editors:

Professor P. Jarvis,
International Journal of Lifelong Education
Department of Political, International & Policy Studies
University of Surrey
Guildford
GU2 7XH
UK
p.jarvis@surrey.ac.uk

Professor John Holford,
School of Education,
University of Nottingham,
The Dearing Building,
Jubilee Campus,
Wollaton Road,
Nottingham NG8 1BB
UK
John.Holford@nottingham.ac.uk

Please read these Guidelines with care and attention: failure to follow them may result in your paper being delayed. Note especially the referencing conventions used by International Journal of Lifelong Education and the requirement for gender-, race-, and creed-inclusive language.

International Journal of Lifelong Education considers all manuscripts on condition they are the property (copyright) of the submitting author(s) and that copyright will be transferred to the publishers if the paper is accepted. International Journal of Lifelong Education considers all manuscripts on the strict condition that they have been submitted only to International Journal of Lifelong Education, that they have not been published already, nor are they under consideration for publication, nor in press elsewhere. Authors who fail to adhere to this condition will be charged all costs which International Journal of Lifelong Education incurs, and their papers will not be published.

· Please write clearly and concisely, stating your objectives clearly and defining your terms. Your arguments should be substantiated with well reasoned supporting evidence.

· For all manuscripts, gender-, race-, and creed-inclusive language is mandatory.

· Abstracts are required for all papers submitted and should precede the text of a paper; see ‘Abstracts'.

· Send one electronic copy to the Editors, Professor Peter Jarvis (P.Jarvis@surrey.ac.uk) and Professor J Holford (john.holford@nottingham.ac.uk) - but we will still consider hard copy and if you are are only sending this - please send 4 copies to Professor Peter Jarvis, International Journal of Lifelong Education, Department of Political, International & Policy Studies, University of Surrey, Guildford, GU2 7XH, UK.

· Manuscripts should be printed on one single side of A4 or 8 x 11 inch white good quality paper, double-spaced throughout, including the reference section.

· Authors should include telephone and fax numbers as well as email addresses on the cover page of manuscripts.

· Bionotes should be contained on a separate sheet and be located at the beginning of a paper.

In writing your paper, you are encouraged to review articles in the area you are addressing which have been previously published in the journal, and where you feel appropriate, to reference them. This will enhance context, coherence, and continuity for our readers.

Abstracts

Structured abstracts are required for all papers, and should be submitted as detailed below, following the title and author's name and address, preceding the main text.

For papers reporting original research, state the primary objective and any hypothesis tested; describe the research design and your reasons for adopting that methodology; state the methods and procedures employed, including where appropriate tools, hardware, software, the selection and number of study areas/subjects, and the central experimental interventions; state the main outcomes and results, including relevant data; and state the conclusions that might be drawn from these data and results, including their implications for further research or application/practice.

For review essays, state the primary objective of the review; the reasoning behind your literature selection; and the way you critically analyse the literature; state the main outcomes and results of your review; and state the conclusions that might be drawn, including their implications for further research or application/practice.

Notes on style

All authors are asked to take account of the diverse audience of International Journal of Lifelong Education. Clearly explain or avoid the use of terms that might be meaningful only to a local or national audience. However, note also that International Journal of Lifelong Education does not aspire to be international in the ways that McDonald's restaurants or Hilton Hotels are ‘international'; we much prefer papers that, where appropriate, reflect the particularities of each higher education system.

Some specific points of style for the text of articles, research reports, case studies, reports, essay reviews, and reviews follow:

1. International Journal of Lifelong Education prefers US to ‘American', USA to ‘United States', and UK to ‘United Kingdom'.

2 . International Journal of Lifelong Education uses conservative British, not US, spelling, i.e. colour not color; behaviour (behavioural) not behavior; [school] programme not program; [he] practises not practices; centre not center; organization not organisation; analyse not analyze, etc.

3. Single ‘quotes' are used for quotations rather than double "quotes", unless the ‘quote is "within" another quote'.

4. Punctuation should follow the British style, e.g. ‘quotes precede punctuation'.

5. Punctuation of common abbreviations should follow the following conventions: e.g. i.e. cf. Note that such abbreviations are not followed by a comma or a (double) point/period.

6. Dashes (M-dash) should be clearly indicated in manuscripts by way of either a clear dash (-) or a double hyphen (- -).

7. International Journal of Lifelong Education is sparing in its use of the upper case in headings and references, e.g. only the first word in paper titles and all subheads is in upper case; titles of papers from journals in the references and other places are not in upper case.

8. Apostrophes should be used sparingly. Thus, decades should be referred to as follows: ‘The 1980s [not the 1980's] saw ...'. Possessives associated with acronyms (e.g. APU), should be written as follows: ‘The APU's findings that ...', but, NB, the plural is APUs.

9. All acronyms for national agencies, examinations, etc. should be spelled out the first time they are introduced in text or references. Thereafter the acronym can be used if appropriate, e.g. ‘The work of the Assessment of Performance Unit (APU) in the early 1980s ...'. Subsequently, ‘The APU studies of achievement ...', in a reference ... (Department of Education and Science [DES] 1989a).

10. Brief biographical details of significant national figures should be outlined in the text unless it is quite clear that the person concerned would be known internationally. Some suggested editorial emendations to a typical text are indicated in the following with square brackets: ‘From the time of H. E. Armstrong [in the 19th century] to the curriculum development work associated with the Nuffield Foundation [in the 1960s], there has been a shift from heurism to constructivism in the design of [British] science courses'.

11. The preferred local (national) usage for ethnic and other minorities should be used in all papers. For the USA, African-American, Hispanic, and Native American are used, e.g. ‘The African American presidential candidate, Jesse Jackson...' For the UK, African-Caribbean (not ‘West Indian'), etc.

12. Material to be emphasized (italicized in the printed version) should be underlined in the typescript rather than italicized. Please use such emphasis sparingly.

13. n (not N), % (not per cent) should be used in typescripts.

14. Numbers in text should take the following forms: 300, 3000, 30 000. Spell out numbers under 10 unless used with a unit of measure, e.g. nine pupils but 9 mm (do not introduce periods with measure). For decimals, use the form 0.05 (not .05).

Mathematics

Special care should be taken with mathematical scripts, especially subscripts and superscripts and differentiation between the letter 'ell' and the figure one, and the letter 'oh 'and the figure zero. If your keyboard does not have the characters you need, it is preferable to use longhand, in which case it is important to differentiate between capital and small letters, K, k and x and other similar groups of letters. Special symbols should be highlighted in the text and explained in the margin. In some cases it is helpful to supply annotated lists of symbols for the guidance of the sub-editor and the typesetter, and/or a ‘Nomenclature' section preceding the ‘Introduction'.

For simple fractions in the text, the solidus / should be used instead of a horizontal line, care being taken to insert parentheses where necessary to avoid ambiguity, for example, I /(n-1). Exceptions are the proper fractions available as single type on a keyboard.

Full formulae or equations should be displayed, that is, written on a separate line. Horizontal lines are preferable to solidi, for example:

61+ 5h +q

3n + 3yz²

But: a/b + c/d + a/d

P = (a² + b²)(c² + d²)

The solidus is not generally used for units: ms ^{- 1} not m/s, but note electrons/s, counts/channel, etc.

Displayed equations referred to in the text should be numbered serially (1, 2, etc.) on the right hand side of the page. Short expressions not referred to by any number will usually be incorporated in the text.

Symbols should not be underlined to indicate fonts except for tensors, vectors and matrices, which are indicated with a wavy line in the manuscript (not with a straight arrow or arrow above) and rendered in heavy type in print: upright sans serif r (tensor), sloping serif r (vector) upright serif r (matrix).

Typographical requirements must be clearly indicated at their first occurrence, e.g. Greek, Roman, script, sans serif, bold, italic. Authors will be charged for corrections at proof stage resulting from a failure to do so.

Braces, brackets and parentheses are used in the order {[( )]}, except where mathematical convention dictates otherwise (i.e. square brackets for commutators and anticommutators)

Citations in text

1. Ibid. (and the like) are not used when repeating citations. Simply repeat the original citation verbatim, e.g. (Orwell 1945).

2. Citations should be included in prefatory material to quotes (wherever possible) rather than placing them at the end. Thus, for example, ‘Orwell (1945: 23) reduces the principles of animalism to seven commandments, namely, ...' is preferred to ‘Orwell reduced the principles of animalism to seven commandments, namely, ... (Orwell 1945: 23)'.

3. Multiple citations within parentheses should be divided by a comma, not a semi-colon, and there should be no use of ‘&' within such multiple references. References to works published in the same year should be cited as, e.g. (Smith 1991a, b).

4. Multiple citations within a text should be ordered by date, not alphabetically by author's name, e.g. (Smith 1902, Jones and Bower 1934, Brown 1955, 1958a, b, Green 1995).

5. et al. may be used in citations within the text when a paper or book has three or more authors, but note that all names are given in the reference itself.

6. Page spans in references should be given in full, e.g. ‘Sedgewick (1935: 102-103; emphasis added) outlines them as follows:'

Notes on tables and figures

Artwork submitted for publication will not be returned and will be destroyed after publication, unless you request otherwise. Whilst every care is taken of artwork, neither the Editor nor Taylor & Francis shall bear any responsibility or liability for non-return, loss, or damage of artwork, nor for any associated costs or compensation. You are strongly advised to insure appropriately.

1. Tables and figures should be referred to in text as follows: figure 1, table 1, i.e. lower case. ‘As seen in table [or figure] 1 ...' (not Tab., fig. or Fig).

2. The place at which a table or figure is to be inserted in the printed text should be indicated clearly ona manuscript:

Insert table 2 about here

3. Each table and/or figure must have a title that explains its purpose without reference to the text.

4. All figures and tables must be on separate sheets and not embedded in the text.

Thus tables and figures must be referred to in the text and numbered in order of appearance. Each table should have a descriptive title and each column an appropriate heading. For all figures, original copies of figures should be supplied. All figures should allow for reduction to column width (7.5 cm) or page width (16 cm). Photographs may be sent as glossy prints or negatives. The legends to any illustrations must be typed separately following the text and should be grouped together.

Author's bionote

This note should be brief (fifty words) and include the author's institutional position and affiliation and a full address for correspondence. For example:

‘Nel Noddings is the Lee L. Jacks Professor of Child Education in the School of Education, Stanford University, Stanford, CA 94305-3096, USA. Her most recent books are The Challenge of Care to Schools: Alternative Approaches to Education (New York: Teachers College Press, 1992) and (edited with Carol Witherell) Stories Lives Tell: Narrative and Dialogue in Education (New York: Teachers College Press, 1991).'

Acknowledgements

Any acknowledgements authors wish to make should be included in a separate headed section at the end of the manuscript. Please do not incorporate these into the bionote or notes.

Book reviews

1. The following header material should appear in all reviews in the following order (note also the punctuation):

Student Engagement and Achievement in the American Secondary School. Edited by Fred M. Newmann (Teachers College Press, New York, 1992), 240 pp., $38.00 (hbk), ISBN 8077-3183-8, $17.95 (pbk), ISBN 8077-3182-X.

2. Page references within reviews should be given as follows: (p. 337) or (pp. 36-37).

References

International Journal of Lifelong Education uses the following conventions for references:

1. To a book:

Walkerdine, V., (1990), Schoolgirl Fictions, 2nd edn (London: Verso).

Lingard, B., Knight, J. and Porter, P. (eds), (1993), Schooling Reform in Hard Times (London: Falmer).

Dewey, J., (1966 [1902]), The School and Society (Chicago: University of Chicago Press).

2. To a chapter in a book:

Cohen, D. K. and Spillane, J.P., (1992), Policy and practice: the relations between governance and instruction. In G. Grant (ed.), Review of Research in Education, 18 (Washington, DC: American Educational Research Association), pp. 3-50.

Stodolsky, S., (1989), Is teaching really by the book? In P.W. Jackson and S. Haroutunian-Gordon (eds), From Socrates to Software: The Teacher as Text and the Text of the Teacher. 89th Yearbook, Part 1 of the National Society for the Study of Education (Chicago: NSSE), pp. 159-184.

3. To an article in a journal:

Elbaz, Freema, (1991), Research on teachers' knowledge: the evolution of a discourse. Journal of Curriculum Studies, 23, 1-20.

4. To a technical report and to unpublished literature

Burnham, C.A. and Anderson, T.H., (1991) Learning to sew on a button by reading a procedural text. CSR Technical Report, No. 543, Center for the Study of Reading, University of Illinois at Urbana-Champaign. ERIC ED 332 157.

Clark, C.M. and Lampert, M., (1985), What knowledge is of most worth to teachers? Insights from studies of teacher thinking. Paper presented at the annual meeting of the American Educational Research Association (College of Education, Michigan State University, East Lansing). ERIC ED 266 109.

5. Reference to a newspaper or magazine

Richards, H., (1996), Republican lite? The Times Higher Education Supplement, 1 November, 16.

6. Reference to an Internet source

Give the universal resource locator in full:

http://acsinfo.acs.org/instruct/instruct.html

7. Reference to a personal communication

Brannen, J., (1996), Personal communication.

8. Reference to a case in law

In text, italicize names of plaintiffs and defendants:

Miranda v. Arizona 1974

9. Reference to government legislation

US Congress, Senate Committee on Foreign Relations, 1956, The Mutual Security Act of 1956, 84th Congress, second session, report 2273.

US Congress, House Committee on Banking & Currency, 1945, Bretton Woods Agreements Act: Hearings on HR 3314, 79th Congress, first session, report 452.

United Kingdom Parliament, Committee on the Working of the Monetary System [Radcliffe Committee] 1960 Principal Memoranda of Evidence, vol. 2, Cmd 1958.

United Nations General Assembly, Secretariat for Economic Affairs, 1951, Methods of Financing Economic Development in Less Developed Countries, report II B 2.

Other points to note

1. References to multi-authored books and papers should be fully spelled out in the references, i.e. et al. should not be used. The ‘&' should not be used except for publisher's names.

2. References to chapters in edited books must include the page references for any chapter being cited. Such references should include the full page span (e.g. 212-252 , NOT 212-52). Note that a single editor is indicated by (ed.) - with a point/period - and multiple editors by (eds) - without a point/period.

We strongly encourage you to send the final, revised version of your article, electronically, by email. More help and guidelines on submitting articles already accepted for publication. Please note that this information applies only to authors whose articles have been reviewed, revised, and accepted for publication.

Free article access:

Corresponding authors will receive free online access to their article through our website (www.informaworld.com) and a complimentary copy of the issue containing their article. Reprints of articles published in this journal can be purchased through Rightslink® when proofs are received. If you have any queries, please contact our reprints department at reprints@tandf.co.uk

Copyright
It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to Taylor & Francis. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership in print and electronic formats as appropriate. Authors retain many rights under the Taylor & Francis rights policies, which can be found at www.informaworld.com/authors_journals_copyright_position. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.