Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape
including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding
the future of access education. This book critically examines various aspects of Access education from a historical perspective.
It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs
of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact
on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely
book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light
of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints
around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further
and higher education.