Adult Education Academy

    Ana Guimarães Duarte

    What excites you about adult learning and education?

    "The possibility to change lives and empower people."

    Why did you choose to do research in the field of adult learning and education?

    "To contribute to adult education research development concerning our informal learning in everyday life."


    Ana Guimarães Duarte is a PhD student at Adult Education at Institute of Education, University of Lisbon. She has worked as project manager and adult educator in vocational and community education. 

    Ana Guimaraes Duartes current research interests include:

    • experiential learning
    • learning trajectories of migrant women
    • vocational education
    • IVET STEM courses and gender
    • school-to-work transitions

    Duarte, A. G. (2020). Experiential learning of Brazilian women in Portugal and Peter Jarvis’ diagram of the transformation of the person through learning. In Merrill, B., Vieira, C., Galimberti, A., Nizinska, A. (Eds). Adult education as a resource for resistance and transformation: Voices, learning experiences, identities of student and adult educators. Coimbra: University of Coimbra/ University of Algarve/ ESREA. URL: http://esrea.org/wp-content/uploads/2021/08/ESREA-Book-2020-Complete-Filecover.pdf

    Duarte, A.G. (2022). PROCESSOS MIGRATÓRIOS E FORMAÇÃO: APRENDIZAGENS EXPERIENCIAIS DAS MULHERES BRASILEIRAS EM PORTUGAL (Tese 55). Alto Comissariado para as Migrações. URL: https://www.om.acm.gov.pt/documents/58428/179891/Resumo+Tese+55.pdf/3f855fb7-7482-4e1a-a583-2b88c62569db

    CG8: Adult education and gender - mature women in higher education

    Co-Moderator: Prof. Natália Alves & Vanessa Beu

    Over the past decades, there has been a significant growth in the number of non-traditional students attending higher education around the world. Governments and higher education institutions encourage under represented students to enrol. Widening their participation is often directed at two main goals; enhancing the national economic competitiveness and the social inclusion within higher education for traditionally excluded groups such as the working classes, ethnic minorities, older students and disabled.

    In this comparative group, we will focus on a particular group of non-traditional students: the mature women.

    The definition of mature undergraduates varies among the countries according to age criteria. In some countries, they are defined as those aged 21 and over; in others as 23 or 25 and over. In spit of these age differences there is a common agreement among the academic community: mature students are those who are older than ‘traditional’ students (18-years-old).

    The research conducted to explore mature women’s motivation for participation in higher education show that entry into tertiary education was influenced in some cases by the state of relationship with their families. In another cases, the desire to attend higher education has been present for a long time but the implementation of this desire was delayed because of situational, institutional and dispositional barriers.

    Based on the analysis of interviews conducted by the participants of this CGW with mature women attending higher education institutions, we expect students:

    • to compare mature women’s motivations to attend higher education
    • to compare the barriers they had to overcome
    • to compare the mechanisms of support they could count on


    For more information about the comparative group have a look at our programme!



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