Key Concepts in Adult Education and TrainingRoutledge, 12. 11. 2012 - 208 strán (strany) As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning; that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas or concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This book examines in detail over forty of these key concepts, ranging from community education and experiential learning to competence and access. It presents a clear, analytical discussion in jargon-free language. It is, therefore, indispensable to all students and practitioners of adult education and training. |
Vyhľadávanie v obsahu knihy
Výsledky 1 - 5 z 76.
Strana 2
... concepts in more detail. The book aims to offer a map of the field and a framework for further study. It certainly does not seek to provide the last word: whole books could be written about any of the concepts discussed here, and, as ...
... concepts in more detail. The book aims to offer a map of the field and a framework for further study. It certainly does not seek to provide the last word: whole books could be written about any of the concepts discussed here, and, as ...
Strana 3
... concepts for discussion and the views expressed are all in essence my own. Many other authors are, of course, referred to, but their ideas are mediated through my presentation and critique. Other writers would undoubtedly have chosen a ...
... concepts for discussion and the views expressed are all in essence my own. Many other authors are, of course, referred to, but their ideas are mediated through my presentation and critique. Other writers would undoubtedly have chosen a ...
Strana 4
... concepts as in their distinctive characteristics. • I like to avoid jargon wherever possible (though concepts are, of course, at one level, jargon) and present the discussion in ways that should be widely intelligible. • As already ...
... concepts as in their distinctive characteristics. • I like to avoid jargon wherever possible (though concepts are, of course, at one level, jargon) and present the discussion in ways that should be widely intelligible. • As already ...
Strana 6
... discussed have been grouped into seven chapters. While this organization was both carefully considered and, to some extent, original, the concepts might well have been grouped and labelled differently. Similarly, other concepts could ...
... discussed have been grouped into seven chapters. While this organization was both carefully considered and, to some extent, original, the concepts might well have been grouped and labelled differently. Similarly, other concepts could ...
Strana 7
... concepts discussed in different chapters appear to be interrelated. This tendency seemed so strong that I was ... CONCEPTS Chapter 1 focuses on what I have termed the core concepts. In other words, these are the concepts that are the ...
... concepts discussed in different chapters appear to be interrelated. This tendency seemed so strong that I was ... CONCEPTS Chapter 1 focuses on what I have termed the core concepts. In other words, these are the concepts that are the ...
Obsah
1 | |
12 | |
Chapter 2
International Concepts | 37 |
Chapter 3
Institutional Concepts | 54 |
Chapter 4
Workrelated Concepts | 74 |
Chapter 5
Learning Concepts | 92 |
Chapter 6
Curricular Concepts | 118 |
Chapter 7
Structural Concepts | 137 |
Chapter 8
Conceptual Understandings | 154 |
References | 167 |
Index | 195 |
Iné vydania - Zobraziť všetky
Časté výrazy a frázy
accreditation activity adult education analysis application approach assessment associated become career Chapter competence concepts concerned considered context continuing countries course critical defined definition discussion distance education distinction economic edition educa education and training effectively emphasis enterprise examination example experience experiential field flexible formal forms further given higher education human human capital idea identified implications importance increasing individual institutions interest interpretations involved issues kind knowledge learner learning organization learning society least liberal lifelong learning linked London meaning nature notion offer Open organizational participation particular perspective political practice present problems professional recent recognize refer resource responsibility role seen self-directed sense skills social social capital success suggested teaching theory third tion traditional understanding United University varied vocational