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 49.
Strana 1
... concern for the development of their employees or members. Or we may work on our own account and need to update our skills and knowledge. Every year, large numbers of those involved in the education and training of adults themselves ...
... concern for the development of their employees or members. Or we may work on our own account and need to update our skills and knowledge. Every year, large numbers of those involved in the education and training of adults themselves ...
Strana 9
... concerned with examining what are, at least in part, approaches to adult education and training: e.g. community, competence, flexible or career education, training, learning, teaching or development. In Chapter 7, however, the focus is ...
... concerned with examining what are, at least in part, approaches to adult education and training: e.g. community, competence, flexible or career education, training, learning, teaching or development. In Chapter 7, however, the focus is ...
Strana 15
... concerned has completed his or her novitiate and is now incorporated fully into the community. It can refer to a social sub-set: adults as distinct from children. Or it can include a set of ideals and values: adulthood. (Rogers 1996, p ...
... concerned has completed his or her novitiate and is now incorporated fully into the community. It can refer to a social sub-set: adults as distinct from children. Or it can include a set of ideals and values: adulthood. (Rogers 1996, p ...
Strana 21
Dosiahli ste svoj limit zobrazení tejto knihy..
Dosiahli ste svoj limit zobrazení tejto knihy..
Strana 22
Dosiahli ste svoj limit zobrazení tejto knihy..
Dosiahli ste svoj limit zobrazení tejto knihy..
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 |
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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