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 21.
Strana 3
... considered as such in Chapter 1). The field of adult education and training remains broad, fractured and amorphous, differently understood, labelled and defined in different countries and by different interests. This variation and ...
... considered as such in Chapter 1). The field of adult education and training remains broad, fractured and amorphous, differently understood, labelled and defined in different countries and by different interests. This variation and ...
Strana 6
... considered and, to some extent, original, the concepts might well have been grouped and labelled differently. Similarly, other concepts could have been discussed—indeed, many are referred to in passing in the body of the text—and some ...
... considered and, to some extent, original, the concepts might well have been grouped and labelled differently. Similarly, other concepts could have been discussed—indeed, many are referred to in passing in the body of the text—and some ...
Strana 16
... considered as a state of being that both accords rights to individuals and simultaneously confers duties or responsibilities upon them. We might then define adulthood as: 'an ethical status resting on the presumption of various moral ...
... considered as a state of being that both accords rights to individuals and simultaneously confers duties or responsibilities upon them. We might then define adulthood as: 'an ethical status resting on the presumption of various moral ...
Strana 20
... (considered later in this chapter) and human resource development (a concept discussed in Chapter 4). It may also be seen, however, as a specific element or outcome of a more general process of education. Peters again offers a useful ...
... (considered later in this chapter) and human resource development (a concept discussed in Chapter 4). It may also be seen, however, as a specific element or outcome of a more general process of education. Peters again offers a useful ...
Strana 35
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 |
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