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 53.
Strana 2
... course, upon their context. Thus, words that are key concepts for adult educators and trainers may just be ordinary words for others, and viceversa. The same is true within the field of adult education and training, so that different ...
... course, upon their context. Thus, words that are key concepts for adult educators and trainers may just be ordinary words for others, and viceversa. The same is true within the field of adult education and training, so that different ...
Strana 3
... course, a personal dimension. This book has no pretensions to objectivity, neutrality or balance. It offers the interpretation of one middle-aged, middle-class, able-bodied, white English man, who has been working in various capacities ...
... course, a personal dimension. This book has no pretensions to objectivity, neutrality or balance. It offers the interpretation of one middle-aged, middle-class, able-bodied, white English man, who has been working in various capacities ...
Strana 4
... course, at one level, jargon) and present the discussion in ways that should be widely intelligible. • As already stated, I am a middle-aged, middle-class, able-bodied, white English man. As such, while I may try to take account of the ...
... course, at one level, jargon) and present the discussion in ways that should be widely intelligible. • As already stated, I am a middle-aged, middle-class, able-bodied, white English man. As such, while I may try to take account of the ...
Strana 6
... course, have been possible to organize the book in a dictionary or encyclopedia format, with the concepts discussed in alphabetical order. They have, however, been linked together in groups of some coherence, so as to allow a more ...
... course, have been possible to organize the book in a dictionary or encyclopedia format, with the concepts discussed in alphabetical order. They have, however, been linked together in groups of some coherence, so as to allow a more ...
Strana 15
... course, be naïve to believe that merely surviving long enough to wake up on one's eighteenth birthday, or passing through puberty, automatically changes one from being a child to being an adult. While the effects of puberty are ...
... course, be naïve to believe that merely surviving long enough to wake up on one's eighteenth birthday, or passing through puberty, automatically changes one from being a child to being an adult. While the effects of puberty are ...
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