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 68.
Strana 3
... defined in different countries and by different interests. This variation and contestation is apparent from the scope, and also constitutes one of the main themes, of this book. We work in a contested terrain. QUESTIONS OF VALUES There ...
... defined in different countries and by different interests. This variation and contestation is apparent from the scope, and also constitutes one of the main themes, of this book. We work in a contested terrain. QUESTIONS OF VALUES There ...
Strana 7
... defined by the core concepts. Indeed, it is commonly the case in practice that concepts are presented as two words—one qualifying, one core—as in the cases of, for example, lifelong learning, higher education, skill development ...
... defined by the core concepts. Indeed, it is commonly the case in practice that concepts are presented as two words—one qualifying, one core—as in the cases of, for example, lifelong learning, higher education, skill development ...
Strana 15
... defined purely in terms of age. Thus, in England, people may be assumed to become adult at 18 years old, when they get the right to vote. Until relatively recently, however, the voting age was 21 years, and there are many adult roles ...
... defined purely in terms of age. Thus, in England, people may be assumed to become adult at 18 years old, when they get the right to vote. Until relatively recently, however, the voting age was 21 years, and there are many adult roles ...
Strana 16
... defining each concept ('education', 'educational institution') in terms of the other. Second, it tells us nothing about the qualities of education other than its location (e.g. we might just as well define oranges as 'things that grow ...
... defining each concept ('education', 'educational institution') in terms of the other. Second, it tells us nothing about the qualities of education other than its location (e.g. we might just as well define oranges as 'things that grow ...
Strana 17
... define a concept like education. A rather simpler definition has been given by the United Nations Educational, Scientific and Cultural Organization (UNESCO). They view education as 'organized and sustained instruction designed to ...
... define a concept like education. A rather simpler definition has been given by the United Nations Educational, Scientific and Cultural Organization (UNESCO). They view education as 'organized and sustained instruction designed to ...
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