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 67.
Strana 3
... presented' (Edwards 1997, p. 5). Thus, understandings of concepts will vary ... Chapter 1). The field of adult education and training remains broad ... discussion and the views expressed are all in essence my own. Many other authors are ...
... presented' (Edwards 1997, p. 5). Thus, understandings of concepts will vary ... Chapter 1). The field of adult education and training remains broad ... discussion and the views expressed are all in essence my own. Many other authors are ...
Strana 6
... discussed—indeed, many are referred to in passing in the body of the text—and some of those that are discussed could have been left out. With one exception, there is no particular significance to the ordering of the chapters. What have ...
... discussed—indeed, many are referred to in passing in the body of the text—and some of those that are discussed could have been left out. With one exception, there is no particular significance to the ordering of the chapters. What have ...
Strana 7
Malcolm Tight. ety and two newcomers, social capital and social inclusion (discussed further in the section on conceptual pasts and futures in Chapter 8). The other is the increased extent to which concepts discussed in different chapters ...
Malcolm Tight. ety and two newcomers, social capital and social inclusion (discussed further in the section on conceptual pasts and futures in Chapter 8). The other is the increased extent to which concepts discussed in different chapters ...
Strana 9
... discussed in Chapter 7 under the label of 'structural concepts': access and participation, accreditation and modularization, success and dropout, and social inclusion. The reason for this difference seems clear. The other chapters are ...
... discussed in Chapter 7 under the label of 'structural concepts': access and participation, accreditation and modularization, success and dropout, and social inclusion. The reason for this difference seems clear. The other chapters are ...
Strana 10
... chapters that cover areas or concepts of particular interest. These can be identified ... chapter. These provide a general framework for considering, and some ... discussed there. A much more comprehensive set of references is 10 KEY ...
... chapters that cover areas or concepts of particular interest. These can be identified ... chapter. These provide a general framework for considering, and some ... discussed there. A much more comprehensive set of references is 10 KEY ...
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