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 87.
Strana vii
... Education Training Learning Teaching Development Vocational or liberal? International Concepts The globalization ofadult education and training Lifelong education Learning organization Learning society 1 1 2 3 4 6 7 9 10 1 12 12 14 16 ...
... Education Training Learning Teaching Development Vocational or liberal? International Concepts The globalization ofadult education and training Lifelong education Learning organization Learning society 1 1 2 3 4 6 7 9 10 1 12 12 14 16 ...
Strana x
... 1.2 The education/learning and education/training spectra 6.1 Conceptual dichotomies 8.1 Concepts and shadow concepts 14 18 120 159 Introduction CONCEPTS IN ADULT EDUCATION AND TRAINING Adult education and List of Figures.
... 1.2 The education/learning and education/training spectra 6.1 Conceptual dichotomies 8.1 Concepts and shadow concepts 14 18 120 159 Introduction CONCEPTS IN ADULT EDUCATION AND TRAINING Adult education and List of Figures.
Strana 4
... education and training, and would rather go beyond borders than confine myself within them. • I regard adult education and training essentially as a field of practice, not as a discipline. As such, I see the work of many disciplines as ...
... education and training, and would rather go beyond borders than confine myself within them. • I regard adult education and training essentially as a field of practice, not as a discipline. As such, I see the work of many disciplines as ...
Strana 5
Malcolm Tight. Core Concepts adult, education, training, learning, teaching, development International Concepts lifelong, learning organization, the learning society Institutional Concepts further and higher, adult and continuing ...
Malcolm Tight. Core Concepts adult, education, training, learning, teaching, development International Concepts lifelong, learning organization, the learning society Institutional Concepts further and higher, adult and continuing ...
Strana 6
... the linked concepts of lifelong education, the learning society and two newcomers, social capital and social inclusion (discussed further 6 KEY CONCEPTS IN ADULT EDUCATION AND TRAINING 2ND EDITION What's new about the second edition?
... the linked concepts of lifelong education, the learning society and two newcomers, social capital and social inclusion (discussed further 6 KEY CONCEPTS IN ADULT EDUCATION AND TRAINING 2ND EDITION What's new about the second edition?
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