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 56.
Strana 1
... example, a teaching certificate, a first degree, a professional qualification or a research degree. Or it may not involve any qualification at all, and may indeed be entirely self-directed. All who study or research adult education and ...
... example, a teaching certificate, a first degree, a professional qualification or a research degree. Or it may not involve any qualification at all, and may indeed be entirely self-directed. All who study or research adult education and ...
Strana 2
... Examples from general conversation would include truth and beauty, good and evil, happiness and hunger, love and destiny. Concepts have, therefore, a resonance that can go beyond that of more ordinary words. This resonance depends ...
... Examples from general conversation would include truth and beauty, good and evil, happiness and hunger, love and destiny. Concepts have, therefore, a resonance that can go beyond that of more ordinary words. This resonance depends ...
Strana 3
... example, industrialized and developing nations, and in anglophone and francophone countries. At this point, it has to be recognized that the terms used to label this book, 'adult', 'education' and 'training', are themselves contested ...
... example, industrialized and developing nations, and in anglophone and francophone countries. At this point, it has to be recognized that the terms used to label this book, 'adult', 'education' and 'training', are themselves contested ...
Strana 6
... examples have been included to update the text, with some of the older ones from the first edition replaced or removed. Indeed, of the 450 or so references in this edition, some 30 per cent date from after the first edition was written ...
... examples have been included to update the text, with some of the older ones from the first edition replaced or removed. Indeed, of the 450 or so references in this edition, some 30 per cent date from after the first edition was written ...
Strana 7
... example, lifelong learning, higher education, skill development, distance teaching or professional training. This relationship is illustrated in Figure I.2. In Figure I.2, the words to the right of the vertical line are the core ...
... example, lifelong learning, higher education, skill development, distance teaching or professional training. This relationship is illustrated in Figure I.2. In Figure I.2, the words to the right of the vertical line are the core ...
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