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. |
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Výsledky 1 - 5 z 72.
Strana i
... Education at the University of Warwick. He has published widely in the field of post-compulsory education and is the Editor of the journal Studies in Higher Education. This page intentionally left blank. Key Concepts in Adult Education.
... Education at the University of Warwick. He has published widely in the field of post-compulsory education and is the Editor of the journal Studies in Higher Education. This page intentionally left blank. Key Concepts in Adult Education.
Strana viii
... higher 56 Adult and continuing 60 Community 65 Formal, non-formal and informal 69 Tensions, traditions and dichotomies 71 4 Work-related Concepts 74 Education and the economy 74 Human capital 75 Human resource development 79 Career 82 ...
... higher 56 Adult and continuing 60 Community 65 Formal, non-formal and informal 69 Tensions, traditions and dichotomies 71 4 Work-related Concepts 74 Education and the economy 74 Human capital 75 Human resource development 79 Career 82 ...
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 7
... 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 concepts, while those to ...
... 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 concepts, while those to ...
Strana 8
Malcolm Tight. Lifelong Further Higher Adult Continuing Community Formal Informal Non-formal Human resource Education Career Training Professional Learning DistanceOpen Teaching Flexible Development Experiential Problem-based Independent ...
Malcolm Tight. Lifelong Further Higher Adult Continuing Community Formal Informal Non-formal Human resource Education Career Training Professional Learning DistanceOpen Teaching Flexible Development Experiential Problem-based Independent ...
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