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 83.
Strana 2
... individual educators or trainers, professional organizations, employers and trades unions, central and local government, and international agencies. They will be employed in these ways in what academics term 'discourses', in 2 KEY ...
... individual educators or trainers, professional organizations, employers and trades unions, central and local government, and international agencies. They will be employed in these ways in what academics term 'discourses', in 2 KEY ...
Strana 9
... individual, organization, society); • their linkages with, and relations to, each other. These frameworks will be utilized in each of the chapters that follow to illustrate the background, application and wider context of the concepts ...
... individual, organization, society); • their linkages with, and relations to, each other. These frameworks will be utilized in each of the chapters that follow to illustrate the background, application and wider context of the concepts ...
Strana 14
... individual; he or she is first a child, then a youth, then. Figure 1.1 Alternative diagrammatic representations of core conceptual relations. (a) Learning Education Training (b) Education Training (a) Education/Learning EDUCATION LEARNING ...
... individual; he or she is first a child, then a youth, then. Figure 1.1 Alternative diagrammatic representations of core conceptual relations. (a) Learning Education Training (b) Education Training (a) Education/Learning EDUCATION LEARNING ...
Strana 15
... individuals as well. It would, of course, be naïve to believe that merely surviving long enough to wake up on one's eighteenth birthday, or passing through puberty, automatically changes one from being a child to being an adult. While ...
... individuals as well. It would, of course, be naïve to believe that merely surviving long enough to wake up on one's eighteenth birthday, or passing through puberty, automatically changes one from being a child to being an adult. While ...
Strana 16
... individuals and simultaneously confers duties or responsibilities upon them. We might then define adulthood as: 'an ethical status resting on the presumption of various moral and personal qualities' (Paterson 1979, p. 31). Having said ...
... individuals and simultaneously confers duties or responsibilities upon them. We might then define adulthood as: 'an ethical status resting on the presumption of various moral and personal qualities' (Paterson 1979, p. 31). Having said ...
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