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 33.
Strana 4
... least in-so-far as I am aware of them, which the reader will then find reflected throughout the book. I would identify the following as most relevant to the present context: • I try to take a broad view of what constitutes adult ...
... least in-so-far as I am aware of them, which the reader will then find reflected throughout the book. I would identify the following as most relevant to the present context: • I try to take a broad view of what constitutes adult ...
Strana 9
... least in part, approaches to adult education and training: e.g. community, competence, flexible or career education, training, learning, teaching or development. In Chapter 7, however, the focus is more on the internal organization of ...
... least in part, approaches to adult education and training: e.g. community, competence, flexible or career education, training, learning, teaching or development. In Chapter 7, however, the focus is more on the internal organization of ...
Strana 10
... least implicitly, an analysis of the more than 150 concepts that can be made by combining the different core and qualifying concepts. It would have been wasteful and tedious, however, to keep referring to all of these possible ...
... least implicitly, an analysis of the more than 150 concepts that can be made by combining the different core and qualifying concepts. It would have been wasteful and tedious, however, to keep referring to all of these possible ...
Strana 15
... to age, but is related to what generally happens as we grow older. That is, we achieve physical maturity, become capable of providing for ourselves, move away (at least in most western societies) from our THE CORE CONCEPTS 15.
... to age, but is related to what generally happens as we grow older. That is, we achieve physical maturity, become capable of providing for ourselves, move away (at least in most western societies) from our THE CORE CONCEPTS 15.
Strana 16
Malcolm Tight. move away (at least in most western societies) from our parents, have children of our own, and exercise a much greater role in the making of our own choices. This then affects not just how we see ourselves, but how others ...
Malcolm Tight. move away (at least in most western societies) from our parents, have children of our own, and exercise a much greater role in the making of our own choices. This then affects not just how we see ourselves, but how others ...
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