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 40.
Strana 3
... recognized that the terms used to label this book, 'adult', 'education' and 'training', are themselves contested concepts (and they will be considered as such in Chapter 1). The field of adult education and training remains broad ...
... recognized that the terms used to label this book, 'adult', 'education' and 'training', are themselves contested concepts (and they will be considered as such in Chapter 1). The field of adult education and training remains broad ...
Strana 4
... recognizing these preferences, limitations and reservations, I have, nevertheless, endeavoured to produce a book which is as generally useful as possible. With this brief venture into the first person completed, I will now slip back ...
... recognizing these preferences, limitations and reservations, I have, nevertheless, endeavoured to produce a book which is as generally useful as possible. With this brief venture into the first person completed, I will now slip back ...
Strana 15
... recognized in an essentially physical or biological sense, related to the onset or ending of puberty, and may vary ... recognize an intermediary stage between childhood and adulthood. Then we may be called variously adolescents, youths ...
... recognized in an essentially physical or biological sense, related to the onset or ending of puberty, and may vary ... recognize an intermediary stage between childhood and adulthood. Then we may be called variously adolescents, youths ...
Strana 16
... recognize what a heterogeneous group of people adults are. It is this amorphous group which forms the customer base or audience for adult education and training. EDUCATION As adults, all of us have had a considerable experience of ...
... recognize what a heterogeneous group of people adults are. It is this amorphous group which forms the customer base or audience for adult education and training. EDUCATION As adults, all of us have had a considerable experience of ...
Strana 24
Dosiahli ste svoj limit zobrazení tejto knihy..
Dosiahli ste svoj limit zobrazení tejto knihy..
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