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 38.
Strana 1
... role may form only one part of a more general portfolio of supervisory responsibilities. We may work in a designated ... roles. This professional development may take place at a variety of levels, leading to, for example, a teaching ...
... role may form only one part of a more general portfolio of supervisory responsibilities. We may work in a designated ... roles. This professional development may take place at a variety of levels, leading to, for example, a teaching ...
Strana 15
... roles—for example, those requiring a specialist education or training—which cannot be entered into until this age or later. Similarly, some aspects of adulthood may be exercised before reaching 18 years old, such as marriage, fulltime ...
... roles—for example, those requiring a specialist education or training—which cannot be entered into until this age or later. Similarly, some aspects of adulthood may be exercised before reaching 18 years old, such as marriage, fulltime ...
Strana 16
... role in the making of our own choices. This then affects not just how we see ourselves, but how others see us as well. In other words, we may see the difference between being and not being an adult as chiefly being about status and self ...
... role in the making of our own choices. This then affects not just how we see ourselves, but how others see us as well. In other words, we may see the difference between being and not being an adult as chiefly being about status and self ...
Strana 17
... cut and dried. They allow us to conceive of education and learning as ends of a spectrum, and as shading into each other (see Figure 1.2a). Consequently, there of a task or role within terms of reference not THE CORE CONCEPTS 17.
... cut and dried. They allow us to conceive of education and learning as ends of a spectrum, and as shading into each other (see Figure 1.2a). Consequently, there of a task or role within terms of reference not THE CORE CONCEPTS 17.
Strana 19
Malcolm Tight. of a task or role within terms of reference not provided for them only by others, but in the light of more general and perhaps universal standards. (McKenzie 1995, p. 41) These quotations, like the one from UNESCO ...
Malcolm Tight. of a task or role within terms of reference not provided for them only by others, but in the light of more general and perhaps universal standards. (McKenzie 1995, p. 41) These quotations, like the one from UNESCO ...
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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