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 71.
Strana 4
... -up strategies. In other words, while there was a clear plan at the beginning, there were significant as from the Contents, it can be seen that the 4 KEY CONCEPTS IN ADULT EDUCATION AND TRAINING 2ND EDITION Organization of the book.
... -up strategies. In other words, while there was a clear plan at the beginning, there were significant as from the Contents, it can be seen that the 4 KEY CONCEPTS IN ADULT EDUCATION AND TRAINING 2ND EDITION Organization of the book.
Strana 6
Malcolm Tight. as from the Contents, it can be seen that the 45 concepts discussed have been grouped into seven chapters. While this organization was both carefully considered and, to some extent, original, the concepts might well have ...
Malcolm Tight. as from the Contents, it can be seen that the 45 concepts discussed have been grouped into seven chapters. While this organization was both carefully considered and, to some extent, original, the concepts might well have ...
Strana 12
... seen as providing the baseline of core concepts that define, in complementary and competing ways, the breadth and nature of the field of study. The final section of the chapter looks at what has been one of the key debates in this field ...
... seen as providing the baseline of core concepts that define, in complementary and competing ways, the breadth and nature of the field of study. The final section of the chapter looks at what has been one of the key debates in this field ...
Strana 17
... seen as not necessarily involving instruction, and as often occurring over a shorter timeframe and in smaller chunks. Clearly, distinctions of this kind are not always cut and dried. They allow us to conceive of education and learning ...
... seen as not necessarily involving instruction, and as often occurring over a shorter timeframe and in smaller chunks. Clearly, distinctions of this kind are not always cut and dried. They allow us to conceive of education and learning ...
Strana 18
... seen as somewhat analogous to that between education and learning, in the sense of delimiting another dimension to the area of study. The commonest approaches to making this distinction are to use the ideas of breadth and/or depth, or ...
... seen as somewhat analogous to that between education and learning, in the sense of delimiting another dimension to the area of study. The commonest approaches to making this distinction are to use the ideas of breadth and/or depth, or ...
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