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 54.
Strana viii
... skill 119 Capability and enterprise 124 Competence 128 Quality 132 A political battleground 135 7 Structural Concepts 137 Input, experience and output 137 Access and participation 138 Accreditation and modularization 142 Success and ...
... skill 119 Capability and enterprise 124 Competence 128 Quality 132 A political battleground 135 7 Structural Concepts 137 Input, experience and output 137 Access and participation 138 Accreditation and modularization 142 Success and ...
Strana 1
... skills and knowledge. Every year, large numbers of those involved in the education and training of adults themselves undertake some form of education or training to support or prepare them for these roles. This professional development ...
... skills and knowledge. Every year, large numbers of those involved in the education and training of adults themselves undertake some form of education or training to support or prepare them for these roles. This professional development ...
Strana 5
... skill, capability and enterprise, competence, quality Structural Concepts access and participation, accreditation and modularization, success and dropout, social inclusion Figure I.1 The organization of the book changes made during its ...
... skill, capability and enterprise, competence, quality Structural Concepts access and participation, accreditation and modularization, success and dropout, social inclusion Figure I.1 The organization of the book changes made during its ...
Strana 7
... skill development, distance teaching or professional training. This relationship is illustrated in Figure I.2. In Figure I.2, the words to the right of the vertical line are the core concepts, while those to the left are the qualifying ...
... skill development, distance teaching or professional training. This relationship is illustrated in Figure I.2. In Figure I.2, the words to the right of the vertical line are the core concepts, while those to the left are the qualifying ...
Strana 8
... Development Experiential Problem-based Independent Self-directed Knowledge Skill Capability Enterprise Competence Quality Figure I.2 Core and qualifying concepts 8 KEY CONCEPTS IN ADULT EDUCATION AND TRAINING 2ND EDITION.
... Development Experiential Problem-based Independent Self-directed Knowledge Skill Capability Enterprise Competence Quality Figure I.2 Core and qualifying concepts 8 KEY CONCEPTS IN ADULT EDUCATION AND TRAINING 2ND EDITION.
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