Key Concepts in Adult Education and TrainingPsychology Press, 2002 - 196 من الصفحات 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. |
المحتوى
Introduction | 1 |
Chapter 1 The Core Concepts | 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 |
195 | |
طبعات أخرى - عرض جميع المقتطفات
Key Concepts in Adult Education and Training <span dir=ltr>Malcolm Tight</span> لا تتوفر معاينة - 1996 |
Key Concepts in Adult Education and Training <span dir=ltr>Malcolm Tight</span> لا تتوفر معاينة - 2016 |
عبارات ومصطلحات مألوفة
accreditation activity Adult and Continuing adult education adult learning analysis andragogy assessment career cation CBET communities of practice community education competence concepts discussed concerned context Continuing Education course critical curriculum defined definition discussed in Chapter distance education economic educa education and training education or training employees enterprise example experiential learning flexible learning Freire further and higher further education global higher education human capital human resource development idea identified individual International Jarvis knowledge Kogan learner learning experience learning organization learning society liberal lifelong education lifelong learning linked London McGivney ment modularization non-formal open learning Open University Open University Press organizational original emphasis Oxford perspective post-compulsory problem-based learning professional propositional knowledge role Routledge seen self-directed learning skills social capital social inclusion student-centred learning theory Tight tion tional traditional trainers understanding United Kingdom vocational