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‘What’s the sign for “Catch 22”?’: barriers to professional formation for deaf teachers of British Sign Language in the Further Education sector
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‘Learner-centred’ assessment policies in further education: putting teachers’ time under pressure
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| 63 |
Ranciere and leadership for reforms to school-to-work transition the presupposition of equality of theoretical assets from diverse educational cultures /
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In: Singh, M, Harreveld, R & Chen, X 2013, 'Ranciere and leadership for reforms to school-to-work transition: the presupposition of equality of theoretical assets from diverse educational cultures', in G Tchibozo (ed.), Cultural and Social Diversity and the Transition from Education to Work, vol.17, Springer, Dordrecht, The Netherlands. http://dx.doi.org/10.1007/978-94-007-5107-1_7 (2013)
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A capability approach to cultural diversity in school-to-work transitions : Amartya Sen and young adult's diversely different education and work communities
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In: Harreveld, R, Singh, M & Li, B 2013, 'A capability approach to cultural diversity in school-to-work transitions: Amartya Sen and young adult's diversely different education and work communities', in G Tchibozo (ed.), Cultural and Social Diversity and the Transition from Education to Work, Springer, Dordrecht, The Netherlands. http://dx.doi.org/10.1007/978-94-007-5107-1_6 (2013)
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Культура речи как предмет обучения и воспитания в учреждениях дополнительного образования детей
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КАЛЕДИН ОЛЕГ ПЕТРОВИЧ. - : Федеральное государственное образовательное учреждение высшего профессионального образования «Московский государственный университет культуры и искусств», 2013
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| 66 |
Wie viel Deutsch darf's sein? Das Projekt "Deutsch am Arbeitsplatz" ...
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Wie viel Deutsch darf's sein? Das Projekt "Deutsch am Arbeitsplatz"
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In: Faßhauer, Uwe [Hrsg.]; Fürstenau, Bärbel [Hrsg.]; Wuttke, Eveline [Hrsg.]: Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2013. Opladen [u.a.] : Verlag Barbara Budrich 2013, S. 87-97. - (Schriftenreihe der Sektion Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)) (2013)
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ПРОБЛЕМА РАЗВИТИЯ КУЛЬТУРЫ РЕЧИ В УЧРЕЖДЕНИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ ДЕТЕЙ В УСЛОВИЯХ РЫНОЧНЫХ ОТНОШЕНИЙ
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КАЛЕДИН ОЛЕГ ПЕТРОВИЧ. - : Федеральное государственное образовательное учреждение высшего профессионального образования «Московский государственный университет культуры и искусств», 2012
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| 69 |
Situiertes Lernen in der Lehrerfortbildung ... : Situated learning in in-service teacher training ...
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1. Bildungsbericht 2012. Zukunft durch Bildung im Landkreis Görlitz: Mit Energie und ohne Grenzen!
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In: Görlitz : Landkreis Görlitz 2012, 352 S. (2012)
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Situiertes Lernen in der Lehrerfortbildung ; Situated learning in in-service teacher training
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In: Lehrerbildung auf dem Prüfstand 5 (2012) 2, S. 180-199 (2012)
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Interactions langagières et apprentissage au travail ; Linguistic interactions and learning on the job
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| 73 |
Lifelong and worklife learning
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Abstract:
In much of the English speaking world, the phrase or proper noun - Lifelong Learning - is usually associated with adults' learning across their lives as directed towards particular intentions associated with enrichment of the cultural, recreational or occupational kinds. Hence, unlike concepts associated with human development across the lifespan, which has an emphasis on phases of development across ontogeny (i.e. personal history) associated with maturation, the emphasis on specific kinds of intentional learning. So, it is a term used to refer to learning through participation in programs supporting their learning in fields of personal recreational or cultural interest. However, the term 'lifelong learning' was co-opted by key global agencies in the Year of Lifelong Learning in 1996 and, whilst still referring principally to adults' ongoing learning was redefined to have a strong economic emphasis and imperative. In this way, it is now more aligned with concepts such as professional development and continuing education and training, both of which usually have an intentional emphasis on occupationally focussed learning. Indeed, the OECD (1996), identified two key qualities for this new concept of lifelong learning as individuals needing: i) to continue learning occupationally specific knowledge throughout their working life to resist becoming redundant, to maintain their competence and develop further their work-related capacities and ii) to take responsibility for this learning, rather than relying upon government or employers. Hence, in an era of global economic competition in which the competence of the workforce is central to securing national economic and social well-being, lifelong learning as a process of ongoing learning across individuals' lives is now being defined by governments and key global agencies in economic terms for both personal and community purposes. As a variation of this conception to adults' learning, the term worklife learning appears to have its origins in the social democratic movements of Scandinavia. The term captures a broader set of concerns about learning for work that goes beyond the technical aspects of particular occupations. Instead, it includes factors associated with the wider aspects of the quality of working life, particularly occupational health and safety, involvement in workplace decision-making and the workplace as a community of workers. ; Arts, Education & Law Group, School of Education and Professional Studies ; No Full Text
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Keyword:
Further and Workplace Education; Technical
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URL: http://hdl.handle.net/10072/50185
https://doi.org/10.1007/978-1-4419-1428-6_479
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Becoming a do-it-yourself designer of english language teaching materials
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 12 ; 1 ; 38 (2012)
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Deaf people as British Sign Language teachers: experiences and aspirations
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Mapping place: further delicacy in circumstantiation
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In: Faculty of Education - Papers (Archive) (2011)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Research and development in adult education. Fields and trends ...
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Research and development in adult education. Fields and trends
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Oliver, Esther. - : Verlag Barbara Budrich, 2010. : Opladen u.a., 2010. : pedocs-Dokumentenserver/DIPF, 2010
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In: Opladen u.a. : Verlag Barbara Budrich 2010, 135 S. - (Study guides in adult education) (2010)
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Engaging homeless people, Black and Minority Ethnic and other priority groups in Skills for Life
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