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Author: Julia Preece
Publisher: Routledge
ISBN: 042987054X
Category : Education
Languages : en
Pages : 188
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Book Description
Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices. "Higher" learning, for example, should include a broader, more inclusive range of knowledge and ways of knowing than at present and criteria for learning achievement should include assessment of "citizenship" as well as linear outcomes.
Author: Julia Preece
Publisher: Routledge
ISBN: 042987054X
Category : Education
Languages : en
Pages : 188
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Book Description
Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices. "Higher" learning, for example, should include a broader, more inclusive range of knowledge and ways of knowing than at present and criteria for learning achievement should include assessment of "citizenship" as well as linear outcomes.
Author: G. Walraven
Publisher: Garant
ISBN: 9789044110623
Category : Children with social disabilities
Languages : en
Pages : 404
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Book Description
Author: OECD
Publisher: OECD Publishing
ISBN: 9264181601
Category :
Languages : en
Pages : 168
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Book Description
This book examines the relationships between exclusion and adult learning focusing on 19 innovative learning initiatives that are making the difference in six countries: Belgium (Flemish Community), Mexico, the Netherlands, Norway, Portugal, the United Kingdom (England).
Author: Jay Dolmage
Publisher: University of Michigan Press
ISBN: 047205371X
Category : Education
Languages : en
Pages : 255
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Book Description
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
Author: Basit, Tehmina N
Publisher: Policy Press
ISBN: 1447316215
Category : Education
Languages : en
Pages : 344
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Book Description
As higher education has made deliberate strides in recent decades to become more inclusive and accessible, the number of students from non-traditional backgrounds has increased dramatically. There has been much study of the effects of higher education on previously underserved populations, showing that it can lead to higher lifetime income and higher status. But there has been little research on what happens to those students once they are in a university. This book fills that gap, taking a close look at this issue and drawing on case studies from the United States, the United Kingdom, and Australia to illuminate the problems that face non-traditional students, the resources they and their families are able to draw on, and the ways that administrators and staff can help them succeed. This paperback edition is well suited to postgraduate students and practitioners and alike.
Author: Julia Preece
Publisher: Routledge
ISBN: 1351726366
Category : Social Science
Languages : en
Pages : 330
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Book Description
This title was first published in 2000. Emanating from a two year action research project aimed at devising higher education courses for excluded social groups, this book examines ways in which UK higher education can be accessed and valued by adults who have previously been excluded. It also explores the topical argument that education contributes to building social as well as human capital - a necessary feature of citizenship and sustainable communities.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264101470
Category :
Languages : en
Pages : 218
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Book Description
This study of Berlin, after German unification, examines and makes proposals for distressed areas where there is a need for targeted regeneration measures.
Author: David N. Aspin
Publisher: Springer Science & Business Media
ISBN: 9401009163
Category : Education
Languages : en
Pages : 859
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Book Description
Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press. We are now living in a new age in which the demands are so complex, so multifarious and so rapidly changing that the only way in which we shall be able to survive them is by committing to a process of individual, communal, and global learning throughout the lifespan of all of us. A number of international bodies and agencies have taken cognisance of these transformations and the demands they impose upon societies and communities of the twenty-first century and have developed and articulated policies intended to enable all citizens of the world in the twenty-first century to face these challenges. It is now a declared policy of many governments and international agencies that the only vehicle for such preparation is `education, education, education', and that preparing for the knowledge economy and the learning society of the future has to be a lifelong undertaking, an investment in the future that is not restricted merely to the domain of economic advancement but also to those of social inclusion and personal growth. Realising this, policy-makers across the international arena are grappling with the need to move from systems that emphasise education and training to the radically more unworked construct of lifelong learning. In this volume the editors and authors analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of `best practice' found in a range of educating institutions around the world. We believe that students of educational change and community development will find it useful and helpful to have available in this volume some of the most up-to-date thinking on the chief concepts, theories, and values of increasing policy interest in lifelong learning, together with a review of some significant examples of the different forms, focuses, and nexuses of thought and practice on this topic. All this enables us to offer some policy recommendations and practical suggestions as to ways forward in the endeavour to make lifelong learning a reality for all.
Author: Blackwell, Richard
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212093
Category : Education
Languages : en
Pages : 250
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Book Description
This book focuses on strategic staff development in higher education, a sector in which it has been largely viewed as an operational activity with little organizational relevance. The book demonstrates how staff development needs to be based on modern theories of 'organizational learning', aligning itself with institutional and departmental needs as well as the wants and needs of individual staff.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
