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1.
The question ‘How do you teach ‘learning'?’ is located within the domain of professional adult education practice and is dealt with through a series of ‘stock‐taking’ moves through the field of practice. First, we offer a high‐level overview of standard answers to the question imbedded in contemporary educational practice. Second, we examine the adult education case in particular, focussing on the peculiarly idealised role the ‘adult learner’ has come to assume in international practitioner discourse. Third, we narrow the focus sharply to present a brief case‐study of our own attempts to teach ‘learning’ within the Advanced Diploma Course for Educators of Adults at the University of Cape Town. Finally, we attempt to clarify our present assumptions about the requirements of a ‘curriculum for learning’. (1) 1. An earlier version of this paper was presented at the Kenton Educational Conference, University of the Witwatersrand, Johannesburg, South Africa, in November 1992.

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2.

This article describes how visual methods, particularly photography, can be used in the context of careers education and guidance. It begins by acknowledging that this context is undergoing rapid change given the policy agendas of lifelong learning and social inclusion. However, although these policy agendas continue to emphasize the importance of self-knowledge in managing career development, this represents an area of continuing difficulty in terms of curriculum design and delivery. In recognizing this dilemma the article suggests that visual methods can provide careers educators, guidance practitioners, and their clients with the means to engage ‘self’ in the processes of career learning and planning.  相似文献   

3.
继续教育是提高员工岗位胜任力的主要手段,课程体系建设是开展继续教育的关键,课程体系评价是优化改进课程体系的有效方式,对实现继续教育目标具有重要作用。文章以中国气象局气象干部培训学院天气预报员培训课程体系评价为例,从课程结构的合理性、课程内容的衔接性等方面开展课程体系评价,探索建立继续教育课程体系评价指标体系,促进建立与学历教育、岗位需求及组织需求相衔接的继续教育课程体系,有效提高员工的岗位胜任力。  相似文献   

4.
Summaries

English.

The major national curriculum development projects in the UK were produced between 1963 and 1973. Although funded by two differentnational organizations, there has been considerable co‐operation and overlap of project staff and ideas resulting in a continuousrefinement of the centre‐periphery model used. By the end of the 10‐year period the model's defects had become clear and the continuing national projects considered it essential to request additional funds for further dissemination and after‐care. Subsequent projects have mostly been based on a local curriculum development model involving practising teachers to a much greater extent both in the curriculum development process and in the preparation of materials.

It has become apparent that there is no single measure on which a project can be called successful or on which it can be determined that a project has ‘taken root’. Projects can fulfil their proposers’ wildest hopes and yet achieve little uptake; or, they can take root in the sense of having a considerable impact on science education in general whilst being substantially used by only a minority of the target group of teachers. The thesis of this article is that whilst dissemination and after‐care are essential, they are not sufficient to ensure uptake. Of prime importance isthe general attitude to curriculum development; the relevance of theprojects materials and ideas to the problems teachers face in schools; the extent to which they offer teachers fulfilment without requiring a complete re‐evaluation of their perspective to education and the cost in terms of equipment, materials and manpower.  相似文献   

5.
This article focuses on three models—Marxist, representational and interpretive—which have been used to explain the development of ‘race'‐education in Britain over the last 25 years. Each model is discussed initially in terms of its core assumptions and links with mainstream sociological and/or political theory, in order to clarify its intellectual origins and conceptual basis. The analytical questions which stem from these models’ assumptions are then specified and their application in the fields of ‘race’ and ‘race’ and education illustrated briefly through a discussion of published work in these areas and a study of ‘race'‐education policy and practice in initial teacher education. The latter also provides a basis for an initial assessment of the different models’ explanatory power and for considering whether there is a need for a new conceptual framework.

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6.
Abstract

Integrated curriculum is currently being advocated in the United States to ‘solve’ many of the curriculum problems confronting education. Models of curriculum integration permeate the professional literature, yet there is little consensus as to exactly what is meant by integrated curriculum and how to establish such curricula in the publicly funded schools. The language of curriculum integration is confusing and leads to uncertainty and concern about the potential of integrated curriculum to impact positively on schools. Placing the models on a curriculum continuum will reveal that they range from traditional discipline‐based, objective‐driven, teacher‐controlled models to interest‐based, student exploration. Although historically research supports integrative curriculum, there is a paucity of current research which would support arguments for restructuring the American curriculum in this fashion. Additionally, there is a great deal of resistance to change both from within and outside the educational community to massive curriculum restructuring.  相似文献   

7.
In this article, Ann Limb outlines the main elements of new Labour's emerging policy framework for adult, continuing and further education within the context of the debate about lifelong learning. The government has established its coherent purposes for further education and now expects successful implementation by the sector in return for significant funding. Raising standards and widening participation are the keystones of this policy and, as in other areas of government activity, ‘zero tolerance of failure’ and ‘social inclusion’ are at the heart of the agenda for further education. The article suggests that the diverse assumptions underlying the delivery of lifelong learning policies nonetheless remain largely unexplored and that it is too soon to make a sound judgment about the likely effectiveness of the new lifelong learning partnerships  相似文献   

8.
Abstract

The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical understandings which need to be examined closely. These different ways are explained in terms of: ? ‘rational curriculum planning’ with its detailed definition of ‘aims, objectives, methods and evaluation’—and thereby a ‘science of teaching’;

? ‘forms of knowledge’ or ‘realms of meaning’ to enable all pupils to have a basic understanding of the physical, social, and moral worlds they inhabit;

? the pursuit of enquiry through which, for all learners, understanding is enlarged;

? provision of common curriculum experience as a basis for citizenship;

? taking diversity seriously; and

? equalisation of opportunities through a common system of national standards and assessments.

However, in the light of greater government involvement in the minutiae of curriculum reform, mainly through changes in qualifications and examinations, there is clearly a need to ask what sort of evidence is relevant to ‘what works’.  相似文献   

9.
Abstract

Post‐compulsory teacher training in England has been under review, and standards developed by the Further Education Staff Development Forum were to be launched in January 1999 as a precursor to a mandatory qualification for teachers in further education in England and Wales. Until now, many further education colleges have worked in partnership with higher education institutions to run Certificate in Education programmes, which aim to develop both practical teaching skills and critical knowledge and understanding of teaching and learning in a post‐compulsory context. A review of one such programme is outlined here. In a context where further education teachers must help to widen participation and promote lifelong learning, it is argued that any new arrangements for initial teacher training and continuing professional development need to include ‘competence’ in the practical skills involved in teaching and learning, but must also go beyond this, and aim to develop critical knowledge and understanding of the changing context in which staff work. It is argued that turning the new Further Education National Training Organisation standards for further education teachers in England and Wales into a National Vocational Qualification (NVQ) is inadequate to this task. A strengthened partnership between further and higher education providers to develop more robust and coherent approaches to professional capability is advocated.  相似文献   

10.
This paper presents a model dealing with the teacher as manager of self‐directed and interactive learning programs and discusses the value of this model for educators working within continuing and professional education contexts. It provides a framework for the planning, implementation and evaluation of learning programs which promote self‐directed and interactive learning and comprises an outline of phases of learning programs and the roles of teachers (and learners) in these programs.

Major goals related to the process of continuing and professional education today include: promotion of the learners’ ability to work and interact effectively together, fostering their commitment to lifelong learning and development of their self‐directed learning skills. The model presented in this paper is a means of promoting the achievement of these goals. It emphasises the development of skills of independence, self‐direction, interaction, communication, leadership, group membership and conflict resolution. Such skills can be transferred to the workplace to enable adults to accomplish their tasks effectively, achieve their goals, work co‐operatively in teams as leaders and team members and take greater responsibility for their work and continued learning.  相似文献   

11.
信息技术职前教师专业发展途径探究   总被引：1，自引：0，他引：1  
职前教师专业发展是教师终身专业发展的基础阶段,为了促进信息技术职前教师专业发展,探究信息技术职前教师专业发展途径。提出改革与教师专业发展不适应的课程设置,培养教师自主专业发展意识,改革和拓展信息技术教学论教学,加强教育实践和教育研究,从而加速职前教师的成长和发展。  相似文献   

12.
Abstract

Wright and O'Neil's (1995) international survey of promising teaching improvement practices in higher education (HE) placed the existence of teaching support centres close to the top of the thirty‐six item scale. One conclusion that may be drawn from their findings is that many of the responding institutions see the role of academic developer as significant in helping to monitor trends and planning activities that can lead to quality of educational provision. This paper outlines several scenarios relating to learning environments potentially emerging in HE, describes implications for institutional change, and defines key assumptions for bringing about a development culture. Additionally, the paper reviews how these contextual factors may impact on the role of academic developer and concludes with a suggestion for a ‘developers’ curriculum’ that may merit consideration by members of the International Consortium for Educational Development in Higher Education (ICED).  相似文献   

13.
ABSTRACT:?

Government policy aims at a ‘seamless web’ of learning provision. This is exemplified in a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region. The emerging system described is comprehended as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning’ in further, higher and continuing education and training thereafter.  相似文献   

14.
Abstract

This article approaches mentorship through an adult education lens. The author argues that using an adult education design for the initial preparation and continuing professional education of mentors and mentees enhances the value of the educational experience by making it responsive to adult learning needs and by communicating the importance of continuous learning. From this perspective, mentorship is seen as having tremendous potential to make a major contribution to adult learning for educators. By contributing to a philosophy and practice of lifelong learning, mentorship can breathe new life into the education profession.  相似文献   

15.
Abstract

In order to determine the allocation of money for projects in continuing and vocational education, government agencies in the UK are providing more and more opportunities to bid for targeted funding. This article provides an overview of recent changes in funding policy in higher education and examines how such changes have impacted on continuing education deparatments in higher education, pointing up the increasing pressure to bid for UK government and European Union funds to develop provision which was once outside their sphere of operation. There appears to be little or no theoretical account of the effects of the growth in competitive tendering on continuing education, and so the impact of this relatively new funding strategy on staff and institutions is studied in order to assess its efficacy and significance for the sector as a whole. This study contextualises the familiar differences in culture between liberal adult education and vocational endeavours and between continuing education and ‘mainstream’ higher education. It also reinforces recent calls for a coherent policy of funding for continuing education.

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16.
Abstract

This paper examines the proposition that the outcomes of employment‐related initiatives depend on ways in which they relate to the broader context of provision and to patterns of occupational and educational selection. Using data from the 16‐19 Initiative and linked studies, institutional arrangements for the education of 16‐19 year olds in contrasting local education authorities are compared. Relationships between the structures of provision and patterns of educational and training participation and progression will be explored. Finally, comparisons between the ‘mixed’ model of 16‐19 provision as it operates in the UK and the ‘schooling’ models of North America are discussed, with reference to future policy options.  相似文献   

17.
Editorial     
Abstract

The paper addresses one aspect of the ‘New Realities’ of higher education: the employer‐higher education interface. It explores the development of the ‘employability’ agenda in higher education, examines the nature and implication of organisational change for graduates and assesses what attributes graduates will need in the next decade. Flexible organisations need flexible, and increasingly empowered employees; that in turn calls for transformative and empowering learning. The way that higher education might address this, particularly in the context of lifelong learning, is explored.  相似文献   

18.
This article compares and contrasts the views of educational policy makers and consumers within Lincolnshire, an English rural county, using Bourdieu's notion of ‘habitus’ as a vehicle for analysis. The article focuses on the relative importance of education as cultural capital in determining the motivational factors affecting participation in lifelong learning. The article considers lifelong learning in the context of ‘continuing education’. If lifelong learning is characterized into three discrete yet connected phases: the first, ‘full-time education’ from the age of 5 until leaving full-time education at age 16, 18 or 21; the second, the ‘transitional phase’ between school and work at age 16–21; the third, ‘continuing education’ beyond the age of 21; it is the policies and attitudes to this third phase described in this paper. Education for adults rather than simply the education of adults. Interviews with small groups of learners and an experienced manager of lifelong learning policies in Lincolnshire are used to illuminate clear differences between the continuing education providers' expectations of lifelong learning and those of the learners. The conclusions reaffirm the importance of community and cultural tradition in education and highlight the importance of family learning within the rural context.  相似文献   

19.
In 1990 a research and development project set out to identify and promote good practice in continuing vocational education (CVE) in the British universities. This paper explains the origins and approach of this project. It explains the centrality of organisational arrangements to the health and prospects of continuing vocational education, and the different models and assumptions which are commonly encountered, to do with its ‘mainstreaming’ and its supposedly self‐financing nature. Some particular concerns are addressed: the role of specialised units; the evolution of the British extramural tradition into new forms; the relationship with industrial liaison officers; and the supervision of university CVE operations. Desirable elements in the organisation of university continuing education are presented.  相似文献   

20.
Abstract

In this paper I take the opportunity to explore some ideas about the work‐related curriculum which arise, both directly and indirectly, out of several projects with which I have recently been involved, namely, the national evaluations of the Lower Attaining Pupils Programme (Stradling and Saunders, 1991), the management of TVEI Extension (Saunders et.al. 1991), and the operation of Compacts (Saunders and Morris, 1992). The initiatives are (or were) all concerned with providing a work‐related curriculum for young people in their last two years of compulsory schooling, with the aim of easing the transition to adult and working life.

But these evaluations show that if the principle of ‘entitlement’ is not built into work‐related provision, its key messages ‐‐ on relevance and incentives ‐‐ are likely to be unrealised. That the work‐related curriculum needs to be developed through partnership between education and industry is now almost a truism; but partnership is harder to achieve than to eulogise. In particular, clear and precise objectives and consequent criteria of partnership success need to be established, together with a recognition that partners do not necessarily share the same starting points or compatible perspectives. Some process of ‘power‐broking’ may be called for, in order to mediate and match their different needs.  相似文献   

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