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  • MPI Ethno. Forsch.  (4)
  • English  (4)
  • Hungarian
  • 2020-2022
  • 2010-2014  (4)
  • 2014  (4)
  • Rotterdam : SensePublishers  (4)
  • Education  (4)
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  • MPI Ethno. Forsch.  (4)
  • BSZ  (4)
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  • English  (4)
  • Hungarian
Years
  • 2020-2022
  • 2010-2014  (4)
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  • 1
    Online Resource
    Online Resource
    Learning across Generations in Europe : Contemporary Issues in Older Adult Education (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462099029
    Language: English
    Pages: Online-Ressource (Approx. 230 p, online resource)
    Series Statement: Research on the Education and Learning of Adults
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Learning across Generations in Europe: Contemporary Issues in Older Adult Education
    Parallel Title: Erscheint auch als Learning across generations in Europe
    RVK:
    DW 1800
    RVK:
    MS 2700
    Keywords: Adult education ; Older people Education ; Education ; Education
    Abstract: Preliminary Material /Bernhard Schmidt-Hertha , Sabina Jelenc Krašovec and Marvin Formosa -- Introduction /Bernhard Schmidt-Hertha , Sabina Jelenc Krašovec and Marvin Formosa -- Lifelong Learning in Later Life /Marvin Formosa -- Older Men’s Learning and Conviviality /Barry Golding -- Education and Empowerment in Later Life /Esmeraldina Veloso and Paula Guimarães -- E-learning: An Opportunity for Older Persons /Veronika Thalhammer -- Older Adults as Active Learners in the Community /António Fragoso -- Conceptual Basis for Learning /Dominique Kern -- Temporary Exit from Employment /Alfredo Alfageme -- Lifelong Learning and Skills Development in the Context of Innovation Performance /Tarja Tikkanen -- Learning for Disadvantaged Seniors /Georgios K. Zarifis -- Voluntary Work as the Seniors’ Space for Learning /Małgorzata Malec-Rawiński -- Different Concepts of Generation and Their Impact on Intergenerational Learning /Bernhard Schmidt-Hertha -- What Grows in Gardens? /Barry J. Hake -- Intergenerational Learning in Different Contexts /Sonja Kump and Sabina Jelenc Krašovec -- Older Adults as Active Members of Non-Governmental Organisations /Irena Žemaitaitytė -- Intergenerational Learning and Social Capital /Ann-Kristin Boström -- Conclusion /Marvin Formosa , Sabina Jelenc Krašovec and Bernhard Schmidt-Hertha -- About the Contributors /Bernhard Schmidt-Hertha , Sabina Jelenc Krašovec and Marvin Formosa.
    Abstract: FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! Learning across Generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults’ education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors’ intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults
    Description / Table of Contents: CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; THE EUROPEAN SOCIETY FOR RESEARCH ON THE EDUCATION OF ADULTS (ESREA); 1. INTRODUCTION: Older Adult Education and Intergenerational Learning; THE STORY SO FAR; CONTENT AND STRUCTURE; REFERENCES; SECTION 1: THEORY AND POLICY ISSUES; 2. LIFELONG LEARNING IN LATER LIFEL: Policies and Practices; INTRODUCTION; OLDER ADULT LEARNING; POLICY AND OLDER ADULT LEARNING; GOOD PRACTICE IN OLDER ADULT LEARNING; FUTURE POLICY DIRECTIONS; CONCLUSION; REFERENCES; 3. OLDER MEN'S LEARNING AND CONVIVIALITY; INTRODUCTION
    Description / Table of Contents: MOVING FROM CONVENTIONAL EDUCATION AND TRAINING TO THE PERIPHERYDRAWING CONCLUSIONS ABOUT OLDER MEN LEARNING; OLDER MEN AS LEARNERS: SOME INTERNATIONAL COMPARISONS; PROLIFERATION OF MEN'S SHEDS; MEN'S SHEDS REVEALED; Evidence of one shed's engagement with and contribution to its community; An academic's blog response to the conviviality of men's sheds; Personalising men's sheds as a form of intergenerational practice; DISCUSSION: CONVIVIALITY, SHEDS AND SOCIAL TRANSFORMATION; Would Illich and Freire Have Liked Men's Sheds?; CONCLUSION: LIFELONG AND LIFEWIDE LEARNING BY OLDER MEN
    Description / Table of Contents: ACKNOWLEDGEMENTNOTES; REFERENCES; 4. EDUCATION AND EMPOWERMENT IN LATER LIFE; INTRODUCTION; ADULT EDUCATION; FROM EDUCATIONAL GERONTOLOGY …; … TO CRITICAL EDUCATIONAL GERONTOLOGY; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 5. E-LEARNING: AN OPPORTUNITY FOR OLDER PERSONS; INTRODUCTION; ICT AS A LEARNING FIELD; OLDER ADULTS AND MEDIA USE; E-LEARNING IN TEACHING AND LEARNING SITUATIONS; e-Learning as a Diffuse Term; Different Forms of e-Learning; Benefits of e-Learning; EXISTING E-LEARNING OPPORTUNITIES FOR OLDER PERSONS; Existing Opportunities of e-Learning Programmes
    Description / Table of Contents: Integration of e-Learning into Educational ProgrammesPROBLEMS CONCERNING THE USE OF E-LEARNING IN EDUCATION SETTINGS FOR OLDER PERSONS; CONCLUSION AND FUTURE POSSIBILITIES; REFERENCES; 6. OLDER ADULTS AS ACTIVE LEARNERS IN THE COMMUNITY; INTRODUCTION; OLDER ADULTS AND LEARNING IN PORTUGAL: A GENERAL PICTURE; OLDER ADULTS AND LEARNING: THE ROLE OF POLICY; OLDER ADULTS AND LEARNING: THE ROLE OF ADULT EDUCATION; CONCLUDING REMARKS; AKNOWLEDGMENT; NOTES; REFERENCES; SECTION 2: PARTICIPATION AND PROGRAMMES; 7. CONCEPTUAL BASIS FOR LEARNING: Frameworks for Older Adult Learning; INTRODUCTION
    Description / Table of Contents: CONCEPTUAL APPROACHES TO TEACHING OLDER ADULTSGerontagogy and Geragogy1: The German Origins; Educational Gerontology Conceptualised by Peterson; Three Specific Approaches that Use the Terms Geragogy and Gerontagogy; Critical Gerogogy; Gerontagogy as One Part of a Dual Approach; Geragogy Based on Humanistic Psychology; Full Continuing Education6; OBSERVATIONS: ANALOGIES AND DIFFERENCES; Analogies; Main Difference: Argumentation of Epistemological Anchorage; Two Different Epistemological Foundations: Gerontology and Education Sciences
    Description / Table of Contents: INSTEAD OF A CONCLUSION: PROPOSAL OF TRHEE EPISTEMOLOGICAL ELEMENTS ESSENTIAL FOR REFLEXION IN CONNECTION WITH TEACHING OLDER ADULTS
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-902-9
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 2
    Online Resource
    Online Resource
    Global Challenges, Local Responses in Higher Education : The Contemporary Issues in National and Comparative Perspective (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095816
    Language: English
    Pages: Online-Ressource (VIII, 242 p, online resource)
    Series Statement: Higher Education Research in the 21st Century Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Global Challenges, Local Responses in Higher Education: The Contemporary Issues in National and Comparative Perspective
    RVK:
    DM 1000
    Keywords: Education, Higher ; Educational change ; Higher education and state ; Education ; Education ; Vergleichende Bildungsforschung ; Hochschulforschung
    Abstract: Preliminary Material /Jelena Branković , Manja Klemenčić , Predrag Lažetić and Pavel Zgaga -- Global Challenges, Local Responses in Higher Education: An Introduction /Pavel Zgaga , Jelena Branković , Manja Klemenčić and Predrag Lažetić -- Coarsely Ground /Mitchell Young -- Knowledge Society/Economy and Managerial Changes: New Challenges for Portuguese Academics /Rui Santiago , Teresa Carvalho and Andreia Ferreira -- Croatian Academics and University Civic Mission Integration: Possibilities and Constraints /Bojana Ćulum -- Crossing the Borders /Michele Rostan and Flavio A. Ceravolo -- A Career Outside the Academy? Doctorate Holders in the Finnish Professional Labour Market /Arja Haapakorpi -- Early Career Researchers Training: The Construction and Maintenance of Academic Prestige in Changing Environments /Emilia Primeri and Emanuela Reale -- Participation as a Form of Socialisation How a Research Team Can Support Phd Students in Their Academic Path /Viviana Meschitti and Antonella Carassa -- Strategic Actor-Hood and Internal Transformation /Rómulo Pinheiro and Bjørn Stensaker -- The Permanent Liminality Transition and Liminal Change in the Italian University /Massimiliano Vaira -- Between Western Ideals and Post-Conflict Reconstruction /Klemen Miklavič and Janja Komljenovič -- Mapping Portuguese Institutional Policies on Access Against the European Standards and Guidelines /Orlanda Tavares , Sónia Cardoso and Cristina Sin.
    Abstract: The volume offers state-of-the art contributions in the intersection of academic profession, research training and institutional governance. They reflect the profound interest of contemporary researchers in the questions of how the contemporary higher education reforms across Europe affect university governance and especially the roles and functions of academics. The volume includes several contributions from the peripheral and developing higher education systems of Central and South-East Europe; hence, attempting to rebalance the European profile of higher education research and at the same time contribute to the most salient debates in the field. This book confirms, once again, that the higher education research landscape is a diverse and rich one. At the same time, these diverse cases have at least one commonality—the fact that even though they are located in different higher education systems, they address issues that, albeit as a rule context-specific, can be found in all parts of Europe and beyond. Certainly, the local responses to the hereby addressed global challenges represent a mere snapshot of a broader landscape the European higher education dynamics is
    Description / Table of Contents: TABLE OF CONTENTS; INTRODUCTION; GLOBAL CHALLENGES, LOCAL RESPONSES IN HIGHER EDUCATION: AN INTRODUCTION; I; II; III; IV; V; VI; NOTES; REFERENCES; PART 1: ACADEMIC PROFESSION; COARSELY GROUND: Developing the Czech System of Research Evaluation; INTRODUCTION; THE ROLE OF NPM IN UNIVERSITY-BASED RESEARCH POLICY; UNIVERSITY DYNAMICS IN THE CZECH REPUBLIC; THE DEVELOPMENT OF THE EVALUATION METHODOLOGY; Tracking the Yearly Changes; CONCLUSION; ACKNOWLEDGEMENTS; NOTE; BIBLIOGRAPHY; AFFILIATIONS; KNOWLEDGE SOCIETY/ECONOMY AND MANAGERIAL CHANGES: NEW CHALLENGES FOR PORTUGUESE ACADEMICS; INTRODUCTION
    Description / Table of Contents: CHANGES IN THE PORTUGUESE HIGHER EDUCATION INSTITUTIONAL, ORGANISATIONAL AND PROFESSIONAL LANDSCAPE: AN OVERALL VIEWSUMMARISING THE SURVEY METHODOLOGICAL STRATEGIES: DATA COLLECTION AND SAMPLE CHARACTERISTICS; FINDINGS: CHANGES IN THE ACADEMIC PROFESSION: STATE POLICIES, ORGANISATION AND KNOWLEDGE PRODUCTION; The Role of the State in Financing and Organising Higher Education; Deans' and Heads' Perceptions of the Changes in the Decision-Making Processes of Higher Education Institutions; Deans' and Heads' Perceptions of the Influence of Knowledge Society in the Academic Profession
    Description / Table of Contents: Unit Heads' Overall View on Changes in the Academic Profession: Autonomy and Social PrestigeCONCLUSIONS; ACKNOWLEDGEMENTS; NOTE; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; CROATIAN ACADEMICS AND UNIVERSITY CIVIC MISSION INTEGRATION: POSSIBILITIES AND CONSTRAINTS; INTRODUCTION; UNIVERSITY CIVIC MISSION AND THE IMPORTANT ROLE ACADEMICS PLAY; CROATIAN ACADEMICS AND UNIVERSITY CIVIC MISSION - RESEARCH METHODOLOGY; RESEARCH RESULTS AND THEIR IMPLICATIONS ON POSSIBILITIES AND CONSTRAINTS FOR CIVIC MISSION INTEGRATION AT CROATIAN UNIVERSITIES
    Description / Table of Contents: Who is (More) Ready for Introducing Change Into Teaching and Research?Academics' Reflection on the Civic Mission; Incentives: Institutional Support as Motivation for Civic Mission Integration; FINAL REMARKS; NOTES; REFERENCES; AFFILIATIONS; CROSSING THE BORDER: SInvestigating Social and Economic Forces Shaping International AcademicMobility International Academic Mobility; CONCEPTS AND DEFINITIONS; THE CHANGING ACADEMIC PROFESSION SURVEY; TYPES OF INTERNATIONAL ACADEMIC MOBILITY; EXPLAINING INTERNATIONAL ACADEMIC MOBILITY; PREDICTORS AND CONTROL VARIABLES
    Description / Table of Contents: FACTORS SHAPING INTERNATIONAL ACADEMIC MOBILITYEarly in Life: Educational Circulation; Early in Life: Educational Migration; Late in Life: Short-Term & Long-Term Professional Circulation; Late in Life: Job Migration; CONCLUSIONS; NOTES; REFERENCES; AFFILIATIONS; APPENDIX; PART 2: RESEARCH TRAINING; A CAREER OUTSIDE THE ACADEMY? DOCTORATE HOLDERS IN THE FINNISH PROFESSIONAL LABOUR MARKET; INTRODUCTION; DEMAND FOR AND SUPPLY OF A DOCTORAL LABOUR FORCE IN THE KNOWLEDGE-BASED ECONOMY; Doctoral Training and Employment Prospects; Study Problem; METHODOLOGY AND DATA
    Description / Table of Contents: FINDINGS AND ANALYSIS-EXPLORING EMPLOYMENT
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-581-6
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 3
    Online Resource
    Online Resource
    Leading For Educational Lives : Inviting and Sustaining Imaginative Acts of Hope in a Connected World (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095540
    Language: English
    Pages: Online-Ressource (XIV, 210 p, online resource)
    Series Statement: Critical Issues in the Future of Learning and Teaching
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Leading for Educational Lives: Inviting and Sustaining Imaginative Acts of Hope
    RVK:
    DI 1009
    Keywords: Educational leadership ; Education ; Education ; Bildungsforschung ; Bildungsplanung ; Bildungspolitik ; Bildungsplanung
    Abstract: Preliminary Material /John M. Novak , Denise E. Armstrong and Brendan Browne -- Education Matters, Really /John M. Novak , Denise E. Armstrong and Brendan Browne -- The Inviting Perspective /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading From the Inside Out /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing and Mentoring Your Educational Self /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading Others /John M. Novak , Denise E. Armstrong and Brendan Browne -- Artfully Managing Conflict, Really /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading for Valued Knowledge /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing Educational Sensibilities /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading Educational Communities /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing a Starfish /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading Within and Beyond Schools /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing Schools for a More Inclusive World /John M. Novak , Denise E. Armstrong and Brendan Browne -- Hope for Educational Leadership /John M. Novak , Denise E. Armstrong and Brendan Browne -- Appendix A /John M. Novak , Denise E. Armstrong and Brendan Browne -- Appendix B /John M. Novak , Denise E. Armstrong and Brendan Browne -- References /John M. Novak , Denise E. Armstrong and Brendan Browne -- Index /John M. Novak , Denise E. Armstrong and Brendan Browne -- About the Authors /John M. Novak , Denise E. Armstrong and Brendan Browne.
    Abstract: This book is written for the growing number of people (teachers, administrators, support staff, parents, and community members) throughout the world who wish to face the challenges of school leadership in ways that feel right, make sense, and contribute to sustaining defensible educational practices. Using and extending the evolving core ideas of the global inviting school movement, it provides a hopeful approach to educational leadership, management, and mentorship that combines philosophical defensibility, administrative savvy, and illustrative stories. A systematic framework for examining the challenges of educational leadership, the Educational LIVES model, is used to organize the book. It is centred on the idea that leadership is fundamentally about people and the caring and ethical relationships they establish with themselves, others, values and knowledge, institutions, and the larger human and other-than-human world. Emphasized throughout the book are the special quality of relationships needed to appreciate individuals in their uniqueness and the types of messages that intentionally call forth their potential to live educational lives. We call this approach the inviting perspective and offer the experiences of educators from around the world who put imaginative acts of hope into practice daily as they lead, manage, and mentor
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION; PART 1:EDUCATIONAL LIVES SEEN FROM AN INVITING PERSPECTIVE; CHAPTER 1: EDUCATION MATTERS, REALLY; WORDS MATTER; EDUCATIONAL LIVING MATTERS; IDEALS AND INSTITUTIONS MATTER; ORCHESTRATING IDEALS AND CONVENTIONS MATTER; COMPARISONS MATTER; STRUCTURES MATTER; MENTORING CONVERSATIONS; CHAPTER 2: THE INVITING PERSPECTIVE; LEADING WITH INTEGRITY; PERSPECTIVES ON PERSPECTIVES; MEANINGFUL MESSAGES; LIVING FOUNDATIONS; Democratic Ethos; The Perceptual Tradition; Self-Concept Theory; WORKING WITH INVITATIONS; AREAS OF INVITING
    Description / Table of Contents: Inviting Oneself PersonallyInviting Others Personally; Inviting Oneself Professionally; Inviting Others Professionally; MENTORING CONVERSATIONS; PART 2: IMAGINATIVELY LEADING, MANAGING, AND MENTORING EDUCATIONAL LIVES; CHAPTER 3: LEADING FROM THE INSIDE OUT; CORE AUTHENTICITY; ESCAPING REALITY; METAPERCEPTIONS; UNDERSTANDING SELF-SYSTEMS; THE IMPORTANCE OF EXPERIENCE; MENTORING CONVERSATIONS; CHAPTER 4: MANAGING AND MENTORING YOUR EDUCATIONAL SELF; THE IMPORTANCE OF CHOICES; DEVELOPING PRACTICAL WISDOM; EDUCATIONAL LIFE STRATEGIES; SAVOURING DAILY LIFE; ATTENDING TO SELF-MENTORING
    Description / Table of Contents: PROBING INNER CONVERSATIONSBECOMING REFLECTIVE PRACTIONERS; TRUSTING ONESELF; RESPECT ONESELF; THOUGHTFUL OPTIMISM; MANAGING PERSONAL WELLNESS; MENTORING CONVERSATIONS; CHAPTER 5: LEADING OTHERS; THE PERCEPTUAL CORE OF INTERACTION; LIVING COMMUNICATION; IMPORTANCE OF RELATIONSHIPS; SUSTAINED ACTION; Being Ready; Doing With; FOLLOWING THROUGH; MENTORING CONVERSATIONS; CHAPTER 6: ARTFULLY MANAGING CONFLICT, REALLY; INTERPERSONAL TENSIONS; Using the Six Cs; Concern; Confer; Consult; Confront; Combat; Conciliate; MANAGING PHILOSOPHICAL DIFFERENCES; MENTORING CONVERSATIONS
    Description / Table of Contents: CHAPTER 7: LEADING FOR VALUED KNOWLEDGEPROMOTING A POSITIVE AND REALISTIC SELF-CONCEPT-AS-LEARNER; Relating; Asserting; Investing; Coping; LEADING MINDFUL LEARNING; VALUED KNOWLEDGE; MENTORING CONVERSATIONS; CHAPTER 8: MANAGING EDUCATIONAL SENSIBILITIES; CONSIDER CARING; DIALOGUE ON INVITATIONAL LEARNING; SUCCESSFUL INTELLIGENCE; MAKING TOUGH CHOICES; MENTORING CONVERSATIONS; CHAPTER 9: LEADING EDUCATIONAL COMMUNITIES; STRUCTURE, FREEDOM, AND COMPLEXITY; EDUCATIONAL METAPHORS (FACTORY VS. FAMILY); SCHOOLS AS EFFICIENT FACTORIES; SCHOOLS AS INVITING FAMILIES
    Description / Table of Contents: IMAGINING AN INVITING FAMILY SCHOOLTHE ESSENTIAL FOCUS OF AN INVITING FAMILY SCHOOL; MENTORING CONVERSATIONS; CHAPTER 10: MANAGING A STARFISH; STARFISH POWER; INVITING MEANINGFUL CHANGE; MENTORING CONVERSATIONS; CHAPTER 11: LEADING WITHIN AND BEYOND SCHOOLS; SAVOURING REALITY IN A COMPLEX WORLD; UNDERSTANDING THE COMPLEXITY OF THE PRESENT; BETTERING CONFLICTING POSSIBILITIES; DEEPENING EDUCATIONAL DEMOCRACY; MENTORING CONVERSATIONS; CHAPTER 12: MANAGING SCHOOLS FOR A MORE INCLUSIVE WORLD; MANAGING TO TAKE THE SCHOOL OUTSIDE; WORKING WITH OTHER SCHOOLS; WORKING FROM HOME
    Description / Table of Contents: INVITATIONAL GOVERNANCE
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-554-0
    URL: Volltext  (lizenzpflichtig)
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  • 4
    Online Resource
    Online Resource
    Selling Out Education : National Qualifications Frameworks and the Neglect of Knowledge (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095786 , 9789462095762 , 9789462095779
    Language: English
    Pages: Online-Ressource (XXVIII, 274 p, online resource)
    Series Statement: The Knowledge Economy and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Allais, Stephanie Selling out education
    RVK:
    DF 4000
    RVK:
    DI 1000
    Keywords: Competency-based education ; Vocational qualifications ; Education ; Education Economic aspects ; Education ; Informationsgesellschaft ; Bildung ; Fähigkeit ; Qualifikation ; Rahmenrichtlinie ; Wissen
    Abstract: Preliminary Material -- Qualifications -- Plus La Meme Chose -- Something New, Something Old -- Something Borrowed, Something Sold -- Cure or Symptom? -- Knowledge, Outcomes, and the Curriculum -- Who is Right? -- Where is it Going? -- Lessons and Alternative Directions -- Afterword: Africa, 2025 -- References.
    Abstract: Selling Out Education argues that basing education policy on qualifications and learning outcomes—dramatized by the phenomenal expansion of qualifications frameworks—is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility
    Description / Table of Contents: TABLE OF CONTENTS; LIST OF FIGURE AND BOXES; ACKNOWLEDGEMENTS; INTRODUCTION: FIRST AS FARCE, THEN AS TRAGEDY….; NOTE; A NOTE ON TERMINOLOGY; CHAPTER 1: QUALIFICATIONS: Culture, Currency, Commodity; 'RELEVANT' EDUCATION AS THE SOLUTION TO ECONOMIC AND SOCIETAL PROBLEMS; QUALIFICATIONS, CURRICULUM, ECONOMY; WHAT CAN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKS DO FOR YOU?; AN EXPLOSION OF QUALIFICATIONS FRAMEWORKS AND LEARNING OUTCOMES; EVIDENCE OR IDEOLOGY-BASED POLICY?; ENDNOTES; CHAPTER 2: PLUS LA MEME CHOSE: The Early History of Learning Outcomes and Learner Centredness
    Description / Table of Contents: LOOKING BACK ON LEARNING OUTCOMESLOOKING BACK ON LEARNER-CENTREDNESS; THE PENDULUM OF IDEAS; ENDNOTES; CHAPTER 3: SOMETHING NEW, SOMETHING OLD: The Rise of Neoliberalism and the First Institutionalization of Outcomes-Based Qualifications; NEOLIBERALISM; THE UNITED KINGDOM AND AUSTRALIA; Common Threads; Achievements in Australia and the United Kingdom; AN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKIN NEW ZEALAND; Political and Economic Drivers; Achievements in New Zealand; MOVING OUT; ENDNOTES
    Description / Table of Contents: CHAPTER 4: SOMETHING BORROWED, SOMETHING SOLD: Outcomes, Competences, and Qualifications Frameworks Spread to the Developing WorldSOUTH AFRICA; High Hopes for Learning Outcomes; Policy Borrowing; New Structures, New Qualifications; Outcomes-Based Education for the School System; Failures of the NQF in South Africa; A Revised Framework; SIMILAR TRAJECTORIES IN OTHER POOR AND MIDDLE INCOME COUNTRIES; Unused Qualifications; The Regulatory State and Weak Institutions; Reiterations of Policies and Complex Institutions; Vocational Education Focus; Recognition of Prior Learning; Differences
    Description / Table of Contents: CONCLUSIONENDNOTES; CHAPTER 5:CURE OR SYMPTOM?: Why Outcomes-Based Qualifications Frameworks Don't Improve Education/Labour Market Relationships; BRINGING EDUCATION CLOSER TO LABOUR MARKETS THROUGH EMPLOYER-SPECIFIED COMPETENCES; THREE 'LOGICS' OF LABOUR MARKET ORGANIZATION; LABOUR MARKETS, TRAINING, AND QUALIFICATION REFORM; SOCIAL POLICY, TRAINING, AND QUALIFICATIONS REFORM; OTHER PROBLEMS WITH EMPLOYER-SPECIFIED COMPETENCES; LABOUR MOBILITY AND QUALIFICATIONS FRAMEWORKS: 'TRANSPARENCY' AND INTERPRETATION; CONCLUSION; ENDNOTES; CHAPTER 6: KNOWLEDGE, OUTCOMES, AND THE CURRICULUM
    Description / Table of Contents: INTRODUCTIONKNOWLEDGE AND LEARNING OUTCOMES; IMPLIED, 'EMBEDDED', AND 'UNDERPINNING' KNOWLEDGE; KNOWLEDGE AS FLAT; THE SPIRAL OF SPECIFICATION; THE SPIRAL OF SPECIFICATION IN PRACTICE: THE SOUTH AFRICAN CASE; STRUCTURED, ORGANIZED, COMPLEX BODIES OF KNOWLEDGE; LEARNING OUTCOMES AND CURRICULUM COHERENCE; ENDNOTES; CHAPTER 7: WHO IS RIGHT?: Learning Outcomes and Economics Imperialism; NEOCLASSICAL ECONOMICS AND ECONOMICS IMPERIALISM; Capitalizable Humans; A Brief Word on Capital and Other 'Capitals; Second Expanded Imperialist Phase; ECONOMICS IMPERIALISM AND QUALIFICATIONS FRAMEWORKS
    Description / Table of Contents: LEFT-WING SUPPORT FOR LEARNING OUTCOMES AND QUALIFICATIONS FRAMEWORKS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-578-6
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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