الصفحة 1
الصفحة 1
Non-Formal Education : Flexible Schooling or Participatory Education?
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education.
New Vision 2050 : A Platinum Society
Presents the "New Vision 2050," which adds the concept of the “platinum society” to the “Vision 2050”.The 20th century was a century in which energy led the development of material civilization, resulting in deletion of resources, global warming and climate change. What form should sustainable material and energy take to protect the Earth? The "Vision 2050" was established 20 years ago as a model that we should pursue for the next half century. Fortunately, the world is on course for the Vision 2050.Since the author presented the concept of "Vision 2050" in 1999, the idea has been introduced in two books entitled Vision 2050: Roadmap for a Sustainable Earth (2008) and Beyond the Limits to Growth: New Ideas for Sustainability from Japan(2014). The latter includes a chapter that sheds light on the concept of a “platinum society”. In this publication, the author presents the "New Vision 2050" in more detail.
Meeting Basic Learning Needs in the Informal Sector : Integrating Education and Training for Decent Work, Empowerment and Citizenship
This anthology brings together basic facts and features about basic learning needs and skills of people working and living in the informal economy and presents case studies from different countries examining educational and training strategies for meeting these learning needs. It portrays the grave problems facing educational and training systems vis-á-vis informal sector workers, even as they look at holistic solutions that take into account principles of lifelong learning and innovations in informal, non-formal and formal adult learning, and show a growing awareness that education is a human right of fundamental significance to promoting decent work and humane living conditions.
International Handbook on Globalisation, Education and Policy Research : Global Pedagogies and Policies
The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making.attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications.
International handbook of educational policy
This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy.
Higher Education in the Era of the Fourth Industrial Revolution
This collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs.
Graduate Attributes, Learning and Employability
In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental. By using case studies and theoretical analyses the authors collectively provide a comprehensive and contemporary coverage of the issues concerning generic abilities.
Global perspectives on recognising non-formal and Informal Learning : Why recognition matters
This book deals with the relevance of recognition and validation of non-formal and informal learning in education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders.
Geographical Education in a Changing World : Past Experience, Current Trends and Future Challenges
The status of geography in school curricula varies across the globe. Geography, as a discrete subject, has, in some countries, established a strong position in both primary and secondary schools while in others it has a weaker position, often a component of integrated and cross-curricular arrangements. Globally, the trend is for geography's status to be challenged. A central theme of this book is the location of geography in school curricula with particular reference to centrality and marginality. A second theme relates to the subject status of geography. A third theme relates to the spirit and purpose of school geography and the traditions that underpin the subject and how these are changing. A fourth theme relates to the way geography is being seen by curriculum planners as contributing to the achievement of governmental aims for society in general. A fifth theme concerns the human and material resources infrastructure.
Education and Society in Hong Kong and Macao : Comparative Perspectives on Continuity and Change
The overarching theme of the book, on continuity and change is particularly pertinent following the transition of the two societies of the postcolonial era.This thoroughly-revised and expanded second edition builds on the widely-acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus.Mark Bray is Chair Professor of Comparative Education at the University of Hong Kong.
Diversity and Inclusion in Global Higher Education : Lessons from Across Asia
This book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world
Lifelong Learning, Participation and Equity
In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. In many communities, particularly in regional, rural and disadvantaged areas, there are only limited options for people to undertake learning. Limited participation in learning has the danger of reinforcing people’s alienation from mainstream education and from participation and inclusion in social institutions and economic and community life more generally. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all.
Lifelong Learning : Interpretations of an Education Policy in Europe
In Europe, the idea of Lifelong Learning has developed from an education policy to the most important pedagogic paradigm. The concept was created as an answer to the international education crisis, diagnozed by Philip H. Coombs in 1967. Since the European Year of Lifelong Learning in 1996, it has been regarded as an alternative to deal with the rapid social, political and economic changes of the modern world. Andrea Óhidy shows the genesis of the concept and its development towards a pedagogic paradigm. She investigates the relations between the concept of Lifelong Learning and school education and points out the most important links between Lifelong Learning and adult education.
Lifelong Learning - Signs, Discourses, Practices
This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education. The text explores the different ways in which learning conveys meaning and is given meaning. Given this, lifelong learning therefore is a way, and a significant way, in which learning is fashioned. The text then explores the notion that, if learning is lifelong and lifewide, what precisely is learning as distinct from other social practices and how those practices are given meaning as learning.
Landscapes of Lifelong Learning Policies across Europe : Comparative Case Studies
This book explores different landscapes of Lifelong Learning policies (LLP), producing case-based examinations of their institutional, discursive, and relational dimensions. Across Europe, young people develop their life courses amidst diverse living conditions and are confronted with a variety of institutional and structural arrangements that impact on their opportunities in education and labour. Considering the relevance of LLP in shaping those opportunities, the chapters draw from multi-level, mixed-methods research and offer original insights on the interplay of discourses and governance patterns in the processes of policy-making and deliverance. The book yields noteworthy insights into the widely differing realities across the European landscape, and also into the diverging ways young people deal with and actively participate in LLP.
Challenges and negotiations for women in higher education
There is much ambivalence in women’s experience of the academy as teachers and students. Although today many more women follow academic careers than in the past, they do not find the welcome that they had hoped for and expected. Additionally, women students find that whilst they can now enter through the doors of universities, academic space remains embedded in structures and cultures of gender and social class. This book is a clear and accessible exploration of lifelong learning and educational opportunities for women in higher education. It has been developed from work undertaken by members of the Women in Higher Education Network with chapters organised in three thematic sections: Ambivalent Positions in the Academy / Process and Pedagogy at Work / Career – Identity – Home
AI in learning : Designing the future
AI (artificial intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning.
