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The college sector is facing a growing number of new challenges
caused by technological change, globalisation and the growth of
mass higher education. New Frontiers for College Education
considers the impact these changes have had and explores the
developing role of college education in countries throughout the
world. Whilst analysing the issues associated with providing high
quality vocational education and training, the book also reflects
on the role of colleges in widening access to both further and
higher education. Drawing together contributions from leading
international academics, policymakers and practitioners, the book
explores common themes across these diverse societies, as well as
some of the key challenges experienced within individual countries.
It considers the distinctive contributions that colleges can make
in responding to these challenges through apprenticeships and other
types of vocational education and training. Contributors discuss
the growing emphasis on creating more integrated systems of
tertiary education, recognising that colleges and universities are
now expected to work more closely together and that these diverse
demands can be difficult to reconcile. Providing an authoritative
and timely analysis of the changing role of colleges in
contemporary society, this book will be of great interest to
academics, researchers and postgraduate students in the areas of
further and higher education, vocational education and training,
lifelong learning, and skills development. It should also be
essential reading for policymakers, as well as practitioners
working in colleges and other institutions of higher and further
education.
The college sector is facing a growing number of new challenges
caused by technological change, globalisation and the growth of
mass higher education. New Frontiers for College Education
considers the impact these changes have had and explores the
developing role of college education in countries throughout the
world. Whilst analysing the issues associated with providing high
quality vocational education and training, the book also reflects
on the role of colleges in widening access to both further and
higher education. Drawing together contributions from leading
international academics, policymakers and practitioners, the book
explores common themes across these diverse societies, as well as
some of the key challenges experienced within individual countries.
It considers the distinctive contributions that colleges can make
in responding to these challenges through apprenticeships and other
types of vocational education and training. Contributors discuss
the growing emphasis on creating more integrated systems of
tertiary education, recognising that colleges and universities are
now expected to work more closely together and that these diverse
demands can be difficult to reconcile. Providing an authoritative
and timely analysis of the changing role of colleges in
contemporary society, this book will be of great interest to
academics, researchers and postgraduate students in the areas of
further and higher education, vocational education and training,
lifelong learning, and skills development. It should also be
essential reading for policymakers, as well as practitioners
working in colleges and other institutions of higher and further
education.
This Open University Reader examines the practices of learning and
teaching which have been developed to support lifelong learning,
and the understanding and assumptions which underpin them. The
selection of texts trace the widening scope of academic
understanding of learning and teaching, and considers the
implications for those who develop programmes of learning. It
examines in great depth those theories which have had the greatest
impact in the field, theories of reflection and learning from
experience and theories of situated learning. The implications of
these theories ar examined in relation to themes which run across
the reader, namely, workplace learning, literacies, and the
possibilities offered by information and communication
technologies.
The particular focus of this Reader is on the psychological or
cognitive phenomena that happen in the minds of individual
learners. The readings have been selected to represent a range of
experience in different sectors of education from around the globe.
This Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts included trace the widening scope of academic understandings regarding learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies. The particular focus of this Reader is on the psychological, or cognitive phenomena, that occur in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education and training by authors from around the globe.
This Reader examines the ways in which learning is organised in a diverse range of 'lifelong learning environments'. If we are to harness the full potential of this learning, the structures of both organisations and providers will have to change. Examination is also made of the shift away from seeing formal institutions as the sole providers of education and the increasing recognition of the learning opportunities which exist outside the walls of institutions. The book looks at what types of learning environments promote lifelong learning, how they can be organised to support meaningful learning and what the implications are for managers. Supporting Lifelong Learning Volume II: Organising Learning also elucidates the implications of wider concepts of the learning city, learning region and the learning society. It's editors succeed in combining a fresh and accessible text with a uniquely international dimension.
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