The Learning University: Towards a New Paradigm? |
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˹éÒ 1
It has been said that a rose by any other name would smell as sweet - but
changing the terms , fostering new discourse , acknowledging a new paradigm ,
can in themselves assist a shift of values and assumptions which makes new
practices ...
It has been said that a rose by any other name would smell as sweet - but
changing the terms , fostering new discourse , acknowledging a new paradigm ,
can in themselves assist a shift of values and assumptions which makes new
practices ...
˹éÒ 46
Acknowledging a de facto shift from initial towards recurrent education may ,
however , by now come more easily . In the education system at large , the de
facto mainstreaming of adult education is an acknowledged fact : " y . Educational
...
Acknowledging a de facto shift from initial towards recurrent education may ,
however , by now come more easily . In the education system at large , the de
facto mainstreaming of adult education is an acknowledged fact : " y . Educational
...
˹éÒ 83
Use of the new discourse introduced in Chapter 2 may betray a shift in thought .
Modularization and credit - rating allow new measures of success . Some
institutions refer explicitly to equal opportunity in their planning statements , with
regard ...
Use of the new discourse introduced in Chapter 2 may betray a shift in thought .
Modularization and credit - rating allow new measures of success . Some
institutions refer explicitly to equal opportunity in their planning statements , with
regard ...
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Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 39 |
Out of the Box Continuing Education Universitywide | 45 |
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academic academic staff activities adult aims appraisal areas arrangements association become bids British central centres Chapter claim colleges commitment competence concerned continuing education Council courses culture curriculum demand departments direction distinct especially examine formal full-time funding further Government groups HEIs higher education idea important increase individual industry initial institutions kinds less lifelong learning look major mature means measures ment mention mission modularization nature needs non-traditional numbers objectives offers older Open organization paradigm part-time partnership perhaps planning statements polytechnics practice present professional programmes questions refer regional require responsibility role sense separate shift social society staff development standards success teaching tion traditional undergraduate Unit universities widening wider young