The Learning University: Towards a New Paradigm? |
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˹éÒ vii
The book uses as a starting - point the 1991-2 to 1994-5 bids made by the
universities to the Universities Funding Council ( UFC ) for funding generally .
Continuing education ( CE ) is often , as the author argues , a ' conduit for the
entry of new ...
The book uses as a starting - point the 1991-2 to 1994-5 bids made by the
universities to the Universities Funding Council ( UFC ) for funding generally .
Continuing education ( CE ) is often , as the author argues , a ' conduit for the
entry of new ...
˹éÒ 10
After the bids ( or offers ) and planning statements came in to the UFC and had
been analysed by panels of advisers , there followed a period of confusion and
acute consternation late in 1990. The Council announced that bids were ...
After the bids ( or offers ) and planning statements came in to the UFC and had
been analysed by panels of advisers , there followed a period of confusion and
acute consternation late in 1990. The Council announced that bids were ...
˹éÒ 36
This section allowed bids for ongoing liberal adult education , for new
developments in continuing vocational education and for CE research . Because
our interest is in the central transformation of universities towards a lifelong
learning model ...
This section allowed bids for ongoing liberal adult education , for new
developments in continuing vocational education and for CE research . Because
our interest is in the central transformation of universities towards a lifelong
learning model ...
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Old Assumptions and New Practices I | 1 |
Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 28 |
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academic academic staff activities adult aims appear 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