The Learning University: Towards a New Paradigm? |
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˹éÒ 21
The words are enterprise , capability , competence and partnership . The
agencies particularly , though in no sense exclusively , identified with them are
TEED , the RSA , NCVQ and , a different kind of body again , CIHE . I concentrate
mainly ...
The words are enterprise , capability , competence and partnership . The
agencies particularly , though in no sense exclusively , identified with them are
TEED , the RSA , NCVQ and , a different kind of body again , CIHE . I concentrate
mainly ...
˹éÒ 25
With more holistic emphasis on the development of the person , including
building up people's confidence and competence through opportunities to take
responsibility for their own learning and to relate it to their own development , and
to the ...
With more holistic emphasis on the development of the person , including
building up people's confidence and competence through opportunities to take
responsibility for their own learning and to relate it to their own development , and
to the ...
˹éÒ 26
Insofar as competence is identified with national vocational qualifications ( NVQs
) , and equated with the work of the NCVQ , it is much less well known or
understood . Insofar as it is understood in the NVQ sense , it is also less
acceptable to ...
Insofar as competence is identified with national vocational qualifications ( NVQs
) , and equated with the work of the NCVQ , it is much less well known or
understood . Insofar as it is understood in the NVQ sense , it is also less
acceptable to ...
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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