The Learning University: Towards a New Paradigm? |
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˹éÒ 26
not unacceptable in universities either , if much less used there . 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 ...
not unacceptable in universities either , if much less used there . 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 ...
˹éÒ 78
University teaching appears vulnerable on two counts : it is more costly , yet less
systematic on matters of quality , than that of the polytechnics . It is little wonder
that quality features prominently in planning 78 The Learning University.
University teaching appears vulnerable on two counts : it is more costly , yet less
systematic on matters of quality , than that of the polytechnics . It is little wonder
that quality features prominently in planning 78 The Learning University.
˹éÒ 118
The guild or college gets less and less exclusive . Some planning statements
allude to mobilizing and strengthening non - traditional part - time staff . Almost all
universities and polytechnics ahead of them ) are loosening their meaning of ...
The guild or college gets less and less exclusive . Some planning statements
allude to mobilizing and strengthening non - traditional part - time staff . Almost all
universities and polytechnics ahead of them ) are loosening their meaning of ...
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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