The Learning University: Towards a New Paradigm? |
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˹éÒ xiv
Universities have expressed , to the Universities Funding Council and in other
ways , their aspirations to provide continuing education and to operate more like
lifelong learning centres . The concluding chapter asks how much further such ...
Universities have expressed , to the Universities Funding Council and in other
ways , their aspirations to provide continuing education and to operate more like
lifelong learning centres . The concluding chapter asks how much further such ...
˹éÒ 119
To repeat the dismal theme of early chapters : much teaching in higher education
is of the traditional didactic sort , much learning is passive in nature .... The
organised support of lifelong learning by means of a system of lifelong education
is ...
To repeat the dismal theme of early chapters : much teaching in higher education
is of the traditional didactic sort , much learning is passive in nature .... The
organised support of lifelong learning by means of a system of lifelong education
is ...
˹éÒ 125
A Guide for Chief Executives . London , DTI . Duke , C. ( 1976 ) . Australian
Perspectives on Lifelong Education . Melbourne , ACER . Duke , C. ( 1982 ) . "
Evolution of the recurrent education concept , International Journal of Lifelong
Education ...
A Guide for Chief Executives . London , DTI . Duke , C. ( 1976 ) . Australian
Perspectives on Lifelong Education . Melbourne , ACER . Duke , C. ( 1982 ) . "
Evolution of the recurrent education concept , International Journal of Lifelong
Education ...
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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