World Yearbook of Education 1979 PDF Download

Author: Tom Schuler
Publisher: Routledge
ISBN: 1136167927
Category : Education
Languages : en
Pages : 330

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Book Description
Published in the year 2005, World Yearbook of Education 1979 is a valuable contribution to the field of Major Works.

Author: Eric Hoyle
Publisher: Routledge
ISBN: 1136167854
Category : Education
Languages : en
Pages : 413

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Book Description
Published in 2005, "World Yearbook of Education 1980" is an important contribution to the Major Works Series.

Author: Jacquetta Megarry
Publisher: Routledge
ISBN: 113616779X
Category : Education
Languages : en
Pages : 398

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Book Description
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Sandra Acker
Publisher: Routledge
ISBN: 113616765X
Category : Education
Languages : en
Pages : 353

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Book Description
Published in the year 2005, World Yearboook of Education 1984 is a valuable contribution to the field of Major Works.

Author: Jacquetta Megarry
Publisher: Taylor & Francis
ISBN: 9780415392976
Category :
Languages : en
Pages : 414

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Book Description
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 930

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Book Description

Author: David N. Aspin
Publisher: Springer Science & Business Media
ISBN: 9400723601
Category : Education
Languages : en
Pages : 1011

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Book Description
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.

Author: Sotiria Grek
Publisher: Routledge
ISBN: 1000245470
Category : Computers
Languages : en
Pages : 297

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Book Description
Providing a comprehensive introduction to the topic of accountability and datafication in the governance of education, the World Yearbook of Education 2021 considers global policy dynamics and policy enactment processes. Chapters pay particular attention to the role of international organizations and the private sector in the promotion of performance-based accountability (PBA) in different educational settings and at multiple policy scales. Organized into three sections, chapters cover: the global/local construction of accountability and datafication; global discourse and national translations of performance-based accountability policies; and enactments and effects of accountability and datafication, including controversies and critical issues. With carefully chosen international contributions from around the globe, the World Yearbook of Education 2021 is ideal reading for anyone interested in the future of accountability and datafication in the governance of education.

Author: Paul Bélanger
Publisher: Springer Science & Business Media
ISBN: 9780792335108
Category : Education
Languages : en
Pages : 224

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Book Description
The basic aim of this special issue is to focus on the profound change of tendency in education that is taking place at both the national and interna tional level. At a time when education and lifelong learning are increasingly merging into one process, it is important to examine the ways in which edu cational policies and practices are evolving. Consequently, we invited a variety of contributors, both men and women, coming from different regions and encompassing both research and practice, to identify significant phenomena and trends that are indicative of the ways in which systems of education are responding to new social and cultural demands. We asked our contributors to show how educational reality in different countries is no longer confined within the temporal and spatial limits of institutional education, to indicate how models of educational practice are changing, to examine the extent to which the traditional cycles of human life are shifting their boundaries, and to describe how these changes are mani festing themselves in different national contexts in both South and North. We also asked our authors to pose questions raised by this educational revolution. We have included 17 contributions, some of the authors analysing par ticular national situations, others drawing questions and observations from their own experiences or taking a searching look at education from the perspective of a practical involvement in social iSl>ues or from a background of research into popular arts and traditions.

Author: Richard G. Bagnall
Publisher: Springer Nature
ISBN: 303094980X
Category : Education
Languages : en
Pages : 346

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Book Description
This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.