Boundaries of Adult Learning
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€192.20
Adult Education
Adult Education Practice
Adult Educational Activity
adult learning policy analysis
andragogy theory
Australian Professions
Cat
Category=JNP
Competency Standards
Core Skills Units
Critical Adult Education
education
educational inequality
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eq_non-fiction
eq_society-politics
ESOL
ESOL Classroom
feminist
folk
formal
Freirean Cultural Circles
high
High Participants
Industry Trainers
learning autonomy
lifelong learning research
Minority Ethnic Sample
Municipal Adult Education
National Credit Framework
pedagogy
personal
Personal Transferable Skills
Popular Adult Education
Post-secondary Education
practice
practitioner development
Professional Adult Educator
reflective practice
school
Self-directed Learning Methods
Self-Directed Learning Readiness Scale
Swedish Adult Education
transferable
UK Framework
University Extra-mural Departments
Product details
- ISBN 9781138150980
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 30 Nov 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.
This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
Richard Edwards, Ann Hanson, Peter Raggatt
