Bibliothekskatalog

Annen, Silvia
Anerkennung von Kompetenzen
kriterienorientierte Analyse ausgewählter Verfahren in Europa
Bielefeld , Bertelsmann , 2012 , 729 Seiten
Schlagworte: Europa, Internationaler Vergleich, Berufliche Bildung, Kompetenz, Informelles Lernen, Anerkennung, Verfahren, Vergleich, Analyse, Typologie Wie lassen sich formale, nonformale und informelle Kompetenzen in der beruflichen Bildung einheitlich belegen? Die vorliegende Dissertation liefert ein Kriterienraster sowie eine Typologie, um bestehende Verfahren zur Anerkennung von Kompetenzen zu analysieren und zu ordnen. Die Autorin systematisiert die wichtigen Begriffe und entwickelt Kriterien zur Analyse ausgewählter Anerkennungsverfahren (z.B. ECDL, ECTS, ECVET, Europass-Portfolio). Informationsbasis bilden Literatur- und Dokumentenanalysen, nationale und europäische Verfahren sowie Experteninterviews. Aufgrund der methodisch breit gestützten Ergebnisse entwickelt die Autorin Handlungsempfehlungen für die Auswahl und den konkreten Einsatz einzelner Verfahren. (Verlag)

Bibliothekskatalog

Organisation for Economic Cooperation and Development
Bildung auf einen Blick 2012
OECD-Indikatoren
Bielefeld , Bertelsmann , 2012 , 687 Seiten
Schlagworte: OECD, Bildungssystem, Bildungspolitik, Bildungsbeteiligung, Kleinkindpädagogik, Erwachsenenbildung, Bildungsabschluss, Bildungsangebot, Sekundarbereich, Tertiärer Bildungsbereich, Statistische Angaben, Internationaler Vergleich

Bibliothekskatalog

Cohen-Scali, Valerie [Hrsg.]
Competence and competence development
Opladen [u.a.] , Budrich , 2012 , 146 Seiten
Schlagworte: Arbeitsplatz, Veränderung, Qualitätsentwicklung, Erwachsenenbildung, Professionalisierung, Organisation, Kompetenz, Management, Lehrerausbildung, Berufsausbildung, Informelles Lernen, Lebenslanges Lernen, Europa, Aufsatzsammlung What are today s main concepts and theories and the main stakes associated with the issue of competences in organisations? Several topics are discussed, including competence issues regarding the evolution of work, professionalisation, competence evaluation, competence management, and the competences of adult educators and trainers, as well as European policies regarding competence needs and development. From the Contents: Changes in Work and Competences, Professionalisation and the Development of Competences in Education and Training, The Role of Professional Didactics in Skills Development for Training and Education Professionals, Competence Evaluation Processes in Adult Education, Competence Management and Adult Education, Changes in Vocational Training and New Models of Competences for Individuals. (Verlag)

Bibliothekskatalog

Lawn, Martin; Grek, Sotiria
Europeanizing education
governing a new policy space
Oxford , Symposium Books , 2012 , 173 Seiten
Schlagworte: Bildungswesen, Pädagogik, Erziehung, Europa, Standardisierung, Experte, Governance, OECD, Schule, Selbsteinschätzung, Schottland

Bibliothekskatalog

Ball, Stephen J.
Global education inc.
new policy networks and the neo-liberal imaginary
London [u.a.] , Routledge , 2012
Schlagworte: Bildungspolitik, Neoliberalismus, Bildung, Geschäftsidee Do private and philanthropic solutions to the problems of education signal the end of state education in its 'welfare' form? Education policy is being reformed and re-worked on a global scale. Policies are flowing and converging to produce a singular vision of 'best practice' based on the methods and tenets of the 'neo-liberal imaginary'. Philanthropy, business and the governments are coming together in new networks and sites of policy outside of the framework of the nation state. This book is a first step in recording, mapping and making sense of the most important aspects of these new relations and dynamics of policy. Using the approach of 'policy sociology' and the methods of social network analysis, Global Education Inc. explores the policy activities of edu-businesses, neo-liberal advocacy networks and policy entrepreneurs, and of social enterprises and 'new' philanthropy. It also addresses the ways in which education and education policy itself are now being exported and bought and sold as profitable commodities and how entrenched problems of educational development and educational quality and access are now being addressed through 'market solutions'. That is, by the involvement of private providers in the delivery of educational services, both independently and on behalf of the state. Universities, schools and education services are being acquired as assets by private equity companies. Private storefront schools are being set-up by local entrepreneurs and through franchising arrangements, funded through microloans. School chains funded by philanthropy and run by multi-national edu-businesses are being harnessed to the attempts of developing societies in an attempt to achieve their Millennium Development Goals and provide mass access to basic education. Curriculum materials and pedagogy software and policy ideas such as inspections, leadership, school choice and accountability are being retailed by western 'knowledge companies' and consultants across the globe. This book argues that these new forms of policy and policy-making require new concepts and methods of policy analysis, with chapters including: Networks, Neo-liberalism and Policy Mobilities New' Philanthropy, Social Capitalism and Education Policy Policy as Profit: Selling and Exporting Policy Money, Meaning and Policy Connections Global Education Inc. is a crucial book that will be of great interest to students of social and education policy and social and education policy analysts and researchers. (Verlag)

Bibliothekskatalog

James, David; Biesta, Gert
Improving learning cultures in further education
London [u.a.] , Routledge , 2007
Schlagworte: Großbritannien, Studium, Erwachsenenbildung, Lerntechnik, Lebenslanges Lernen, Lernkultur, Veränderung

Bibliothekskatalog

Hamilton, Mary [Hrsg.]; Tett, Lyn [Hrsg.]; Crowther, Jim [Hrsg.]
More powerful literacies
Leicester , Niace , 2012
Schlagworte: Alphabetisierung, Erwachsener, Lernen, Bürgerrecht, Demokratie, Gender-Ansatz, Einwanderer, Arbeitsplatz, Fußball, Neue Medien, Aufsatzsammlung CONTENTS: Foreword (David Barton). 1. More Powerful Literacies: An introduction (Mary Hamilton, Lyn Tett and Jim Crowther). Section one: Theoretical and policy frameworks: 2. Contexts for literacy work: New literacy studies, multimodality, and the 'local and the global' (Brian Street); 3. More Powerful Literacies: The policy context (Mary Hamilton and Lyn Tett). Section two: Making power visible: 4. Signatures and the lettered world (Jane Mace); 5. Beyond disempowering counts: Mapping a fruitful future for adult literacies (Tannis Atkinson); 6. Power and positioning in writing: Exploring issues of authorship and authority (Amy Burgess); 7. Form-filling, power and the ILP: Tensions and tutor strategies in one adult literacy classroom (Sandra Varey and Karin Tusting); 8. Learning literacy for citizenship and democracy (Jim Crowther and Lyn Tett). Section three: Resistance and challenges: 9. Affective power: Exploring the concept of learning care in the context of adult literacy (Maggie Feeley); 10. Empowerment in educational processes: Feminist re-appropriations (Malini Ghose and Disha Mullick); 11. Transnational migrants in the workplace: Agency and opportunity (Judy Hunter); 12. The Glory and Dismay Football Literacies Programme (GDFLP) (John Player); 13. ESOL learners online: New media as a site of identity negotiation (James Simpson and Richard Gresswell); 14. Using Scots literacy in family literacy work (Alan F.P. Addison). Contributors. Index (Verlag). SUMMERY: The growth of a knowledge-based economy and an information society has meant that literacy increasingly mediates our lives and activities. Literacy has also been a way of critically comprehending the world in order to make it different and better. It has been, and can be, an important tool for increasing the autonomy of powerless individuals and groups. Building on the original Powerful Literacies first published in 2001, this new volume considers the new developments in theory, technology and policy that are having an impact on learning and teaching literacies, and links to the current policy context of lifelong learning, active citizenship and social inclusion by showing how learners can be positioned in ways that seek to enhance their control and autonomy. Using examples from the UK and elsewhere, including issues raised by and for learners, teachers and researchers on the outcomes of literacy programmes, the text also shows how particular policy frameworks can be supportive or limiting. (Verlag)

Bibliothekskatalog

Wlodkowski, Raymond J.; Ginsberg, Margery B.
Teaching intensive and accelerated courses
instruction that motivates learning
San Francisco [u.a.] , Jossey-Bass , 2010
Schlagworte: Lernen von Erwachsenen, Berufstätiger, Motivation, Psychologie, Unterricht, Lernkultur, Vereinigte Staaten In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic Enhancing Adult Motivation to Learn, to offer tried-and-true practices instructors can use to provide continuously engaging learning. (Verlag)