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关于宋代“馆职”  [PDF]
姚行地
图书情报工作 , 1988,
Abstract: ?“馆职”是宋朝官制中特设的一种官职。简单地说,“馆职”是指在“馆阁”中供职。“馆阁”是宋朝藏书处所的总称。鉴于“馆职”在宋朝官制中有其特殊地位,它本身也有许多独特之处,本文拟就“馆职”及其有关的方面作点介绍。
The Lifelong Learning as a Modern Educational Paradigm [In Bulgarian]  [PDF]
C. Katansky
Bulgarian Journal of Science and Education Policy , 2008,
Abstract: Lifelong learning, life-wide learning, continuing education, vocational education, professional education of adults, formal education, informal education, permanent education, etc. – the author of the present article seeks the relationships between these widely used terms and traces through the history of their introduction in the modern educational theory and practice.
台湾技职院校职业证照制度对大陆“双证制”的启示
Taiwan Vocational Colleges’ Professional Certification System Revelation for China “Double Card System”
 [PDF]

卢小松
Vocational Education (VE) , 2013, DOI: 10.12677/VE.2013.22005
Abstract:

台湾技职院校的重要特色之一就是把高等技职教育与职业证照有效结合。文章主要从台湾技职院校职业证照制度的内涵、特点出发,以大陆福建高职教育“双证制”为切入点,提出一些大陆高职教育在高端应用型人才培养中对此可借鉴的若干启示。
One of the important characteristics of the vocational colleges in Taiwan is their effective combi-nation of higher vocational education and vocational certificates. The present paper mainly examines the professional certification system in vocational colleges in Taiwan, focusing on its implications and character-istics. Proceeding from a discussion on the “double-certificate system” in higher vocational education in Fu-jian Province, the paper points out what the mainland can learn from Taiwan in the training of advanced ap-plied talents in higher vocational education.

GOTHS’ LIFELONG EDUCATION
Karnakova Veronika Andreevna
Magister Dixit , 2012,
Abstract: The article deals with the problem of self-education and self-upbringing of the representatives of the gothic subculture, i.e. the Goths, by means of lifelong education.
Lifelong learning and special libraries
Marjeta Oven,Vlasta Zabukovec
Knji?nica : Revija za Podro?je Bibliotekarstva in Informacijske Znanosti , 2005,
Abstract: Lifelong learning is becoming an important part in the development of modern society.In the lifelong learning society endeavours are being made for the education of all individuals regardless of their social and/or economic background. Lifelong learning should,therefore, be regarded as a permanent activity and as such, a significant element of socialization, inspired by common values. It represents a dynamic interaction with cultural, working and social environment. In this respect, the role of motivation should be specifically emphasized, as it can explain the causes for human behaviour.
Informal Learning in Lifelong Education  [cached]
Zeljka Pozgaj
International Journal of Emerging Technologies in Learning (iJET) , 2008,
Abstract: - This paper exhibits basic features of lifelong education and possible forms of learning. Informal learning is elaborated in more details than other forms. The process of informal learning is a real example of lifelong education where an individual has total control over the learning process and its results by choosing learning forms that suit them best at a particular time (reading the written materials, communication with people from their real or virtual surroundings, exchange of experiences, learning on mistakes...). The paper emphasizes the importance of information and communications technologies in the process of informal learning, i.e. lifelong education.
ONLINE EDUCATION FOR LIFELONG LEARNING  [PDF]
Fatih Bayram
The Turkish Online Journal of Distance Education , 2007,
Abstract: This book was edited by, Yukiko Inoue, professor of educational research at the University of Guam, where she teaches online and face-to-face courses. It was published by Information Science Publishing in 2007. The authors of the chapters in this bookare selected from different universities from Guam,Australia, Turkey and Greece. Online education hasprovided considerable opportunities for all peoplein lifelong learning. People who use online learningmaterials has interactive medium for lifelonglearning. The aim of this book is to examine online environment in terms of development, implementation, theories, technology and case studies. It provides theoretical and practical information about online lifelong learning; consequently, it can appeal to researchers, practitioners, online learners and anyone interested in online lifelong learning. This book covers 14 chapters divided into fivesections.
Implications of lifelong learning on educational institutions  [cached]
Melek Demirel
Cypriot Journal of Educational Sciences , 2009,
Abstract: The necessity to cope with the rapid changes in science and technology in the 21st century and the necessity to adjust to theprerequisites of the knowledge society brought about the need for lifelong learning. Schools create lifelong learning societiesand in this sense their importance is not to be underestimated. The length and the quality of the education at educationalinstitutions assume a critical role for the ability and motivation which are targeted at prospective learning situations.Accordingly, the strategy of lifelong learning should also include school years. The aim of this study is, while taking the basicdifferences between educational perspective of the 20 st century and the concept of the lifelong learning in the 21st century, todisplay the changing function of educational institutions and the interaction between schools and lifelong learning with aconceptual analysis
Perceptions of principals towards lifelong learning  [cached]
Deniz ?zcan,,Hüseyin Uzunboylu
Cypriot Journal of Educational Sciences , 2012,
Abstract: This study investigated principals’ perceptions of competence towards lifelong learning. Lifelong learning competence scalewas administered to 42 school principals tasking in the primary schools in Nicosia. 52.4% of the participants were female, and47.6 % of them were male in order to find out their perceptions of competence regarding lifelong learning. The results of thestudy showed that school principals’ general perceptions of competence towards lifelong learning are nearly high. However,principals’ genders influenced their competence perceptions towards lifelong learning. Female principals perceivedthemselves more competent than the male principals in terms of “decision making”. Moreover, the results also indicatedthat principals’ seniorities influenced their general perceptions of competence towards lifelong learning. Furthermore, theprincipals whose seniorities were between 11-15 years had more positive perceptions of competence towards lifelonglearning. Moreover, school principals’ education levels had an impact on their general perceptions of competence towardslifelong learning in general. Principals having master’s degree perceived themselves more competent than the teachershaving bachelor’s degree.
Analysis of European Discourses on Adult Education and Training and Lifelong Learning
Manuela Terrasêca,Jo?o Caramelo,Teresa Medina
Journal for Educators, Teachers and Trainers , 2011,
Abstract: In the most recent years, the European Union published a set of documents with diverse statutes that have been setting the agenda of the so-called "European dimension of education", in particular concerning to education, training and lifelong learning. Several analyses are being produced on these European discourses with emphasis on the criticism about: i) its political pragmatism (Canário, R., 2003), ii) its vocational bias, iii) the transformation of State, Work and Citizenship relations induced by these European texts (Lima, L., 2003, Medina, T., 2002). In this article the authors intend to identify and to characterize the “profiles” of Citizen, State and Labor that emerge from the European discourses. The aim is to highlight how these discourses produce and induce a legitimate framework and meaning for the field and policies on adult education.
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