The two main objectives of lifelong learning policy, theory and practice in Britain – and also to a large extent in Europe and Australasia (Hyland, 1999; Field – Leicester, 2000) – are the development of vocational skills to enhance economic productivity, and the fostering of social inclusion and ci…
The translation of lifelong learning theory into educational practice raises a number of important issues. Although these issues are, to some extent at least, immanent to the theory, the experience of them is heightened in periods of educational reform associated with the implementation of lifelong …
Source:Online and Distance Learning: Concepts, Methodologies, Tools, and Applications
(2007)
In this chapter, we report the results of a study comparing current student’s perceptions of computer information systems with student’s perceptions of 12 years past. We found that students continue to prefer more interaction than they perceive an IS career to provide. Given this we (1) report on so…
In both Switzerland and Germany, necessary reforms in vocational education have been taking place for the past few years. By taking a closer look at the commerce sectors of both countries and their reforms, one can better compare their systems of apprenticeship. While the necessity for change in the…
This paper summarises the issues involved in promoting interprofessional learning in practice both on campus and within placement areas with reference to one particular university. National drivers of Interprofessional Learning (IPL) are outlined and then explored in relation to the portfolio of pre…
In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student partici…
