Drawing on Experience. REPLAN Projects Review.

Autor/inn/en	Smith, Vernon; und weitere
Institution	Further Education Unit, London (England).; National Inst. of Adult Continuing Education, Leicester (England).
Titel	Drawing on Experience. REPLAN Projects Review.
Quelle	(1990), (99 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Adult Education; Adult Programs; Articulation (Education); Community Resources; Cooperation; Cooperative Programs; Counseling Services; Curriculum Design; Dislocated Workers; Extension Education; Foreign Countries; Independent Study; Institutional Cooperation; Needs Assessment; Open Education; Outreach Programs; Portfolios (Background Materials); Prior Learning; Unemployment; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Co-operation; Kooperation; Lehrplangestaltung; Arbeitsloser; Erweitertes Bildungsangebot; Ausland; Selbststudium; Institute; Cooperation; Institut; Bedarfsermittlung; Offene Erziehung; Offener Unterricht; Jobcoaching; Vorkenntnisse; Arbeitslosigkeit
Abstract	This document reports good practice as learned in Britain's FEU (Further Education Unit) and NIACE (National Institute of Adult Continuing Education) programs aimed at providing educational opportunities for unemployed adults. Section 1 describes the review of projects that resulted in the document; mentions specific issues and problems relating to women, racial and ethnic minority groups, older adults, those with physical disabilities, and mentally ill people; and discusses barriers to access. Section 2 covers market research and needs analysis, outreach, publicity, and advertising. Section 3 describes patterns of organizational collaboration and the benefits, needs, and problems of collaboration and networking. Section 4 covers the need for guidance, learner assessment, feedback, advocacy, external and internal counseling services, and counseling and support in a teaching context. Section 5 discusses curriculum design, including content, objectives, and specific types of education provision. Section 6 covers the promotion of flexible learning, including the rights of negotiation and choice for adult learners, community-based locations, materials, methods, open learning, and self-managed learning. Section 7 deals with assessment, accreditation, and progression, including portfolios, prior learning, experience in continuing and higher education, experience in informal and community contexts, and transition and progression. Section 8 addresses evaluation, articulation, and staff development. The document concludes with descriptions of the 75 projects reviewed. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC