Opening Colleges to Adult Learners. Report of the NIACE-TEED Research Project on Adult Learners in Colleges of Further Education.

Sonst. Personen	McGivney, Veronica (Hrsg.)
Institution	National Inst. of Adult Continuing Education, Leicester (England).; Employment Dept., London (England). Training, Enterprise, and Education Directorate.
Titel	Opening Colleges to Adult Learners. Report of the NIACE-TEED Research Project on Adult Learners in Colleges of Further Education.
Quelle	(1991), (152 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-872941-06-0
Schlagwörter	Leitfaden; Accreditation (Institutions); Adult Education; Adult Learning; Adult Students; Curriculum Development; Delivery Systems; Demography; Educational Change; Educational Development; Educational Finance; Educational Policy; Educational Strategies; Equal Education; Evaluation; Foreign Countries; Institutional Advancement; Learning Strategies; Marketing; Needs Assessment; Outreach Programs; Postsecondary Education; Skill Development; Staff Development; Technical Institutes; United Kingdom + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Demografie; Bildungsreform; Bildungsentwicklung; Bildungsfonds; Politics of education; Bildungspolitik; Lehrstrategie; Evaluierung; Ausland; nicht übertragen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bedarfsermittlung; Jobcoaching; Post-secondary education; Tertiäre Bildung; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Technische Fakultät; Großbritannien
Abstract	This manual is designed to help further education colleges in the United Kingdom devise strategies to meet adult learners' needs. The opening section identifies the demographic and labor market changes that necessitate service to adult learners. Key characteristics of effective college programs for adults are highlighted: institutional flexibility, a student-centered approach, and curriculum design and delivery tailored to employer, group, and individual needs. The body of the manual is divided into three sections: (1) opening up the college; (2) learning issues; and (3) policy issues. Issues for college managers and staff are set out in checklists for each main topic discussed. The first section is concerned with access issues, examining the key processes that can stimulate participation: marketing, promoting the college, outreach, and guidance. Section II explores provision and curriculum issues, accreditation, assessment, and teaching and learning strategies. The third and largest section addresses policy issues. Its chapters cover the following topics: supporting the adult learner, equal opportunities, staff development, collaboration, monitoring and evaluation, and finance and resources. An appendix gives background information on the project that developed this manual. (NLA)
Anmerkungen	National Institute of Adult Continuing Education, 19B De Montfort Street, Leicester LE1 7GE, England.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC