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    Preparing Teachers for Lifelong Education: The Report of a Multinational Study of Some Developments in Teacher Education in the Perspective of Lifelong Education
    Areas of Learning Basic to Lifelong Education
    Lifelong Education and Evaluation Practice: A study on the Development of a Framework for Designing Evaluation Systems at the School Stage in the Perspective of Lifelong Education
    Ebook series3 titles

    Advances in Lifelong Education Series

    By R. Skager

    ()

    About this series

    The study of lifelong education brings to light aspects of education which go beyond the purely intellectual sphere into all dimensions of being.These dimensions assume great importance for individuals seeking to develop capacities which will enable them to cope successfully with the challenges they will confront throughout life and to participate constructively in the larger processes of development. The subjects covered include communication, corporal man, time, space, art, man as citizen, the ethical domain, technology and the scientific spirit, and from these papers emerges the unifying theme of the interrelationship between morality and technology. This relationship poses the vital question of how individuals should decide which of the new technologies that proliferate in contemporary society is likely to be beneficial to humankind and which destructive. The book is the result of a collective project undertaken by the Unesco Institute of Education (UIE). The approach adopted is new in two respects: first, each theme is treated in terms of learning, and second, each is related to the others in a global and transdisciplinary view of personal development. It is written by experts from various countries who are known internationally for their outstanding contributions to research into the problems of learning as a basis for lifelong education, and will be important reading for all those involved in the study and practice of lifelong education.
    LanguageEnglish
    PublisherElsevier Science
    Release dateJan 1, 1976
    Preparing Teachers for Lifelong Education: The Report of a Multinational Study of Some Developments in Teacher Education in the Perspective of Lifelong Education
    Areas of Learning Basic to Lifelong Education
    Lifelong Education and Evaluation Practice: A study on the Development of a Framework for Designing Evaluation Systems at the School Stage in the Perspective of Lifelong Education

    Titles in the series (3)

    • 4

      Lifelong Education and Evaluation Practice: A study on the Development of a Framework for Designing Evaluation Systems at the School Stage in the Perspective of Lifelong Education
      Lifelong Education and Evaluation Practice: A study on the Development of a Framework for Designing Evaluation Systems at the School Stage in the Perspective of Lifelong Education

      Lifelong Education and Evaluation Practice: A study on the Development of a Framework for Designing Evaluation Systems at the School Stage in the Perspective of Lifelong Education

      R. Skager
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      This report develops a comprehensive conceptual analysis of educational evaluation and then applies the analysis to identify particular kinds of evaluation that would be especially important under lifelong education. The treatment of evaluation is general enough to incorporate evaluation practice operating under virtually any educational philosophy. While the study does focus primarily on the learner and the school, the conceptual distinctions and practical conclusions are applicable to nonformal and informal educational settings

      This report develops a comprehensive conceptual analysis of educational evaluation and then applies the analysis to identify particular kinds of evaluation that would be especially important under lifelong education. The treatment of evaluation is general enough to incorporate evaluation practice operating under virtually any educational philosophy. While the study does focus primarily on the learner and the school, the conceptual distinctions and practical conclusions are applicable to nonformal and informal educational settings

    • 8

      Preparing Teachers for Lifelong Education: The Report of a Multinational Study of Some Developments in Teacher Education in the Perspective of Lifelong Education
      Preparing Teachers for Lifelong Education: The Report of a Multinational Study of Some Developments in Teacher Education in the Perspective of Lifelong Education

      Preparing Teachers for Lifelong Education: The Report of a Multinational Study of Some Developments in Teacher Education in the Perspective of Lifelong Education

      L. H. Goad
      0 ratings
      0 ratings

      The UIE in collaboration with UNESCO and its Regional Offices undertook a study of developments in teacher training in the perspective of lifelong education. Case studies from ten countries were collected, describing practices at both system and institutional levels. The accounts reveal the strategies used to provide for teachers' continuity of learning, making use of various agencies and training methods. The importance of teachers gaining the ability to direct their own learning, assess their own needs and evaluate their own performance is described in a wide variety of social and economic contexts. Some indications of the direction of change in teacher education, and their implications, are considered.

      The UIE in collaboration with UNESCO and its Regional Offices undertook a study of developments in teacher training in the perspective of lifelong education. Case studies from ten countries were collected, describing practices at both system and institutional levels. The accounts reveal the strategies used to provide for teachers' continuity of learning, making use of various agencies and training methods. The importance of teachers gaining the ability to direct their own learning, assess their own needs and evaluate their own performance is described in a wide variety of social and economic contexts. Some indications of the direction of change in teacher education, and their implications, are considered.

    • 10

      Areas of Learning Basic to Lifelong Education
      Areas of Learning Basic to Lifelong Education

      Areas of Learning Basic to Lifelong Education

      P. Lengrand
      0 ratings
      0 ratings

      The study of lifelong education brings to light aspects of education which go beyond the purely intellectual sphere into all dimensions of being.These dimensions assume great importance for individuals seeking to develop capacities which will enable them to cope successfully with the challenges they will confront throughout life and to participate constructively in the larger processes of development. The subjects covered include communication, corporal man, time, space, art, man as citizen, the ethical domain, technology and the scientific spirit, and from these papers emerges the unifying theme of the interrelationship between morality and technology. This relationship poses the vital question of how individuals should decide which of the new technologies that proliferate in contemporary society is likely to be beneficial to humankind and which destructive. The book is the result of a collective project undertaken by the Unesco Institute of Education (UIE). The approach adopted is new in two respects: first, each theme is treated in terms of learning, and second, each is related to the others in a global and transdisciplinary view of personal development. It is written by experts from various countries who are known internationally for their outstanding contributions to research into the problems of learning as a basis for lifelong education, and will be important reading for all those involved in the study and practice of lifelong education.

      The study of lifelong education brings to light aspects of education which go beyond the purely intellectual sphere into all dimensions of being.These dimensions assume great importance for individuals seeking to develop capacities which will enable them to cope successfully with the challenges they will confront throughout life and to participate constructively in the larger processes of development. The subjects covered include communication, corporal man, time, space, art, man as citizen, the ethical domain, technology and the scientific spirit, and from these papers emerges the unifying theme of the interrelationship between morality and technology. This relationship poses the vital question of how individuals should decide which of the new technologies that proliferate in contemporary society is likely to be beneficial to humankind and which destructive. The book is the result of a collective project undertaken by the Unesco Institute of Education (UIE). The approach adopted is new in two respects: first, each theme is treated in terms of learning, and second, each is related to the others in a global and transdisciplinary view of personal development. It is written by experts from various countries who are known internationally for their outstanding contributions to research into the problems of learning as a basis for lifelong education, and will be important reading for all those involved in the study and practice of lifelong education.

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