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Direct linkTerrazas-Marín, Roy Alonso – Journal of Education for Teaching: International Research and Pedagogy, 2018
This paper focuses on a current practice piece on professional development for university lecturers, transformative learning, dialogism and STEM (Science, Technology, Engineering and Mathematics) education. Its main goals are to identify the key characteristics that allow STEM educators to experiment with the usage of non-formal education…
Descriptors: College Science, Science Instruction, STEM Education, Nonformal Education
Download full textDuvekot, Ruud – Quality of Higher Education, 2009
Valuing Learning is the process of promoting participation in and outcomes of (formal or non-formal) learning and as such the organising principle for lifelong learning strategies. It aims at the recognition and validation of prior learning (VPL) and further development. Four main models of Valuing Learning can be distinguished: (1) the…
Descriptors: Learning Strategies, Prior Learning, Lifelong Learning, Foreign Countries
PDF pending restorationDohmen, Gunther – 1997
This document reports on the aims, structure, delivery, and reform of continuing education in Germany. The following are among the topics discussed: aims, definitions, and areas of continuing education; structural principles, organizations, and competencies (institutional providers, cooperation, open access, public responsibility, innovative…
Descriptors: Adult Education, Adult Educators, Competence, Continuing Education
Kamarainen, Pekka, Ed.; Attwell, Graham, Ed.; Brown, Alan, Ed. – 2002
This book contains 15 papers examining European approaches to the theme of key qualifications. The following papers are included: "Key Qualifications Revisited: An Introduction" (Pekka Kamarainen); "Exploring Key Qualifications: Context, Theory, and Practice in Europe" (Pekka Kamarainen); "Rethinking Key Qualifications:…
Descriptors: Apprenticeships, Basic Skills, Competence, Curriculum Development
Bjornavold, Jens – 2000
Policies and practices in the areas of identification, assessment, and recognition of nonformal learning in the European Union (EU) were reviewed. The review focused on national and EU-level experiences regarding the following areas and issues: recognition of the contextual nature of learning; identification of methodological requirements for…
Descriptors: Admission Criteria, Adult Education, Adult Learning, Advanced Placement
