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Competence Development - the key to modern education,. or just another buzzword?
Abstract
great extent was being substituted for that of “qualifications”. Moreover,this was not just an incidental or trivial language renovation. It should rather be understood as an attempt to take the full consequences of the change in the types of abilities that were demanded.
... El término competencia ha sido utilizado por disciplinas como la psicología, la dirección de recursos humanos, la sociología o las propias ciencias de la educación (Tobón, Rial, Carretero y García, 2006). Este hecho ha sustentado una complejidad terminológica y una baja uniformidad sobre lo que se entiende por competencia y los componentes que la integran (Ellström y Kock, 2008;Illeris, 2008;Zabala y Arnau, 2007). ...
... Asimismo, la rápida evolución y el frecuente cambio del contenido en la actual sociedad del conocimiento tienen consecuencias sobre la fi nalidad de la enseñanza, siendo ésta "el aprendizaje a lo largo de la vida". El objetivo es formar alumnos autónomos, fl exibles y responsables, para lo cual es necesario otorgarles protagonismo en el proceso de enseñanza y aprendizaje (Illeris, 2008;Tejada, 2012). ...
... Asimismo, la aspiración educativa competencial es enseñar a que los alumnos sean más autónomos, para identifi car aspectos que desarrollan bien y los que deben mejorar, así como aprender a gestionar su propia actividad física (Blázquez y Sebastiani, 2009). Por tanto, el fi n del modelo competencial es emancipar al alumno para que sea capaz de actualizar, gestionar y aplicar el conocimiento de forma permanente en una sociedad globalizada y en constante cambio (Illeris, 2008). En este sentido, se pone de manifi esto la necesidad de plantear una evaluación por competencias continua e involucrar al alumno en su propia evaluación. ...
Desde su incorporación a la normativa del sistema educativo español, las competencias se han convertido en un referente curricular, planteándose como los elementos que vertebran la evaluación y promoción (Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa). El hecho de incluir las competencias en el currículo exigió cambios en el desempeño docente, cuya labor debe procurar el desarrollo de una evaluación formativa y basada en competencias. No obstante, los estudios evidencian que estas evaluaciones no llegan a desarrollarse en el día a día de los centros educativos. Se advierte de la falta de preparación del profesorado, el escaso asesoramiento de las administraciones y la falta de acuerdos en los centros educativos. En este contexto, este estudio pretende ser una guía para que el profesorado en general, y en particular el de Educación Física, pueda plantear y llevar a cabo evaluaciones por competencias mediante el diseño de rúbricas que valoren el grado de adquisición de las competencias en sus alumnos.
... El concepto de competencia captura algunos de los aspectos relacionados con la enseñanza y el aprendizaje en la sociedad actual, cambiante y globalizada (Illeris, 2008). Para Tiana, Moya y Luengo (2011) el desempeño competente es aquel proceso en el que una persona moviliza sus recursos (cognitivos, afectivos, sociales, etc.) para llevar a cabo una tarea en un contexto dado. ...
... De hecho, como afirman Blázquez y Sebastiani (2009), el desarrollo de las competencias no se reduce al currículo y trasciende a los límites del aula. El modelo competencial busca que el alumno sea capaz de pensar y actuar en situaciones problemas reales y desconocidas para desarrollar competencias (Illeris, 2008;López-Gómez, 2016;Pepper, 2011). Este aspecto supone un distanciamiento entre los modelos programáticos de los participantes y los planteamientos competenciales. ...
El objetivo de este estudio es conocer en profundidad cómo se programa por competencias en los Departamentos de Educación Física. Participaron un grupo de profesores de Educación Secundaria de la Comunidad de Madrid, hombres y mujeres, con entre 1,6 y 22 años de experiencia profesional. Estos profesores ejercían la docencia en cuatro centros educativos diferentes que pertenecían a la Dirección de Área Territorial Madrid-Capital, Madrid-Este, Madrid-Norte y Madrid-Sur. La metodología empleada fue cualitativa. Se triangularon las técnicas de análisis de contenido, grupo de discusión y entrevistas. Los datos fueron analizados con Atlas.ti siguiendo algunos de los procedimientos del modelo de “Teoría Fundamentada”. Los resultados del análisis de contenido sugieren que los participantes parecen no programar por competencias. Este elemento curricular fue incorporado de forma superficial en sus programaciones de Departamento y no sirvieron como elemento vertebrador de estos documentos. Los participantes corroboraron estos resultados y sostuvieron que la contribución a las competencias se produjo inintencionadamente cuando se abordaron otros elementos curriculares como los contenidos. Parece preciso que los participantes se impliquen, reflexionen e impulsen su formación para poder abordar procesos de programación por competencias que favorezcan que el enfoque llegue a implementarse en sus contextos
... Las características de la sociedad del conocimiento, manifestadas en tendencias macrosociales y económicas potenciadas por la globalización y la migración, exigen nuevos planteamientos educativos que contribuyan a la formación de ciudadanos flexibles, responsables y autónomos (Carneiro y Draxler, 2008;Illeris, 2008). ...
... En este contexto, los modelos curriculares por competencias se han convertido en los conductores del "life-long learning" en los sistemas educativos (Koper y Specht, 2007). El concepto de competencia captura algunos aspectos sobre la enseñanza y el aprendizaje de hoy, porque se relaciona con la capacidad para gestionar el constante cambio de una sociedad globalizada (Illeris, 2008). ...
Este estudio busca conocer cómo un grupo de profesores de Educación Física adquirieron su formación para enseñar por competencias, así como la valoración de sus modalidades de adquisición. La muestra se constituye por seis profesores de Secundaria, hombres y mujeres, desde noveles a expertos, que ejercían la docencia en centros educativos del norte, sur, este y centro de la Comunidad de Madrid. Se triangularon las técnicas de grupo de discusión y entrevistas semiestructuradas. La
información recogida fue analizada siguiendo los procedimientos inductivos propios del modelo de “Teoría Fundamentada”. Los resultados indican que la formación inicial se postula como la modalidad de formación que más favorece la aplicación de una enseñanza por competencias, especialmente entre los docentes noveles. Asimismo, los participantes expertos consideran que su formación inicial es una ventaja para desarrollar el modelo. Sin embargo, los profesores manifiestan realizar pocas actividades de
formación permanente sobre el modelo competencial en Educación Física y no parecen dirigirse hacia los principios del mismo. Estos resultados sugieren la posibilidad de potenciar la formación (inicial o permanente) del profesorado sobre el modelo competencial, como apoyo para implementar un enfoque que pretende favorecer la inclusión social, la empleabilidad y la ciudadanía activa del alumnado.
... This mixture of idealism with functionality characterizes most of what is said and written about the Bologna Programme. Behind this irruption of competence-speak into the discourse of university planners, lies an unacknowledged debt to the world outside the ivory tower: competence development is undeniably rooted in organizational psychology and even in modern management theory (Illeris 2008: 135). The adoption of competence discourse in university planning signals a new pragmatism about the nature of upper-level learning, once the domain of pure research science, on the one hand, and belles lettres, on the other. ...
... One researcher calls this the " technocratisation of competence " (Illeris 2008: 136), suggesting that such narrow competence definition serves the blame game: failure can be more easily assigned in a system with clear outcome expectations. Simultaneous with this technocratic definition, however, is the recognition of a concomitant need to 'teach' creativity, or at least to demand that graduating students have this ability. ...
The paper analyzes the disjunction between the competences required by the Bologna Programme and the traditionally generic outcomes of humanities education. After exploring the definition of competences and its discussion within the EU, the paper presents the results of a small study of final-year students of English at the Faculty of Arts, University of Maribor, recording student opinions about competence delivery. In line with expert definitions of what competences can accrue from humanities subjects, a lesson plan is presented that fulfils the ideal requirements of creativity, connectivity, co-creation, risk-taking, and personal engagement.
... Nowadays, the (digital) transformation processes and future competence requirements caused by Industry 4.0 changes increase the demand for competence development and planning, especially for skilling, re-, and upskilling workers (Nixdorf et al., 2022). Illeris (2008) refers to the ability to think and act appropriately in future unknown situations and states. ...
Mass personalization and shorter product life cycles complicate the assembly of manufacturing companies. To handle the complexity, a high number of employees execute varying assembly tasks. Their work is characterized by learning new tasks frequently to produce different variants. To achieve good learning results in a short amount of time, a suitable individual assembly workers’ competence development process is crucial. Therefore, this publication shows the development of a user methodology to plan the competence development process focusing on selecting learning measures that fit both the work situation and learning employees. The presented user methodology is based on a standardized description and selection procedure for learning measures by using results of a Domain Mapping Matrix, Delphi study, and expert interviews. The publication contributes to improved competence development to support the strategic empowerment of the workforce and to increase the flexibility in manual assembly.
... Η αυξημένη εμπειρία επιτρέπει πλέον την εκδήλωση μεγαλύτερης υπευθυνότητας όπως και την επίτευξη αποτελεσμάτων υψηλού επιπέδου. Τέλος, στο επίπεδο του ειδικού, εκδηλώνει ολιστική κατανόηση της γενικής φύσης και των επιμέρους πλευρών της εργασίας του, διαθέτει βαθιά σιωπηρή γνώση (tacit knowledge) που του επιτρέπει διαισθητικά να μπορεί να εξελίσσει την ίδια τη γνώση και την εμπειρία του υπερβαίνοντας υφιστάμενες ερμηνείες και πρακτικές 5 Για παράδειγμα, ιδιαίτερης σημασίας και αυξανόμενης επιρροής σύγχρονες προσεγγίσεις θα μπορούσαν να θεωρηθούν οι λεγόμενες «ολιστικές» θεωρίες απόκτησης γνώσεων και δεξιοτήτων (ή ικανοτήτων), όπου περιλαμβάνονται η προσέγγιση του Peter Jarvis (2009β) για τη μάθηση του «όλου εαυτού», η θεώρηση του Knud Illeris (2008Illeris ( , 2009aIlleris ( , 2009bIlleris ( , 2009c για την ανάπτυξη των ικανοτήτων (competence development), οι θεωρήσεις της κοινωνικής μάθησης (social learning) και της εγκαθιδρυμένης / τοποθετημένης μάθησης (situated learning) όπως αναπτύχθηκαν από την Jane Lave (2009) όταν αυτές δεν είναι αποδοτικές. Επίσης, διαθέτει την ικανότητα και τη δυνατότητα ολοκληρωμένου σχεδιασμού της εργασίας του και μπορεί με ευκολία να επιτυγχάνει υψηλού επιπέδου αποτελέσματα. ...
Η εργασία συνιστά, από την ίδια της τη φύση, τη χωροχρονική λειτουργία και τον ρόλο της στην κοινωνική ζωή, ένα πεδίο ανθρώπινης αλληλεπίδρασης που λειτουργεί ως πηγή εμπειριών οι οποίες επηρεάζουν εξελικτικά και μεταμορφωτικά το σώμα των γνώσεων, δεξιοτήτων και ικανοτήτων που κάθε άτομο διαθέτει και ενεργοποιεί κατά την άσκησή της. Το κείμενο εξετάζει τρεις θεωρίες που αναφέρονται στους τρόπους που συντελείται η απόκτηση δεξιοτήτων για τη μετάβαση από την κατάσταση του αρχάριου σε αυτήν του ειδικού: τη θεώρηση των S.E. Dreyfus & H.L. Dreyfus, την ανάλυση του Richard Sennett και την προσέγγιση των Chris Argyris και Donald Schön. Υπογραμμίζεται η σημασία της πρακτικής εργασιακής εμπειρίας και ειδικότερα της επίλυσης προβλημάτων ώστε να υπάρξει υποκειμενική πρόσληψη, εσωτερίκευση και εμπέδωση της θεωρητικής γνώσης. Παράλληλα όμως τονίζεται η κρισιμότητα της θεωρητικής, επιστημονικής γνώσης για την κατανόηση, τον έλεγχο και τη γενίκευση της πρακτικής εμπειρίας.
... The concept of competency includes different types of qualifications in an understanding which spans a person's potential and practical abilities at one and the same time. In other words, it is a holistic concept that integrates all that is necessary to manage a given situation or challenge (Illeris, 2008). Competency-based education (CBE), an approach to teaching and learning that awards credit on the basis of mastery of clearly defined competencies or skills (Hoogveld, Paas, & Jochems, 2005), has attracted renewed attention and application in higher education. ...
This study investigates how competency-based education and assessment prepare social work students to become competent professionals, with a quantitative examination of Chinese students’ (n=332) core competencies. Factor analysis suggests that core competencies can be grouped into conceptual and professional dimensions. The regression results demonstrate that curriculum content satisfaction, preference for the social work major, field experience, and knowledge of career outlook are positively related to students’ conceptual, professional, and comprehensive competencies. Gender and willingness for further study also relate positively to both conceptual and comprehensive competencies, and grade is positively associated with professional competency. These findings carry important implications for the competency-based approach to social work education in China.
... Enseñar por competencias supone contribuir a su desarrollo con el fin de que el alumno sea capaz de aplicar sus aprendizajes para resolver situaciones complejas (Tejada, 2012). No obstante, el concepto de competencia es un término difuso, que se ha caracterizado por una pluralidad conceptual (Ellström y Kock, 2008;Illeris, 2008). La OCDE define la competencia como la capacidad para responder con éxito a exigencias complejas en un contexto particular, movilizando conocimientos, aptitudes cognitivas y prácticas, y componentes sociales y comportamentales como actitudes, emociones, valores y motivaciones (Rychen y Salganik, 2004). ...
... The societal development has changed our expectations for the future trajectory of learners. In addition to acquiring basic subject knowledge, twenty-first century learners need to possess various competencies in order to cope with the increasingly complex and uncertain problems expected in their work and life (OECD 2005;Illeris 2008). In a related note, the new generation of 'Digital Natives,' who have been growing up in an all-digital era, are inordinately receptive to information and communication technologies (ICT) in their day-to-day lives. ...
This paper reports a study on developing an assessment inventory of Chinese learners’ competencies as needed for the twenty-first century. In creating the instrument, three relevant twenty-first century competency frameworks were referenced: from the OECD, the European Council, and the USA. The preliminary version of this instrument, which consists of 55 items, was administered to 732 Shanghai students from three types of K-12 schools. To investigate the factors and the structure of the competencies that young Chinese learners’ in the twenty-first century should possess, exploratory factor analysis and structural equation modeling were employed. This resulted in a selection of 42 items in seven categories. These were conceptions of learning, competencies in ICT, problem solving, communication, critical thinking, cross-cultural communication, and advanced-level literacy. Based on these findings, the status of students’ twenty-first century competencies in Shanghai, were investigated in relation to gender, region, and grade. The implications of the findings were discussed, such as balancing the learning resource and teacher deployment in differently developed regions, as well as guiding the implementation of a competency-based curriculum in China.
... Owing to information overflow and its availability to students, literally in seconds any day, the old ways of teaching, with the teacher as the dominant source of information and its interpreter, and direct instructions and lectures as the prevailing methods of school work, become not just old fashioned but even inappropriate. As a consequence, the basic question in the educational field becomes " how to educate students so that they could appropriately perform in situations that were unknown in their educational period " (Illeris, 2008, p. 2), leading to the conclusion that school work must be shifted towards student-centered methods and strategies based on their active work (e.g. Dean & Kuhn, 2007; Michael, 2006). ...
Active student-centered instructional methods bring more emotion into science teaching, especially in the case of socioscientific issues, like research on and usage of genetically modified organisms (GMOs). We tested the strength of ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest) toward different GMOs. Students expressed high levels of interest, surprise and joy towards GMOs, emotions that could be used as possible motivators to raise the level of interest in Science. Students do not express an equal level of negative emotions toward GMOs as a general category, but take a standpoint towards each item or practice separately. Knowing this, the teacher can choose list of GMOs ranked from more acceptable to the least acceptable GMOs, to avoid any obstruction of reasoning toward GMOs based on strong negative emotions.
... Educational systems face many problems which have to be solved, with a teacher -student level, at the end of the chain. Some of the most important contemporary trends, which greatly influence instructions of science subjects, are exponential growth of knowledge, pressing need for competent ____________________ employers, emerging technologies, fall of interest in Science and increasing number of students in higher levels of education [1][2][3]. As a solution it is proposed that raising the quality of teaching and learning can be achieved only by methods where students are fully engaged [4,5]. ...
In recent times exchange of students between countries became popular. As teacher educators we have to prepare our students to teach efficiently in fast changing world and to be effective in future careers with educational technologies not yet discovered. Because of mobility and especially fast development of information and communication technologies some teaching competences became global but shaped with local circumstances. So to enhance cross border and cross cultural cooperation in teacher education between Slovenia and Turkey we have to identify if our students share basic experiences and attitudes toward Biology at their pre-university education to prepare appropriate teaching strategies to be used in effective teaching. From our study we can make a conclusion that even if both countries had different history, traditions, culture, dominant religion, differences in biology teaching are surprisingly small. So if we plan students exchange they will easily understand each other when talking about their experiences in high school, so the only barrier can be language in which courses are offered.
En los últimos años, las metodologías activas han ido ganando protagonismo en el proceso de enseñanza y aprendizaje. Sus planteamientos de base, centrados en el estudiante y su participación activa, así como el componente motivacional, hacen de ellas una herramienta didáctica que ha adquirido una enorme popularidad, sobre todo en entornos digitales y educativos. Los videojuegos colaborativos son un excelente vehículo para potenciar la adquisición de competencias y el aprendizaje implícito, definido como el proceso en el que la información relevante de una tarea se asimila automáticamente sin que el individuo sea consciente de lo que ha aprendido (Reber, 1993). Este concepto ha sido enriquecido por Jiménez & Méndez (1999), ya que el aprendizaje implícito se expresa también a través de los efectos que produce en el comportamiento, los cuales se pueden observar en la recuperación del conocimiento relevante, que se realiza de manera inconsciente y no intencional.
La atracción que genera en los estudiantes el empleo de experiencias lúdicas de aprendizaje ha promovido que cada vez sean más las universidades que usan videojuegos como parte de sus herramientas docentes. En este contexto, se ha realizado un estudio de investigación para evaluar la autopercepción sobre la adquisición de una selección de 30 competencias recogidas dentro del Grado en Traducción e Interpretación en un entorno gamificado, presentado ante los 93 participantes como un concurso a nivel internacional para estudiantes del grado. El presente artículo expone los resultados del proyecto Gamification Challenge, un estudio de investigación realizado dentro del PID 15/31 GAMTRADI - GAMificación en el grado de TRADucción e Interpretación: una nueva perspectiva metodológica en el aula, financiado por la Universidad de Granada con la colaboración de Riot Games, Traduversia, Axel Springer y Trágora Formación.
This chapter discusses why a university should put more weight on teaching than on other functions. It argues that student development, knowledge production, and the economic crisis are logical grounds in support of this. In addition, this chapter introduces how the teaching function has been conducted differently in various higher education systems, overviewing how professors teach their students, what they teach, and how much time they spend on curriculum development. This diagnostic information provides the starting point for realigning the university as a teaching institution.
Purpose
The purpose of this paper is to critically examine the dominance of the participation metaphor for learning in the literature on learning organizations and to propose a working model of the teaching organization with conceptual input from educational science and the sociology of professions.
Design/methodology/approach
The paper combines theoretical critique and a selective review of literature that is relevant to the discussion of the concept “teaching organization”.
Findings
Concepts referring to teaching as a systemic attribute of learning organizations are not made explicit in texts on organizational learning and knowing. Key concepts from educational science are almost completely absent from this literature.
Originality/value
The paper describes elements from educational science and the sociology of professions and proposes to integrate them in a model of a teaching organization that could serve as a theoretical platform for further empirical studies.
Among Slovenian upper secondary school science teachers a study was conducted about the implementation of laboratory work in Science teaching. One of the specific goals was to acquire preliminary data about the status of laboratory exercises in teaching Biology, Chemistry and Physics. Answers were received from 64 Biology teachers, 64 Chemistry teachers and 63 Physics teachers (about 40% of Slovene secondary school Science teachers). The differences in attitudes towards and performance of laboratory work among teachers of different Science subjects are small. It can be concluded that teachers of all three subjects have generally positive attitudes towards laboratory work. The differences occur in the way laboratory work is performed. Not so positive are the findings that many of the exercises are presented to the students as demonstrations, and an expository style is preferred. In the future, efforts should be made to transform expository labs into inquiry- and problem-based laboratory work.
What drives this diffusion process? One neo-institutional answer to this question is that new models of nationhood, organization, and social identity exist in the larger world environment (Meyer, 2009, p. 36ff). Because they are external, these “identities” and models can be adopted without huge costs and without necessarily entailing the reorganization of society or actors’ personalities. Thus the models of modern society can spread quickly because they are relatively easy to assume and because they have high legitimacy in the international environment. Conformity produces instrumental rewards as well. And it also signals to significant “other” nations and international bodies that a nation has accepted modernity and its responsibilities (see Boli & Thomas's discussion, 1999). Thus, foreign aid, loans, and credit may flow quickly to those developing countries that enact modern institutional structures like mass education and democratic elections.
Purpose
– The purpose of this paper is to examine the influence of accounting students’ attitude on their current knowledge enhancement intention and the moderating role of the learning environment on the attitude-intention relationship. The relationship between current knowledge enhancement intention and level of current knowledge acquired is also investigated.
Design/methodology/approach
– Copies of a structured questionnaire were randomly distributed to 400 final-year accounting students from three major public universities and 243 completed questionnaires were analyzed.
Findings
– Attitude is a significant predictor of students’ current knowledge enhancement intention, which, in turn, positively impacts their level of current knowledge. The learning environment significantly moderates the attitude-intention relationship. An inhibiting learning environment tends to accentuate the differences in current knowledge enhancement intention between students with good attitude and those with poor attitude toward current knowledge enhancement.
Research limitations/implications
– The study has the limitations often associated with self-administered questionnaire research. The findings also may not be generalizable to other student and current knowledge settings.
Practical implications
– There is a need to re-orientate the accounting curriculum design and the accounting academics’ attitude from one that is overly technical focussed to one that emphasizes on other competencies necessary for sustained professional success. Educators and teaching pedagogy that promotes a culture of lifelong learning and current knowledge enhancement among students should be encouraged.
Originality/value
– This study fills the gap in the literature by examining the role of the learning environment not as a direct determinant of students’ attitude and their intention, but rather as a moderator of the attitude-intention relationship. The implication is that modifying the learning environment could facilitate or promote development of the desired attitude and hence, intention. The findings of this study support the moderating role of the learning environment in the relationship between current knowledge enhancement attitude and intention of accounting students in Malaysia.
Syllabi in the science subjects, biology, chemistry and physics at lower and general upper secondary school are compared in the light of their underlying philosophies, goals, objectives and recognized importance in science teaching. Even though all syllabi were prepared within the same framework, great differences among syllabi concerning practical work are evident. More importance is given to practical work in the syllabi of chemistry and physics, where it is recognized as a basic method, while in the biology syllabus the construction of concepts is valued much higher.
How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: • modern research into learning and brain functions • self-perception, motivation and competence development • teaching, intelligence and learning style • learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view. © 1999, 2006 Roskilde University Press; 2007 Knud Illeris. All rights reserved.
This book first took shape in my mind as little more than a study of occupational shifts in the United States. I was interested in the structure of the working class, and the manner in which it had changed. That portion of the population employed in manufacturing and associated industries—the so-called industrial working class—had apparently been shrinking for some time, if not in absolute numbers at any rate in relative terms. Since the details of this process, especially its historical turning points and the shape of the new employment that was taking the place of the old, were not clear to me, I undertook to find out more about them. And since, as I soon discovered, these things had not yet been clarified in any comprehensive fashion, I decided that there was a need for a more substantial historical description and analysis of the process of occupational change than had yet been presented in print. This article can also be found at the Monthly Review website, where most recent articles are published in full.
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The aim of this article is to develop a holistic model that shows the basic elements of workplace learning and their mutual connections. This is done by adjusting and combining two models that have already been worked out formerly by members of the consortium: a model dealing with the workplace as a learning space, and a general model of the learning process. The most important features of the new model are its distinction between the social and the individual levels of learning, and its pointing to the overlap between the working practice of the organisation and the work identities of the employees as the central area for important workplace learning. Concludes by discussing the purposes to which this model can be put.
Adult education and adult learning
- K Illeris
- K. Illeris
Illeris, K. (2004a). Adult education and adult learning. Malabar, FL: Krieger Publishing.