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The recognition of prior learning power, pedagogy and possibility: conceptual and implementation guides

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dc.date.accessioned 2003-07-30 en
dc.date.accessioned 2020-03-10T13:17:02Z
dc.date.available 2020-03-10T13:17:02Z
dc.date.issued 2015-08-25 en
dc.identifier.isbn 0796919658 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/9258
dc.description.abstract Globally, the meaning and nature of education is reconstructed by changing social conditions. Globalisation and marketisation are the motifs. The 'knowledge society' and lifelong learning have become central concepts. From a socio-cultural perspective, postmodernist writers have questioned Enlightenment thinking - the grand and universal narratives that traditionally shaped education (liberalism, humanism, radicalism and human capitalism) and the modernist view of education as an unproblematic, value-free key to personal and social progress. en
dc.format.medium Print en
dc.publisher Human Sciences Research Council en
dc.subject ADULT EDUCATION en
dc.subject FURTHER EDUCATION & TRAINING (FET) en
dc.subject RECOGNITION OF PRIOR LEARNING (RPL) en
dc.subject CURRICULUM DEVELOPMENT en
dc.subject EDUCATION en
dc.subject PEDAGOGY en
dc.title The recognition of prior learning power, pedagogy and possibility: conceptual and implementation guides en
dc.type Monograph (Book) en
dc.BudgetYear 2000/01 en
dc.ResearchGroup Education and Training en
dc.PlaceOfPublication Pretoria en
dc.ArchiveNumber 1592 en
dc.outputnumber 484 en
dc.bibliographictitle Harris, J. (2000) <i>The recognition of prior learning power, pedagogy and possibility: conceptual and implementation guides. </i> Pretoria: Human Sciences Research Council. en
dc.publicationyear 2000 en
dc.contributor.author1 Harris, J. en


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