The Experts below are selected from a list of 611832 Experts worldwide ranked by ideXlab platform

Camilla Fitzsimons - One of the best experts on this subject based on the ideXlab platform.

  • Models of Community Education
    Community Education and Neoliberalism, 2017
    Co-Authors: Camilla Fitzsimons
    Abstract:

    Early on, any book about Community Education should make explicit its understanding of this expression. This chapter discusses meaning of both ‘Community’ and of ‘Education’ before outlining some important principles that underpin Community Education practice. Different approaches to Community Education are offered through three distinct models: universal, second-chance and radical. Information about research participants should also be forefronted and Chapter 2 tells the reader how people became involved in this study, where they work, and what they understand Community Education to be. Open image in new window Illustration 2.1 Models of Community Education

  • Community Education in Ireland
    Community Education and Neoliberalism, 2017
    Co-Authors: Camilla Fitzsimons
    Abstract:

    As its title suggests, this chapter provides an overview of Community Education in Ireland. This begins with a historical account of the emergence of Community Education which is detailed through public provision, the Women’s Movement, liberation theology and the Community development/anti-poverty movement. The role of the academy is also explored. Chapter 3 then draws from primary research to offer an account of contemporary Community Education practice. This details where and by whom Community Education is practiced and provides examples of work on the ground.

  • Community Education and Employability
    Community Education and Neoliberalism, 2017
    Co-Authors: Camilla Fitzsimons
    Abstract:

    This chapter will look at the role of social policy in directing Community Education away from its politicising, needs-based historical roots and towards the servicing of the labour market. It begins by explaining what social policy is and how it relates to neoliberalism before exploring its relationship with Community Education. As well as examining the actions of policy-makers far away, I will also explore practitioner’s own involvement in policy formation. Key policy changes and the implications for Community Education are investigated before the experiences of practitioners are presented. Open image in new window Illustration 5.1 Community Education and employability

  • Introduction: Community Education in Neoliberal Times
    Community Education and Neoliberalism, 2017
    Co-Authors: Camilla Fitzsimons
    Abstract:

    Since its emergence in the 1970s and 1980s, Community Education in Ireland has profoundly changed. Where its principal focus was once in response to individual and collective Community need, neoliberal policy directives and dominant hegemonic discourse seek to redirect efforts to the needs of industry. Community Education and Neoliberalism demonstrates tensions between these competing agendas and this first chapter serves a number of purposes. Firstly it describes Community Education explaining its connections with Community development and the wider, now largely co-opted Community sector. Secondly it introduces discussion on the global ubiquity of neoliberalism and determines a process of neoliberalisation within Community Education. Thirdly it introduces the inclusion of primary research within this publication where c226 Community educators give voice to their experiences, values and practices through survey participation, interviews and focus-groups. Finally, Chapter 1 gives an overview of the chapters to follow.

  • Community Education and Accreditation
    Community Education and Neoliberalism, 2017
    Co-Authors: Camilla Fitzsimons
    Abstract:

    Increasingly, much Community Education in Ireland is accompanied by State verified certification. This is a significant shift from its largely non-accredited historical origins and increasingly distances it from Community development practice. The driving force for accreditation is European policy convergence measures that have been the driving force in the introduction of outputs-oriented, hierarchical qualifications frameworks. The principle reason for this change is to support a Europe-wide employability agenda. This chapter measures the extent to which contemporary Community Education is accredited and draws from the experiences of Community educators in determining the implications of this. Open image in new window Illustration 6.1 The impact of accreditation

Wu Shi-jie - One of the best experts on this subject based on the ideXlab platform.

  • The participation of TV Universities into Community Education
    Journal of Ningbo Radio & TV University, 2008
    Co-Authors: Wu Shi-jie
    Abstract:

    The development of society and improvement of Educational popularity make Community Education an inevitable trend.The Community Education is faced with the problems as the inadequacy of resources and organizations,especially the in- adequacy of the Education entities engaging in higher Education.However,the local TV universities,under the increasingly fierce competition of adult Education,are making an effort to find a new breakthrough point.Therefore it is the TV universities' responsibility to participate in the Community Education,which is also an inevitable result ofthe development of society and higher Education.This paper elaborates from the three angles of the development of Community Education,the possibility of the TV uni- versities'participation into Community Education and some thoughts ofthe TV universities'participation into Community edu- cation,and attempts to offer some references for the TV universities'participation into Community Education.

Hu Feng-ying - One of the best experts on this subject based on the ideXlab platform.

  • Interpretation of Project Practice: the Strategy Options of Community Education In-depth Development
    Journal of Jiangsu Teachers University of Technology, 2008
    Co-Authors: Hu Feng-ying
    Abstract:

    The development of project practice of Community Education reflects the inherent requirements of the Community Education experiment.This is decided by the experimental work nature of Community Education.It is helpful for exploring Community Education law,innovating Community Education mode,deepening the connotation of Community Education,enhancing the quality of Community Education.

  • On Development Outlook of Community Education
    Journal of Yancheng Teachers College, 2005
    Co-Authors: Hu Feng-ying
    Abstract:

    Scientific development is an integration of idea and action,an coordination of exterior and interior factors.Scientific Community Education outlook is the guideline to the Community Education development, and the holistic combination of thought and practice covering essential characteristics, basic thought, connotation and pattern of the development. Community Education development should keep abreast of the age, conform to the situation of our country, Community setup, people's needs, lifelong Education system and the formation of study-oriented society in following five aspects: equality, service, openness, specialty and assessment.

Qiao Xing-mei - One of the best experts on this subject based on the ideXlab platform.

  • Radio and TV Universities and Community Education
    Journal of China West Normal University, 2012
    Co-Authors: Qiao Xing-mei
    Abstract:

    The Community Education,as an important carrier in the life-long Education and learning society,has attracted increasing attention.The radio and TV university,as the key supporter in the distance Education and continuing Education in China and also as the main part of open universities in the future,should play a bigger and bigger role in the Community Education.According to an investigation into the theory and practice of Community Education,this paper discusses the necessity and feasibility of carrying out Community Education by radio and TV universities,and also provides some suggestions.

Lyn Tett - One of the best experts on this subject based on the ideXlab platform.

  • Community Education, Learning and Development
    2010
    Co-Authors: Lyn Tett, Ian Fyfe
    Abstract:

    Introduction Chapter 1: Community Education: antecedents and meanings Chapter 2: Community Education in Scotland Chapter 3: Lifelong learning and Community Education Chapter 4: Learning, knowledge and development Chapter 5: Young people and Community development Chapter 6: Community Education, risk and the Education of desire Chapter 7: Community Education, democracy and equality. References. Index

  • Community Education, Lifelong Learning and Social Inclusion:
    2002
    Co-Authors: Lyn Tett
    Abstract:

    Lynn Tett has updated and expanded her discussion about Community Education. The book provides a clear account of the development of Community Education. It illustrates the conceptual as well as political debates about the role, purpose and practice of Community Education. She moves behind the policy rhetoric to recognise and explore some of the tensions in current policy trends, particularly the danger of seeing social marginalisation as an individual problem rather than as a result of structured inequalities. A number of Community Education projects are examined giving a real sense of the approach being advocated and making the case for a model of lifelong learning focusing on democratic renewal. The task of Community educators is not an easy one: recognising competing interests but still enabling voices to be heard and, at the same time, seeking ways of building mutual understandings and cooperation. The challenge for Community Education is considerable but this book provides a real sense of its possibilities. The book is an established text used on CPD and teacher training courses throughout the UK.