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1 de 7
Governing the Ungovernable. Why Lifelong Learning Policies so Much Yet Deliver so Little.
Field, John
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 249 - 261
SEEKING A NEW BALANCE BETWEEN PUBLIC AND PRIVATE SPHERESTHE NEW GOVERNANCETHE IMPACT OF LIFELONG LEARNING: HRD IN DRAG?
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-001
Lifelong learning occupies a leading place in policy discourse, but specific measures of any substance are relatively rare. The article argues that this is not simply a product of political bab faith, a lack of resources, or the weak lobbying power of the relevant vested interests. It is also associated with the nature of lifelong learning as a policy issue, aggravated by changes in the nature of government. Lifelong learning is an amorphous phenomen which relies upon the behaviour of a range of actors, and not solely or even primarily that of governments. In so far as it involves governments, unlike schools or higher education, it is diffused across a range of policy areas with different ministerial structures and interests. Shifts away from welfarist models of service provision particularly affect areas such as lifelong learning, which are defined by the requirement for active engagement with and of citizens and other non - govermental actors. As a result, policy initiatives have usually been limitated to prolongation of initial education or reform of vocational training. This has serious consequences for those involved in managing and delivering learning programmes.

2 de 7
Recognizing the Pedagogy of Voice in a Learninig Community.
Ranson, Stewart
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 263 - 279
DIALOGUE WITH FAMILIY AND COMMUNITYTOWARDS DEMOCRATIC COMMUNITY GOVERNANCEFINDING A VOICE: THE CORE CAPABILITY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-002
The challenge of regeneration - of rebuilding urban communities by tackling the intractable colective action problems of the environment, education, transport and health - defies simple solutions. Individuals, if they are to flourish in a risk society, will need to learn throughout their lives to develop their capabilities. In particular, the qualities of learning communities (reflexive, dialogic, cooperative) will be the condition for addressing these predicaments of our time. If this process is to be inclusive, voice will be the distintive capability which schools should encourage young people to acquire if all are to become active citizens in a just, learning democracy at the turn of a new century.

3 de 7
Schools in a Learning Society. New Purposes and Modalities of Learning in Late Modern Society
Strain, Michael
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 281 - 298
THE FAMILYWORKRISK SOCIETY: A CONDITION REQUIRING THE REFLEXIVE CONSTRUCTION OF A SELFLIFEWORLD LEARNING AND SOCIAL INCLUSIONGLOBAL SYSTEMS AND INDIVIDUAL (LIFE) WORLDS: A NEW IMPERIALISM?NEW LEARNINGGLOBALIZATION AND LEARNINGINDIVIDUALIZATIONLIVING IN A DIFFERENT WORLD: THE SPECTRE OF USELESSNESSSCHOOLS FOR A CHANGING WORLDLIFELONG LEARNING AS A JOURNEY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-003
What role are schools to have in the establishment of a learning society? Limitations and exclusions left unexamined in much public debate about the development of lifelong learning are identified and discussed. Emerging social and economic changes are characterized in relation to their possible educational consequences. Some emerging social implications of risk and individualization are explored and their impact upon learning discussed. Learning, it is argued, should be construed as a biographical project, a journey, during which the learner autonomously constructs a lifeworld. Professional commitment should be redefined in terms of an orientation to enhance learners self - esteem and capability to participate in communities of practice, to enrichment of sociality.

4 de 7
A New Professionalism for a Collaborative Culture of Organizational Learning in Contemporary Society.
Quicke, John
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 299 - 315
TOWARDS A COLLABORATIVE CULTURE OF PROFESSIONALISMTHE MARKET SOLUTIONCOLLABORATION IN PRACTICETHE NEED FOR A NEW PROFESSIONALISMPROSPECTS IN THE PRESENT CONTEXTINEQUALITY AND THE EROSION OF COMMUNITYTHE SHIFT FOR STRUCTURE TO CULTUREWHAT ARE NEW TIMES?THE EMPHASIS ON LEARNING AND REFLECTIONTHE COLLABORATIVE SELF AND THE REFLECTIVE PRACTITIONERTHE FORMAL CURRICULUMDISCIPLINARY POWERCRITIQUE OF FOUCAULTCRITIQUE
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-004
The purpose of this article is critically to evaluate the notion of professionalism in the contemporary context and to suggest a way forward which will enhance the learning capability of institutions in which educational professional work. The characteristics of what are shown to be new times will be briefly summarized and a case made for a particular reinterpretation of professionalism in the light of these new circumstances. Crucial to the practice of a new professionalism will be an emphasis in institutions on democratic collaborations as a basis for rational communication in the context of uncertainty which characterizes new times. The discussions focuses on bureaucratic constraints on such a collaborative model and on the operation of disciplinary power ( Foucault) in institutions. Reforms which aim to foster collaborative cultures, such as the National Curriculum and the school effectiveness/school improvement movement, often conceal the extent to which disciplinary power remains dominant. Professionals needs to be more sensitive towards the role of power in the construction of selves and in their understanding of their own expertise in this regard.

5 de 7
Distributed Properties. A New Architecture for Leadership.
Gronn, Peter
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 317 - 338
THE IDEA OF DISTRIBUTIONDO WE STILL NEED LEADERSHIP?THE RUDIMENTS OF A THEORY OF ACTIONTHE TROUBLE WITH EXISTING DUALISMS
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-005
This article argues for a reconceptualization of leadership. Possible substitutes for leadership are reviewed along with a number of existing dualisms. These are rejected in favour of the claim that the leadership of organizations is most appropriately understood as a distributed, rather than as a focused, phenomenon. Various attributes, dimensions and applications of distribution are then considered, and a revised approach to action and influence in organizations centred on conjointly performed activities is then proposed. For this new formulation a summary is provided of the core concepts of, and recent developments in, activity theory. It is shown that two particular advantages of this approach include the helpful model it provides for contextual analysis an aspect sorely neglected by the field of leadership and its focus on the envolving division of labour in organizations, the prime mover for tracking emerging patterns of distributed leadership.

6 de 7
Leading the Learning Society. The Role of Local Educations Authorities
Wilkins, Raphael
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 339 - 352
WHAT IS A LEARNING SOCIETY?CITIZENSHIPFUTURE CHALLENGES FOR EDUCATIONAL MANAGEMENT AND LEADERSHIPTHE LEA ROLE: SHOULD THE VISION BE REACTIVE OR PROACTIVETHE LEA ROLE: ADAPTATION IN RESPONSE TO ATTACKTHE NATURE OF LOCAL EDUCATIONAL LEADERSHIPWHAT IS HIGH - QUALITY EDUCATION?HOW CAN LEAS MAKE A POSITIVE CONTRIBUTION?
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-006
Debate about the future of local education authorities (LEAs) needs to embrace wider issues than the merits of particular management structures. How will LEAs be able to dd most value in the future circumstances in which they will be operating? This article explores from firt principles the issue of local educational leadership, and suggests three broad purposes to which LEAs can make a positive contribution: the provision of high - quality education, the development of a learning society and the building of capacity at institutional level. The article concludes that local educational leadership is itself essentially an educational process.

7 de 7
Learning beyond the Classroom.
Bentley, Tom
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 3 July 2000 página 353 - 364
WHAT EDUCATIONAL LEADERS SHOULD DOWELCOME TO THE LEARNING SOCIETYMORE GOVERNMENT, MORE INSTITUTIONS, BUT THE WRONG RESULTWHAT IS EDUCATION FOR?THE SYSTEM BREAKS DOWNEDUCATIONDE - SCHOOLING: THE IDEA WHOSE TIME HAS COME
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-010-007
Education has become a concern bordering on an obsession in most of the industrialized world. Its centrality to competitiveness, social inclusion and wellbeing are now widely recognized. But most efforts at reform still divide between efforts to boost the output of an increasingly worn institutional infraestructure, and hype - ridden strategies based on untested use of new technology. This article sets out the major challenges facing education systems, questions their fundamental purpose and then explores avenues to the reinvention of whole systems of learning and teaching.

Los resultados en: Libros Tesis Revistas Gacetas Videos
Búsqueda sobre: EMA-010 EN REGISTRO INTERNO ,
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