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Learning for grown-Ups: A case study of curriculum models for an in-service certificate/postgraduate certificate in education for teachers in the post-compulsory sector

Journal of Further and Higher Education
Journal · Vol. 20 · Issue 1 · pp. 14-24
Abstract

[No abstract available]

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Author Affiliations
University of Bedfordshire, Luton, Bedfordshire, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Ashworth, Peter D., Being competent and having “competencies’, Journal of Further and Higher Education, 16, 3, pp. 8-17, (1992)
2 Bates, Inge, Is Student-Centred Pedagogy ‘Progressive’ Educational Practice?, Journal of Further and Higher Education, 12, 3, pp. 5-20, (1988)
3 Blackmore, Paul, The Professional Development and Vocational Training Divide in Further Education Staff Development, Journal of Further and Higher Education, 16, 3, pp. 30-38, (1992)
4 Competency Based Education and Training, (1989)
5 Chown, Adrian, Can the NCVQ Model be Used for Teacher Training?, Journal of Further and Higher Education, 17, 2, pp. 15-26, (1993)
6 Why Adults Learn Towards A Theory of Participation in Adult Education, (1992)
7 Farrington, Ian S., Student-Centred Learning: Rhetoric and Reality?, Journal of Further and Higher Education, 15, 3, pp. 16-21, (1991)
8 Student Centred Curriculum Development in Post Compulsory Education, (1986)
9 Fay, Peter, Open and student centred learning: Evangelism and Heresy, journal of further and higher education, 12, 1, pp. 3-19, (1988)
10 Outcomes Nvqs and the Emerging Model of Education and Training, (1991)
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