Tight Мalcolm. Key Concepts in Adult Education and Training

Routledge, 2006. — 208 p.Adult education and training—now widely re-labelled and reenergized under the banner of lifelong learning (see Chapter 2)—is an important and developing field of activity and study. We are all, as
children and as adults, engaged in learning every day of our lives, whether we realize it or not. We are also increasingly likely to be involved in more formalized forms of learning—that is, in education or
training—both immediately after we have completed the compulsory education period and throughout the rest of our lives.
Many thousands of us are currently employed to assist and guide the learning of other adults: as teachers or trainers, as lecturers or facilitators, as advisors or managers. We may be employed as such full-time or part-time, or this role may form only one part of a more general portfolio of supervisory responsibilities. We may work in a designated institution of education or training. We may work for other public, private or voluntary sector organizations, which have a concern for the development of their employees or members. Or we may work on our own account and need to update our skills and knowledge.
Every year, large numbers of those involved in the education and training of adults themselves undertake some form of education or training to support or prepare them for these roles. This professional development may take place at a variety of levels, leading to, for example,
a teaching certificate, a first degree, a professional qualification or a research degree. Or it may not involve any qualification at all, and may indeed be entirely self-directed\.