Preprečevanje Matejevega učinka z individualnimi učnimi računi?

Študije primerov iz Danske in Francije

Avtorji

  • Shalini Singh Univerza za znanost in tehnologijo v Megalaji, Center za vseživljenjsko učenje, Indija; Univerza Helmuta Schmidta, Hamburg, Nemčija
  • Søren Ehlers Univerza za znanost in tehnologijo v Megalaji, Center za vseživljenjsko učenje, Indija https://orcid.org/0000-0002-2061-8866

DOI:

https://doi.org/10.4312/as/16289

Ključne besede:

odrasli z nizko stopnjo izobrazbe, neudeleženci, osebna avtonomija, posamezniku prilagojeno učenje, socialne naložbe

Povzetek

Članek obravnava individualne učne račune kot političen instrument za preprečevanje Matejevega učinka in promocijo samostojnega učenja med neudeleženci izobraževanj, ki pa so še vedno potencialno učeči se odrasli. Prispevek na podlagi Winterjevega (2012) modela integrirane implementacije razlaga izvajanje politik in uporabi Greenovo (2000) tipologijo za klasifikacijske sisteme vseživljenjskega učenja glede na sistem upravljanja. Na podlagi podatkov iz Danske, Francije in Evropske unije predlaga na učenca usmerjen model za implementacijo izobraževalnih politik in revidirano verzijo Greenove tipologije.

Metrike

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Prenosi

Podatki o prenosih še niso na voljo.

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18. 04. 2024

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Preprečevanje Matejevega učinka z individualnimi učnimi računi? Študije primerov iz Danske in Francije. (2024). Andragoška Spoznanja, 1-18. https://doi.org/10.4312/as/16289

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