Von dem Buch Non-Formal Education - Flexible Schooling or Participatory Education? (Cerc Studies in Comparative Education) haben wir 3 gleiche oder sehr ähnliche Ausgaben identifiziert!
Falls Sie nur an einem bestimmten Exempar interessiert sind, können Sie aus der folgenden Liste jenes wählen, an dem Sie interessiert sind:
100%: Alan Rogers: Non-Formal Education - Flexible Schooling or Participatory Education? (Cerc Studies in Comparative Education) (ISBN: 9789628093304) 2004, in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
100%: Rogers, Alan: Non-Formal Education: Flexible Schooling or Participatory Education? (CERC Studies in Comparative Education) (ISBN: 9781441937575) 2010, Springer, Deutschland, in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
77%: Alan Rogers;Rogers, Alan: Non-Formal Education: Flexible Schooling Or Participatory Education? (Cerc Studies in Comparative Education) Format: Hardcover (ISBN: 9780387246369) 2005. Ausgabe, in Englisch, Broschiert.Nur diese Ausgabe anzeigen…
Non-Formal Education - Flexible Schooling or Participatory Education? (Cerc Studies in Comparative Education)
17 Angebote vergleichen
Bester Preis: € 22,94 (vom 12.01.2017)1
Non-Formal Education
EN HC NWISBN: 9780387246369 bzw. 0387246363, in Englisch, Springer, Berlin, gebundenes Buch, neu.
Lieferung aus: Deutschland, zzgl. Versandkosten.
Von Händler/Antiquariat, buecher.de GmbH & Co. KG, [1].
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. 2005. xii, 318 S. XI, 316p. 235 mm Versandfertig in 3-5 Tagen, Hardcover, Neuware.
Von Händler/Antiquariat, buecher.de GmbH & Co. KG, [1].
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. 2005. xii, 318 S. XI, 316p. 235 mm Versandfertig in 3-5 Tagen, Hardcover, Neuware.
2
Non-Formal Education
EN PB NWISBN: 9781441937575 bzw. 1441937579, in Englisch, Springer, Berlin, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
buecher.de GmbH & Co. KG, [1].
PThis is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. /P2010. xii, 318 S. XI, 316p. 235 mmVersandfertig in über 4 Wochen, Softcover.
buecher.de GmbH & Co. KG, [1].
PThis is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. /P2010. xii, 318 S. XI, 316p. 235 mmVersandfertig in über 4 Wochen, Softcover.
3
Non-Formal Education: Flexible Schooling or Participatory Education?
EN USISBN: 9780387246369 bzw. 0387246363, in Englisch, Springer, Springer, Springer, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, zzgl. Versandkosten, in-stock.
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years.
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years.
4
Non-Formal Education: Flexible Schooling or Participatory Education? (CERC Studies in Comparative Education) (2010)
EN PB NWISBN: 9781441937575 bzw. 1441937579, in Englisch, 318 Seiten, Springer, Taschenbuch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, allnewbooks.
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author’s call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. , Paperback, Ausgabe: Softcover reprint of hardcover 1st ed. 2005, Label: Springer, Springer, Produktgruppe: Book, Publiziert: 2010-10-22, Studio: Springer, Verkaufsrang: 6852538.
Von Händler/Antiquariat, allnewbooks.
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author’s call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. , Paperback, Ausgabe: Softcover reprint of hardcover 1st ed. 2005, Label: Springer, Springer, Produktgruppe: Book, Publiziert: 2010-10-22, Studio: Springer, Verkaufsrang: 6852538.
5
Non-Formal Education (2007)
EN NW EB DLISBN: 9780387246369 bzw. 0387246363, in Englisch, Springer, Deutschland, neu, E-Book, elektronischer Download.
Lieferung aus: Deutschland, Versandkostenfrei, Download.
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author’s call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field.
This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author’s call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field.
6
Non-Formal Education
~EN HC NWISBN: 9780387246369 bzw. 0387246363, vermutlich in Englisch, Springer Nature, gebundenes Buch, neu.
Lieferung aus: Deutschland, Lagernd, zzgl. Versandkosten.
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. Hard cover.
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. Hard cover.
7
Non-Formal Education - Alan Rogers, Gebunden
DE HC NWISBN: 9780387246369 bzw. 0387246363, in Deutsch, CERC Comparative Education Research Centre, gebundenes Buch, neu.
Lieferung aus: Deutschland, zzgl. Versandkosten, preorder.
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. "Buch > Geisteswissenschaften, Kunst und Musik > Pädagogik > Bildungswesen".
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. "Buch > Geisteswissenschaften, Kunst und Musik > Pädagogik > Bildungswesen".
8
Non-Formal Education: Flexible Schooling or Participatory Education? (CERC Studies in Comparative Education) (2005)
EN HC NWISBN: 9780387246369 bzw. 0387246363, in Englisch, 318 Seiten, 2005. Ausgabe, Springer, gebundenes Buch, neu.
Neuf à partir de: $109.44 (18 Offre)
Utilisé à partir de: $119.98 (11 Offre)
Voir la plus 29 Offres à Amazon.com
Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, _nearfine_.
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. Hardcover, Edition: 2005, Étiquette: Springer, Springer, Groupe de produits: Book, Publié: 2005-04-04, Studio: Springer, Vente de rang: 13213342.
Von Händler/Antiquariat, _nearfine_.
The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. Hardcover, Edition: 2005, Étiquette: Springer, Springer, Groupe de produits: Book, Publié: 2005-04-04, Studio: Springer, Vente de rang: 13213342.
9
Non-Formal Education: Flexible Schooling or Participatory Education? (CERC Studies in Comparative Education) (2004)
EN PB USISBN: 9789628093304 bzw. 9628093304, in Englisch, 328 Seiten, Hong Kong University Press, Taschenbuch, gebraucht.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, Usually dispatched within 1-2 business days, zzgl. Versandkosten (wenn der Anbieter in Ihr Land liefert).
Von Händler/Antiquariat, FastMedia "Ships From USA"
Non-Formal Education The book describes the background (in both development contexts and educational reform contexts) to the emergence of the concept 'non-formal education' (NFE). It contains an important new analysis of development paradigms in which the controversies surrounding non-formal education grew up and which shaped its purpose and impacts. Full description, Paperback, Label: Hong Kong University Press, Hong Kong University Press, Produktgruppe: Book, Publiziert: 2004-09-01, Freigegeben: 2004-09-01, Studio: Hong Kong University Press, Verkaufsrang: 1587092.
Von Händler/Antiquariat, FastMedia "Ships From USA"
Non-Formal Education The book describes the background (in both development contexts and educational reform contexts) to the emergence of the concept 'non-formal education' (NFE). It contains an important new analysis of development paradigms in which the controversies surrounding non-formal education grew up and which shaped its purpose and impacts. Full description, Paperback, Label: Hong Kong University Press, Hong Kong University Press, Produktgruppe: Book, Publiziert: 2004-09-01, Freigegeben: 2004-09-01, Studio: Hong Kong University Press, Verkaufsrang: 1587092.
10
Non-Formal Education: Flexible Schooling Or Participatory Education? (2004)
EN NWISBN: 9789628093304 bzw. 9628093304, in Englisch, 316 Seiten, Hong Kong Univ Pr, neu.
Lieferung aus: Italien, Temporaneamente non disponibile. Se fai subito un ordine, effettueremo la consegna non appena sarà disponibile. Ti invieremo un'e-mail con una data di consegna stimata non appena avremo ulteriori informazioni. Non verranno effettuati addebiti sulla tua carta di credito fino alla spedizione dell'articolo. zzgl. Versandkosten (wenn der Anbieter in Ihr Land liefert).
Von Händler/Antiquariat, Amazon.it.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, Amazon.it.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Lade…