Adult learning and technology in OECD countries. Proceedings of a round table held in Philadelphia, United States on 14-16 February 1996.

Institution	OECD; Organisation for Economic Co-operation and Development. International School Improvement Project
Titel	Adult learning and technology in OECD countries. Proceedings of a round table held in Philadelphia, United States on 14-16 February 1996.
Quelle	Paris: OECD (1996), 363 S.Verfügbarkeit
Reihe	OECD Proceedings
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-64-15320-9
Schlagwörter	Medieneinsatz; Multimedia; Neue Technologien; Australien; Dänemark; Deutschland; Erwachsenenbildung; Fernstudium; Frankreich; Fremdsprachenunterricht; Großbritannien; Italien; Japan; Kanada; Neuseeland; Niederlande; Norwegen; Schweiz; Spanien; Unterrichtstechnologie; Internationaler Vergleich; Lebenslanges Lernen; Multimedia; Unterrichtstechnologie; Fremdsprachenunterricht; Betriebliche Berufsausbildung; Fernstudium; Erwachsenenbildung; Lebenslanges Lernen; Internationaler Vergleich; Konferenzschrift; Konferenzschrift; Australien; Deutschland; Dänemark; Frankreich; Großbritannien; Italien; Japan; Kanada; Korea, Republik; Neuseeland; Niederlande; Norwegen; OECD-Staaten; Schweiz; Spanien
Abstract	In all OECD countries, educational policy- makers face to new challenges: the growing importance of lifelong learning and the rapid development of new technologies. However, adult learning has been on the margins of educational policy debate in most countries for many years, and "technology" has been seen as an interesting enhancement to the mainstream, rather than something which fundamentally changes educational institutions and our understanding of learning itself. How serious are these challenges? How much are the technologies already changing post-school learning? How much and how might they extend or limit access to learning for those who have benefited least from education in the past and who now increasingly risk social and labour market exclusion? Are we sufficiently attentive to the human dimensions of technological change? Above all, what issues must policy-makers consider, which can they influence and what evidence do they need to make decisions? Fifteen papers review current work and describe interesting practices in fifteen different countries. An overview identifies common themes and issues which policy-makers must consider. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)