The Influence of the Knowledge Society: Trends in Adult Higher Education

Autor/in	Kasworm, Carol
Titel	The Influence of the Knowledge Society: Trends in Adult Higher Education
Quelle	In: Journal of Continuing Higher Education, 59 (2011) 2, S.104-107 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
Schlagwörter	Stellungnahme; Economic Development; Higher Education; Global Approach; Lifelong Learning; Information Technology; Leadership; Adult Education; Professional Continuing Education; Adult Learning + Suchen Sie Ihr Suchwort? Wirtschaftsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Life-long learning; Lebenslanges Lernen; Informationstechnologie; Führung; Führungsposition; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Adulte education
Abstract	Current understandings of a knowledge economy have been emerging from two defining forces: the rise in quality and intensity of knowledge as a key commodity for economic development and the increasing globalization through information technology of both knowledge exchange and economic activities. The future of adult higher education is focused on this knowledge-based economy growth and specifically of the role of adult higher education in the development and diffusion of new knowledge under the broad framework of lifelong learning. This new era of global economies and information society has refocused and expanded the leadership role of adult higher education to become a pivotal contributor to this new global environment. In this essay, the author will highlight three key trends in global adult higher education in this new environment of the knowledge society. These trends include: (a) creative contextual learning for initial and continuing workforce enhancement, (b) digital age providers: importance of cyclical access and ubiquitous participation, and (c) knowledge creation through critically reflective engagement: learning for continuous change. (Contains 1 footnote.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10