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Professional Accompaniment Model for Change
Author | : Louise Lafortune |
Publsiher | : PUQ |
Total Pages | : 210 |
Release | : 2011-08-22T00:00:00-04:00 |
Genre | : Education |
ISBN | : 9782760532748 |
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Increasing globalization, new technologies, and the updating of competencies have considerably impacted the workplace. Major change requires staff to adapt quickly to new situations. It is in this context that the book Professional Accompaniment Model for Change. For Innovative Leadership is a valuable reference tool for reflection, implementation, analysis, and evaluation of a professional change accompaniment process. This process facilitates the updating of practices and the development of professional competencies required to accompany the change. The competencies are fully described in the book Professional Competencies for Accompanying Change. A Frame of Reference, which complements the model.
Guide for Accompanying Change
Author | : Louise Lafortune |
Publsiher | : PUQ |
Total Pages | : 114 |
Release | : 2009 |
Genre | : Education |
ISBN | : 9782760522169 |
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This guide complements the booksProfessional Competencies for Accompanying Change. A Frame of Reference and Professional Accompaniment Model for Change. For Innovative Leadership.Divided into two parts, it deals first with the change accompaniment model and then covers the professional competencies frame of reference. Each section contains excerpts and diagrams from the above works as well as suggested tasks to carry out in order to apply the material in the books. The glossary at the end of the guide further explains and contextualizes the terms and concepts in the model and frame of reference. The guide is intended for anyone who wishes to use the competency frame of reference and the accompaniment model. You will find ideas to spur reflection and help you develop your own ways of accompanying others."
International Encyclopedia of Education
Author | : Anonim |
Publsiher | : Elsevier |
Total Pages | : 6964 |
Release | : 2009-04-17 |
Genre | : Education |
ISBN | : 9780080448947 |
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The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
Professional Competencies for Accompanying Change
Author | : Louise Lafortune |
Publsiher | : PUQ |
Total Pages | : 212 |
Release | : 2009 |
Genre | : Accompagnement en entreprise |
ISBN | : 9782760523876 |
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Developing Science Mathematics and ICT Education in Sub Saharan Africa
Author | : Wout Ottevanger,J. J. H. van den Akker,Leo de Feiter |
Publsiher | : World Bank Publications |
Total Pages | : 116 |
Release | : 2007-01-01 |
Genre | : Education |
ISBN | : 9780821370711 |
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Developing Science, Mathematics and ICT (SMICT) in Secondary Education is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.
A History of Popular Education
Author | : Sjaak Braster,Frank Simon,Ian Grosvenor |
Publsiher | : Routledge |
Total Pages | : 261 |
Release | : 2014-10-20 |
Genre | : Education |
ISBN | : 9781317849957 |
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Popular Education is a concept with many meanings. With the rise of national systems of education at the beginning of the nineteenth-century, it was related to the socially inclusive concept of citizenship coined by privileged members with vested interests in the urban society that could only be achieved by educating the common people, or in other words, the uncontrollable masses that had nothing to lose. In the twentieth-century, Popular Education became another word for initiatives taken by religious and socialist groups for educating working-class adults, and women. However, in the course of the twentieth-century, the meaning of the term shifted towards empowerment and the education of the oppressed. This book explores the several ways in which Popular Education has been theoretically and empirically defined, in several regions of the world, over the last three centuries. It is the result of work by scholars from Europe and the Americas during the 31st session of the International Standing Conference on the History of Education (ISCHE) that was organised at Utrecht University, the Netherlands in August 2009. This book was originally published as a special issue of Paedagogica Historica.
Participant Observer
Author | : Henry Milner |
Publsiher | : FriesenPress |
Total Pages | : 266 |
Release | : 2021-10-07 |
Genre | : Biography & Autobiography |
ISBN | : 9781039119031 |
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Some engage in politics; others observe it, but the author of this political memoir is among the few that have had the chance to do both. In these pages, Henry Milner shares his experiences as a student and community activist, an anglophone insider and strategist in the Parti Québécois, and a close observer over several decades of social democracy in practice in Scandinavia and beyond. Milner was born in a bunker in American occupied Germany. His parents, who had survived the war in the Soviet Union, moved the family to Canada, where they settled in Montreal. Earning a BA from McGill and his MA and PhD at Carleton, he spent his teaching career first at Vanier College and then based at the University of Montreal. He has also taught extensively in Europe, North America, Australia and New Zealand. Participant/Observer is Milner’s eleventh book. His writings, notably in Inroads, the Canadian Journal of Opinion, which he and John Richards founded in 1991, have led to opportunities to teach and conduct research in Scandinavia, Europe, Australia and New Zealand. Findings from these experiences have found their way into public policy discussion in Canada through the media and public forums. Milner’s recent focus has been on civic literacy, on the democratic institutions that underly social and economic progress, working closely with the movements seeking to reform the voting system in Canada and a number of provinces. He and his wife, Frances Boylston, divide their time between Montreal and the Dominican Republic, where they are closely involved with the Meeting Place, a not-for-profit International Resource Centre they founded to help “snowbirds” to get to know the country and to provide locals and Haitian migrants with English-language and other resources to be better equipped for employment in a tourism-oriented economy. Participant/Observer is a political autobiography of a generation, one that reached maturity in the 1960s and 1970s, told through one person’s story. In concluding, Milner holds out hope that this account of his generations’ successes—and failures—can be of use to current generations as they face the threat posed by populist and authoritarian forces, most dramatically to the capacity of contemporary democracies to meet the challenge of climate change.
Education Nouvelle Et Sciences de L ducation
Author | : Bernard Schneuwly |
Publsiher | : Peter Lang |
Total Pages | : 416 |
Release | : 2006 |
Genre | : Education |
ISBN | : 3039109839 |
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This book is about the tumultuous and even passionate relationship between New Education and Educational Sciences, which are regarded as an inseparable «couple», intrinsically linked and surprisingly fruitful. Yet they remain irreconcilable and are mutually contradictory in a number of their elements and characteristics. Do Educational Sciences offer a scientific base or ideological support for New Education? Do the numerous new educational initiatives and reforms provide a «laboratory» for Educational Sciences or alternatives to the new scientific paradigms? Is this at the risk of their merging? And what is the price of these tensions? Specialists in the history of Educational Sciences and New Education from various geographical, cultural and disciplinary horizons explore the complex links between this powerful reforming movement and the nascent disciplinary field that emerged during the first half of the 20th century. Cet ouvrage analyse les relations tumultueuses - passionnelles même - de l'Education nouvelle et des Sciences de l'éducation: un couple indissociable - intrinsèquement lié et d'une étonnante fécondité - autant qu'inconciliable, nombre de leurs présupposés et caractéristiques se contredisant mutuellement. Les Sciences de l'éducation offrent-elles la base scientifique ou l'appui idéologique de l'Education nouvelle ? Les nombreuses expériences et réformes éducatives constituent-elles des laboratoires des Sciences de l'éducation ou des alternatives aux nouveaux paradigmes scientifiques ? Au risque de leur fusion ? Au prix de quelles tensions ? Des spécialistes de l'histoire des Sciences de l'éducation et de l'Education nouvelle d'horizons géographiques, culturels et disciplinaires divers explorent les rapports complexes entre ce puissant mouvement réformiste et le champ disciplinaire naissant durant la première moitié du 20e siècle.