Distance Learning - Ανοικτό Πανεπιστήμιο Κύπρου - Open University of Cyprus

The aim of the Module is the theoretical foundation of Professional Education and Training. Specifically, it involves students' understanding of basic theoretical approaches and framework(s) within which the discourse on contemporary theory and practice in vocational education and training takes place, with an emphasis on issues around which exists a wide consensus and on points of disagreement. The connection of vocational education and training with the labor market is explored along with structural changes in the workplace and how they influence vocational education and training. Emphasis is placed on the role of human and social capital, and on how these concepts are linked to vocational education and training and affect learning and development within the workplace, mainly through practices on the management of the workforce. Students also are anticipated to understand the role of social networks, the value of workplace learning, and value the workplace as an environment of learning and development for employees. The role of learning organizations and issues of efficiency in vocational education and training are described. The concepts 'measurement', 'recognition' and 'accreditation' and their links to vocational training are investigated. The Thematic Unit underlines the importance of vocational education and training in the economic and social development of the EU, and presents the institutional framework of initial and lifelong vocational education and training in Cyprus and Greece.

This Module aims at engaging students in a comparative in-depth review and reflection upon the main policy developments and challenges on Lifelong Learning (LLL) at global level, with emphasis on continuing and adult education. The first sessions focus on major policy documents of the European Union (EU) during the last decade, which have an impact on the field of Adult and Continuing Education and on LLL. Particular emphasis is placed on the ideological, political, social, economic and cultural aspects (e.g. neoliberalism, globalization, economic crisis, migration, inequalities, etc) that shape the political discourse and actions both at the level of EU and at national level (focusing on the cases of UK and Sweden) in relation to established frameworks and educational patrimonies and the role of influential non-state actors (e.g. European Commission, UNESCO, OECD). The sessions that follow focus on a comparative yet context-sensitive analysis of trends in the field of LLL in various countries/regions/continents of the world (e.g. Japan, China, Africa, Canada). By the end of the module the students will have developed in-depth knowledge and understanding of the major trends in the field of LLL internationally, with emphasis on continuing and adult education. Students will be able to use relevant studies and data in analyzing and discussing challenges shaping these trends, and evaluating policy responses to these challenges from a multi-cultural perspective.

Purpose of this Module is to familiarize students with applied research in Continuing Education and Adult Education, to develop their skills to critically review and use state-of-the-art research literature in Continuing Education and Lifelong Learning and to develop their skills in designing research in the field.

The Module aims to familiarise students with the different meanings of the concept of critical reflection and the challenges that arise from its applications in adult educational practice. The weekly units initially map the theoretical discussions on critical reflection by mainly drawing from texts and authors whose work directly relates to adult education. The Module attempts to encourage a comparative analysis of the basic approaches to critical reflection, emphasising how the "critical" dimension of reflection is defined in the context of diverse theoretical traditions, based on distinct epistemologies, hypotheses, values, concepts, methods and areas of concern. In the context of this comparative analysis, the discussion opens to other approaches, perspectives and concepts that help us to broaden the theoretical discussion on critical reflection, such as the role of the emotions, the importance of narrative learning, and the challenges posed by cultural differences and gender hierarchies.

The Module aims to familiarise students with different theories of participation in education and training and policies for the promotion of participation of adult learners in the educational process. The weekly units initially map the principal theoretical discussions on motivations, access and obstacles to participation in education and training by mainly drawing from texts and authors whose work directly focuses on adult education. The Module attempts to encourage a critical analysis by adding a sociological lens to explanations of participation and non-participation of adult learners in educational activities. Giving emphasis to the dimensions of social class, gender and race the respective weekly units engage with a critical discussion of the inequalities, the gender and racial hierarchies and exclusionary policies and practices that shape the existing dynamics of participation of adult learners in education.

The Module aims to familiarise students with different theories of participation in education and training and policies for the promotion of participation of adult learners in the educational process. The weekly units initially map the principal theoretical discussions on motivations, access and obstacles to participation in education and training by mainly drawing from texts and authors whose work directly focuses on adult education. The Module attempts to encourage a critical analysis by adding a sociological lens to explanations of participation and non-participation of adult learners in educational activities. Giving emphasis to the dimensions of social class, gender and race the respective weekly units engage with a critical discussion of the inequalities, the gender and racial hierarchies and exclusionary policies and practices that shape the existing dynamics of participation of adult learners in education.

The Module aims to familiarise students with the different meanings of the concept of critical reflection and the challenges that arise from its applications in adult educational practice. The weekly units initially map the theoretical discussions on critical reflection by mainly drawing from texts and authors whose work directly relates to adult education. The Module attempts to encourage a comparative analysis of the basic approaches to critical reflection, emphasising how the "critical" dimension of reflection is defined in the context of diverse theoretical traditions, based on distinct epistemologies, hypotheses, values, concepts, methods and areas of concern. In the context of this comparative analysis, the discussion opens to other approaches, perspectives and concepts that help us to broaden the theoretical discussion on critical reflection, such as the role of the emotions, the importance of narrative learning, and the challenges posed by cultural differences and gender hierarchies.

Purpose of this Module is to familiarize students with applied research in Continuing Education and Adult Education, to develop their skills to critically review and use state-of-the-art research literature in Continuing Education and Lifelong Learning and to develop their skills in designing research in the field.

This Module aims at engaging students in a comparative in-depth review and reflection upon the main policy developments and challenges on Lifelong Learning (LLL) at global level, with emphasis on continuing and adult education. The first sessions focus on major policy documents of the European Union (EU) during the last decade, which have an impact on the field of Adult and Continuing Education and on LLL. Particular emphasis is placed on the ideological, political, social, economic and cultural aspects (e.g. neoliberalism, globalization, economic crisis, migration, inequalities, etc) that shape the political discourse and actions both at the level of EU and at national level (focusing on the cases of UK and Sweden) in relation to established frameworks and educational patrimonies and the role of influential non-state actors (e.g. European Commission, UNESCO, OECD). The sessions that follow focus on a comparative yet context-sensitive analysis of trends in the field of LLL in various countries/regions/continents of the world (e.g. Japan, China, Africa, Canada). By the end of the module the students will have developed in-depth knowledge and understanding of the major trends in the field of LLL internationally, with emphasis on continuing and adult education. Students will be able to use relevant studies and data in analyzing and discussing challenges shaping these trends, and evaluating policy responses to these challenges from a multi-cultural perspective.

The aim of the Module is the theoretical foundation of Professional Education and Training. Specifically, it involves students' understanding of basic theoretical approaches and framework(s) within which the discourse on contemporary theory and practice in vocational education and training takes place, with an emphasis on issues around which exists a wide consensus and on points of disagreement. The connection of vocational education and training with the labor market is explored along with structural changes in the workplace and how they influence vocational education and training. Emphasis is placed on the role of human and social capital, and on how these concepts are linked to vocational education and training and affect learning and development within the workplace, mainly through practices on the management of the workforce. Students also are anticipated to understand the role of social networks, the value of workplace learning, and value the workplace as an environment of learning and development for employees. The role of learning organizations and issues of efficiency in vocational education and training are described. The concepts 'measurement', 'recognition' and 'accreditation' and their links to vocational training are investigated. The Module underlines the importance of vocational education and training in the economic and social development of the EU, and presents the institutional framework of initial and lifelong vocational education and training in Cyprus and Greece.

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