Assessing and Evaluating Adult Learning in Career and by Victor C.X Wang

By Victor C.X Wang

Elevated curiosity in and use of theoretical and empirical review and review tools have created a necessity for certain contributions to exisiting literature within the box of grownup schooling and profession and technical schooling. Assessing and comparing grownup studying in occupation and Technical schooling advances a framework, a procedure and significant ways for assessing and comparing grownup studying in occupation and technical schooling (CTE). This publication addresses the foremost parts of the method of evaluation and review: self-evaluation, transformative studying, heritage of andragogy, educating philosophies, and masses extra. At every one step during this technique, the reader is taken via a number of and significant methods of assessing and comparing grownup studying within the box of profession and technical schooling.

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Here “the consumer (the learner) rather than the producer (educator) is articulated as having greater significance and power” (Usher, Bryant, & Johnston, 1997, p. 108). The World Bank’s 1998 World Development Report stated that “knowledge has become perhaps the most important factor determining the standard of living” (as cited in Peters, 2002, p. 94). Knowledge has itself become “a commodity, a product in its own right that can be purchased and consumed for its economic and cultural value-capital which can confer competitive advantage and/or status or at least alleviate the fear of falling behind, either economically or culturally” (Usher, 2007, pp.

This is not to say they are wrong, but to highlight what they value and their approach to theory. This contrasting emphasis of theory versus practice has been around for many years (Yeaman, Hlynka, Anderson, Damarin, & Muffoletto, 1996). Many academics acknowledge there is confusion between the terms ‘philosophy’ and ‘theory’ but believe it is important to distinguish between the two. Philosophy is a statement of beliefs and values from which personal purpose and direction are derived (Ely, 1970), whilst also being a foundation for theory (Smith & Ragan, 1999).

3 FuTure reseArcH direcTions Those in the workforce can be divided into 4 groups Traditionalists or Veterans (born between 1925 and 1943); Baby Boomers (born between 1943 and 1964); Generation X’s, (born between 1965 and 1980); and Generation Y’s, (born after 1980) (Tolo, 1999). g. WWII, AIDS, Sept11. Members of the Baby Boomer group live to work, and may now be experiencing fewer job opportunities as they age. The search for balance and the stigma that older employees are not as productive or as willing or able to learn new skills add to their dilemma.

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