000			03720nam a22005055i 4500
001			978-1-4020-5342-9
003			DE-He213
005			20251006084520.0
007			cr nn 008mamaa
008			100301s2006 ne | s |||| 0|eng d
020			_a9781402053429
020			_a99781402053429
024	7		_a10.1007/1-4020-5342-8 _2doi
082	0	4	_a379 _223
100	1		_aHager, Paul. _eeditor.
245	1	0	_aGraduate Attributes, Learning and Employability _h[electronic resource] / _cedited by Paul Hager, Susan Holland.
264		1	_aDordrecht : _bSpringer Netherlands, _c2006.
300			_aXIV, 307 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aLifelong Learning Book Series ; _v6
505	0		_aNature And Development of Generic Attributes -- Graduate Attributes in an Age of Uncertainty -- Graduate Attributes and Changing Conceptions of Learning -- Graduate Employability and Lifelong Learning: A Need for Realism? -- The OECD: Its Role in the Key Competencies Debate and in the Promotion of Lifelong Learning -- Graduate Attributes and the Transition to Higher Education -- Academics' Understandings of Generic Graduate Attributes: A Conceptual Basis for Lifelong Learning -- Skills Development: Ten Years of Evolution from Institutional Specification to a more Student-Centred Approach -- Lifelong Learning, Graduate Capabilities and Workplace Learning -- Work-Based Learning, Graduate Attributes and Lifelong Learning -- Generic Attributes and the First Job: Graduates' Perceptions and Experiences -- Constructing Professionals' Employ-Abilities: Conditions for Accomplishment -- Synthesis: A Lifelong Learning Framework for Graduate Attributes.
520			_aIn these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental. By using case studies and theoretical analyses the authors collectively provide a comprehensive and contemporary coverage of the issues concerning generic abilities. Traps to avoid in describing and assessing generic aspects of learning are indicated, as well as practical suggestions for improving the teaching of generic capacities in vocational and university settings. The views of students transitioning to higher education as well as recent graduates are captured. Curriculum and policy matters are discussed in depth. A framework for lifelong learning encapsulating the development of generic capacities is outlined and the relationships between learning, working and leadership are explored.
650		0	_aEDUCATION.
650		0	_aEDUCATION AND STATE.
650		0	_aEDUCATION, HIGHER.
650		0	_aEDUCATION _xPHILOSOPHY.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATIONAL POLICY.
650	2	4	_aEDUCATION & SOCIETY.
650	2	4	_aHIGHER EDUCATION.
650	2	4	_aPROFESSIONAL & VOCATIONAL EDUCATION.
650	2	4	_aEDUCATIONAL PHILOSOPHY.
700	1		_aHolland, Susan. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402053412
830		0	_aLifelong Learning Book Series ; _v6
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-5342-8 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61236 _d61236