Medebepalende faktore vir 'n stelsel van voortgesette onderwys 1
The term continuing education is an old concept but only began to enjoy the pertinent attention of educationists in 1972. In this year the influential report of UNESCO, Learning to be, was released, and stress was laid on the fact that education is in fact not limited to formal educational institut...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | Undetermined language |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
1986
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| In: |
Koers
Year: 1986, Volume: 51, Issue: 4, Pages: 543-550 |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | The term continuing education is an old concept but only began to enjoy the pertinent attention of educationists in 1972. In this year the influential report of UNESCO, Learning to be, was released, and stress was laid on the fact that education is in fact not limited to formal educational institutions, but that it is an ongoing concern. It was also realised from early on that initial training for a profession is not a guarantee that the practitioner will be able to comply with the demands of the profession "for all time", in an era of accelerating technical and scientific d isco v eries. In order to keep up with the newer developments in all fields it has become essential that the practitioner of a profession should from time to time be retrained or experience some in-service training. It is also at present true that institutions within the formal educational system cannot by themselves comply with the demands for schooled labour, and that non-formal education has an increasingly important role to play. |
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| ISSN: | 2304-8557 |
| Contains: | Enthalten in: Koers
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| Persistent identifiers: | DOI: 10.4102/koers.v51i4.948 |
