Concepts of knowledge and their organisation in universities
Askling, Henkel, and Kehm discuss the implication of lifelong learning for conceptions of knowledge and its structuring and organization in universities as well as educational practice as they have been able to identify them in the national reports. They focus on issues that were identified in the E...
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| Veröffentlicht in: | European journal of education 2001-09, Vol.36 (3), p.342 |
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| container_issue | 3 |
| container_start_page | 342 |
| container_title | European journal of education |
| container_volume | 36 |
| creator | Askling, Berit Henkel, Mary Kehm, Barbara |
| description | Askling, Henkel, and Kehm discuss the implication of lifelong learning for conceptions of knowledge and its structuring and organization in universities as well as educational practice as they have been able to identify them in the national reports. They focus on issues that were identified in the EU-project as key characteristics of lifelong learning policy and its implication for higher education institutions. |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0141-8211 |
| ispartof | European journal of education, 2001-09, Vol.36 (3), p.342 |
| issn | 0141-8211 1465-3435 |
| language | eng |
| recordid | cdi_proquest_journals_226937527 |
| source | Wiley Online Library Journals Frontfile Complete; Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; Education Source |
| subjects | Continuing education Education policy Educational evaluation Higher education |
| title | Concepts of knowledge and their organisation in universities |
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