Below is the old TVETipedia, if we still want to look up things there.
TVETipedia Glossary
Self-directed learning
Parent term: Learning
 Learning by oneself without the aid of an instructor Source: EU commission (NRDC) 2011, Europe
| Organisation: | National Research and Development Centre for adult literacy and numeracy (commissioned by the EU) , Europe |
| Source: | European Adult Learning Glossary level 1 (2011) |
| Description: | This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Two glossaries have been produced in the course of this project. The glossary presented here –the Level 1 glossary –is intended to be a practical reference tool for policy-makers and administrators that will enable better communication between the Member States.[...]
Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, University of London, and carried out in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte congtre L'illetrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw. pp. 2-3 (About) |
Self-directed learning is learning in which the conceptualization, design, conduct and evaluation of a learning project are directed by the learner. Source: UNESCO (UNEVOC) 2009, Global
| Organisation: | UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, UN |
| Source: | International Handbook of Education for the Changing World of Work (2009) |
| Description: | Self-directed learning: See Volume VI - Chap. XV.7 p2615.
"The Handbook covers in detail much of the latest developments in technical and vocational education and training (TVET), with focus on topics such as: TVET policy and reform; financing TVET systems; TVET teacher education; assessment in TVET; TVET research and curriculum development; participation in formal TVET programmes; regional TVET profiles; information and communication technologies in TVET; TVET for youth and in ageing societies; TVET in the informal sector and in countries in post-conflict situations.
Some 200 TVET experts explore the prospects and challenges in each of these areas from diverse perspectives. The authors are from developed and developing countries, UN agencies, universities, national and international research centres, training institutions, national and international statistical offices and ministries of education."Abstract |
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