LEADER 02369 am 2200649 n 450 001 9910131374303321 005 20150416 010 $a2-11-139839-X 035 $a(CKB)3710000000491151 035 $a(FrMaCLE)OB-deps-782 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/52280 035 $a(PPN)189313005 035 $a(EXLCZ)993710000000491151 100 $a20150921j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aL?enseignement spécialisé de la musique, de la danse et de l?art dramatique en 2006-2007 /$fBruno Dietsch 210 $aParis $cDépartement des études, de la prospective et des statistiques$d2015 215 $a1 online resource (8 p.) 330 $aL?analyse statistique de l?enseignement spécialisé de la musique, de la danse et de l?art dramatique est fondée sur une enquête auprès des 137 établissements classés de France métropolitaine (36 CRR et 101 CRD). Réalisée par le Département des études, de la prospective et des statistiques (DEPS) pour l?année scolaire 2006-2007 et pour l?année budgétaire 2006, elle met en lumière les évolutions principales de ces enseignement artistiques. 606 $aArts & Humanities 606 $aSociology 606 $aartistic and cultural teaching 606 $adance 606 $amusic 606 $atheater 606 $aenseignement artistique et culturel 606 $adanse 606 $amusique 606 $athéâtre 606 $aconservatoire 606 $acinéma 610 $aartistic and cultural teaching 610 $amusic 610 $atheater 610 $adance 615 4$aArts & Humanities 615 4$aSociology 615 4$aartistic and cultural teaching 615 4$adance 615 4$amusic 615 4$atheater 615 4$aenseignement artistique et culturel 615 4$adanse 615 4$amusique 615 4$athéâtre 615 4$aconservatoire 615 4$acinéma 700 $aDietsch$b Bruno$01281214 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910131374303321 996 $aL?enseignement spécialisé de la musique, de la danse et de l?art dramatique en 2006-2007$93018383 997 $aUNINA LEADER 04547nam 2200625 a 450 001 9910792298103321 005 20230803023844.0 010 $a1-118-70904-7 010 $a1-118-70888-1 035 $a(CKB)2560000000103647 035 $a(EBL)1211891 035 $a(SSID)ssj0000970421 035 $a(PQKBManifestationID)11598736 035 $a(PQKBTitleCode)TC0000970421 035 $a(PQKBWorkID)11020532 035 $a(PQKB)11634610 035 $a(OCoLC)868940005 035 $a(MiAaPQ)EBC1211891 035 $a(Au-PeEL)EBL1211891 035 $a(CaPaEBR)ebr10719120 035 $a(OCoLC)851315950 035 $a(EXLCZ)992560000000103647 100 $a20150303d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAdult education and learning in precarious age$b[electronic resource] $ethe Hamburg declaration revisited /$fTom Nesbit, Michael Welton, editors 210 $aSan Francisco, Calif. $cJossey-Bass$d2013 215 $a1 online resource (114 p.) 225 1 $aNew Directions for Adult and continuing Education ;$vNumber 138 300 $a"Summer 2013." 311 $a1-118-69306-X 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aAdult Education and Learning in a Precarious Age: The Hamburg Declaration Revisited; Copyright; Contents; Editors' Notes; References; 1. Subjects to Citizens: Adult Learning and the Challenges of Democracy in the Twenty-First Century; Arab Spring; The Occupy Movement; Conclusion; References; 2. Literacy and UNESCO: Conceptual and Historical Perspectives*; Literacy and UNESCO, 1946-2000; Literacy and UNESCO, 2000-2010; UNESCO's Future in Literacy; References; 3. Adult Education of Women for Social Transformation: Reviving the Promise, Continuing the Struggle; CONFINTEA's Multiple Promises 327 $aThe Empirical Evidence on Government ActionA Predictable Path and Possibilities for Escaping It; Conclusions; References; 4. From the Quixotic to the Pragmatic: The Hamburg Declaration, Adult Education, and Work; Globalization and Changing Work Relationships; Learning Regions; Collaboration, Creativity, and Productivity; Self-Direction, E-Learning, and Technology; Career Pathways; References; 5. Adult Learning, Education, and the Environment; From the "Human" Environment to Climate Change; Environmental Education; The Forward March of Hamburg and the Setback at Bele?m 327 $aPlus C?a Change . . . : Rio+20 and BeyondEducative Activism; The "New Education"-Environment, Health, and Population; Ways Forward; References; 6. Adult Learning and the Promise of New Technologies; The Digital Age and (In)equality of Participation; Different Dimensions of the Digital Divide; Impact of New Technologies on Teaching and Learning; Strengths and Opportunities of e-Learning for Adults; Widening Access to Educational Resources; Copyright Issues of Online Learning; Weaknesses and Threats of Omnipresent Digital Technologies; Conclusions; References 327 $a7. The Gap Between Aspiration and PracticeReferences; 8. The Economics of Adult Education; Investment in AE; Overview of Funding Mechanisms; Key Problems and Constraints; Ways Forward; References; 9. Whither Utopia?; Adult Education's Political Dimensions; Organizational Roles in Policy Formation; Positive Changes; What Next?; References; Index 330 $aUNESCO's 1997 CONFINTEA V conference in Hamburg has been described as the high-water mark of international adult education policy-making. It produced one of the most utopian statements about adult education and learning of the past 25 years: the Hamburg Declaration on Adult Learning and Agenda for the Future.Adult education was declared key to the twenty-first century in order to build "a world in which violent conflict is replaced by dialogue, a culture of peace based on justice . . . and the creation of a learning society committed to social justice and general well-being." Ho 410 0$aNew directions for adult and continuing education ;$vno. 138. 606 $aAdult education 606 $aAdult learning 615 0$aAdult education. 615 0$aAdult learning. 676 $a374 701 $aNesbit$b Tom$01569866 701 $aWelton$b Michael$01569867 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792298103321 996 $aAdult education and learning in precarious age$93843036 997 $aUNINA