QUALITY FRAMEWORK CUMBRIA ADULT EDUCATION Next Steps to Qualified Teacher Status Certificate in Lifelong Learning Sector (CTLLS) and Diploma (DTLLS) Certificate in Lifelong Learning Sector (CTLLS) This Level 3 or 4 Certificate may be offered in a number of modes including pre-service‚ in- service‚ part time or full time. Both certificates comprise 3 mandatory units worth 18 credits and optional units at least to the value of 6 credits‚ making a total of minimum of 24. The mandatory units are
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secondary level being offered Adult Learners. Topics discussed include the key differences between many regular high school programs and adult high school completion programs‚ the role of mature student programs in high school completion and the challenges facing such programs. The importance of adult education programs to long-term poverty reduction strategies is also noted (Pinsent‚ 2015). In reading this article I feel that I have a second chance on education being an adult and going back to school
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process. I support the claim that adult learning should be looked at as a distinct style of learning and is unique to that of child and adolescence learning. Adults bring their life experiences into the classroom. They bring past knowledge as well as past biases and beliefs. Adult students want to be acknowledged as adults. They need to be actively involved in determining how and what they will learn‚ and they need active rather than passive learning experiences. Many adults are stressed from their daily
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This is a profoundly moral tale of lost innocence and adult cruelty. Do you agree? Ammaniti’s novel I’m Not Scared set in Acqua Traverse‚ Italy 1978 is a powerful text‚ which explores relevant social themes and issues. Besides being a tale of adult cruelty and lost innocence we cannot ignore the role in which loyalty and betrayal play in the novel. These central themes make this novel a compelling text. In the novel Michelle journeys from a joyful innocent child into a perceptive and wiser
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The Effects of Attachment Style on Adult Romantic Relationships Abstract Individual attachment style and its effects on adult romantic relationships were examined. The hypothesis of this literature review was that insecure attachment style would negatively affect the overall dynamic of adult romantic relationships while secure attachment would promote positive and healthy romantic relationships. Empirical studies looking at attachment style and relationship issues such as one’s views of self
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Bowlby suggests that there is a direct link between childhood relationships and adult relationships. He suggested that individuals develop an internal working model of the self in relationship to the primary attachment figure‚ based in early experiences. The internal models influence the child’s expectations about future relationships. Adult relationships are likely to reflect early attachment styles. (secure or insecure) This was illustrated in the ‘love-quiz’ experiment by Hazan and Shaver
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Attachment Theory and the impact Adult Romantic Relationships Iksheeta Shah University of Waterloo March 23‚ 2011 My roommate‚ Breseis‚ and I get along really well. We are completely opposite in every aspect‚ but only to complement each other. When I met her‚ she barely talked and never shared any of her stories or her past. She only started trusting me when I trusted her with my problems. She was always uncomfortable talking about her life with others. However‚ she slowly let herself lose
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as high school seniors were not meeting their stated or hoped targets at age 26‚ according to a study called "Monitoring the Future".The study did not follow how parental impact impressed post-high school achievement. Cooney‚ T. M. (1994). Young Adults ’ Relations with Parents: The Influence of Recent Parental Divorce. (Vol. 56‚ pp. 45-56). National Council on Family Relations. Retrieved from http://www.jstor.org/stable/352700 This study adresses the impact of recent parentel divorce on
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increasing number of adult students are on college campuses seeking undergraduate degrees‚ filling some of the seats formerly occupied by the traditional‚ 18-22-year-old students (Apps‚ 1981; Cross‚ 1981; Leckie‚ 1988). Cross (1981) notes that part-time students make up the greater part of this increase. Indeed the number of full-time adult students is still quite small‚ particularly at four-year colleges and universities. While universities are noticing the presence of mature adults in their full-time
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“The Challenges of the Adult Learner” Today many adults face unique challenges as an adult leaner while attending college. For example‚ am I too old to go back to school‚ keeping up with younger students‚ and can I balance work and family while in school are some of the few questions that adults learners ask themselves. As an adult leaner the challenges I have faced are balancing parenthood‚ job security‚ and extra-curricular activities. Going back to school was a goal I always wanted to achieve
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