Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
Which of the following is\r\nmost nearly the same in meaning as the word ‘meeting’ as used in the passage?
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
In the context of the\r\npassage, what is the meaning of the sentence ‘The writing is already on the wall’?
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
Integrating the concept of\r\nlifelong learning with the educational structure would imply
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
According to the author,\r\nthe concept of ‘lifetime education’ is
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
Which of the following is\r\nnot true in context of the given passage?
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
According to the author,\r\nwhat should be the basis for awarding credentials?
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
According to the author,\r\nwhat measures should Open University adopt to meet modern conditions?
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
According to the author,\r\neducational plan should attempt to
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
What should be the major\r\ncharacteristic of the futureeducational system?
Educational planning should aim at meeting the educational needs\r\nof the entire population of all age group. While the traditional structure of\r\neducation as a three layer hierarchy from the primary stage to the university\r\nrepresents the core, we should not overlook the periphery which is equally\r\nimportant. Under modern conditions, workers need to rewind, or renew their\r\nenthusiasm, or strike out in a new direction, or improve their skills as much\r\nas any university professor. The retired and the age have their needs as well.\r\nEducational planning, in their words, should take care of the needs of\r\neveryone.
Our structures of education have been built up on the\r\nassumption that there is a terminal point to education. This basic defect has\r\nbecome all the more harmful today. A UNESCO report entitled ‘learning to Be’\r\nprepared by Edgar Faure and others in 1973 asserts that the education of\r\nchildren must prepare the future adult for various forms of self – learning. A\r\nviable education system of the future should consist of modules with different\r\nkinds of functions serving a diversity of constituents. And performance, not\r\nthe period of study, should be the basis for credentials. The writing is\r\nalready on the wall.
In view of the fact that the significance of a commitment of\r\nlifelong learning and lifetime education is being discussed only in recent years\r\neven in educationally advanced countries, the possibility of the idea becoming\r\nan integral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means such more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries. Museums, municipal recreational programs,\r\nhealth services etc.
According to the passage,\r\nthe present education structures assume which of the following?