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ERIC Number: EJ1087906
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2331-186X
Complexity-Based Learning--An Alternative Learning Design for the Twenty-First Century
Ng, Foo Seong David
Cogent Education, v1 n1 Article 970325 2014
In programme delivery, while the international trend in education has seen a shift from teacher-centred to student-centred learning and from transmission to reflective approaches, most leadership programmes have remained heavily teacher-centred. A key feature of teacher-centred learning relies on practices of course-driven programmes. This feature has been remarkably resilient over the years in the face of efforts to effect change in programme delivery and a new understanding of complexity in the world of education. The complexity theoretical framework provides us the advantage of an alternative design for leadership development programmes that is able to meet current and future challenges. Yearly, billions of dollars are spent on training and development. It is important to ensure that the outcome of training, learning and development must yield practical outcomes that are relevant, innovative and implementable solutions.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A