Lifelong Education for Adults: An International HandbookC.J. Titmus Elsevier, 28. lip 2014. - Broj stranica: 629 Lifelong Education for Adults: An International Handbook is the first work intended to offer international, encyclopedic coverage of research and studies in the whole field of adult education. With 127 articles written by international specialists, this work will be an invaluable reference source for all those who are engaged in educational activities for adults, either as full-time planners/administrators of educational programmes, or part-time adult educators. There are, for example, articles on education for work and for living, on population education, peace and environmental education, and on learning for personal development and role fulfilment. Conceptual frameworks, practical issues relating to instructional methods, counselling, curriculum and evaluation, and developments in distance learning, group learning, and adult learning are some of the topics discussed. Systems of adult education worldwide, as well as adult education processes and practices, are covered region by region. The problems and initiatives of the developing countries are given attention alongside those of advanced countries. The collection of articles assembled in this Handbook is unique in the range and depth of treatment given to the field of adult education. This volume will thus be of great interest to all engaged in educational activities for adults, in adult schools, community centres, institutions of higher education, as well as educationalists, planners, and decision-makers throughout the world who are involved in adult education at all levels. |
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Stranica xxxvi
... Tanzanian adult education has been noteworthy but countries like the Federal Republic of Germany, the Soviet Union, and Czechoslovakia have also given substantial aid in the form of technical education and vocational training. Other ...
... Tanzanian adult education has been noteworthy but countries like the Federal Republic of Germany, the Soviet Union, and Czechoslovakia have also given substantial aid in the form of technical education and vocational training. Other ...
Stranica 52
... Tanzania, is called “education for self-reliance”. Its aim is to “instill among students new attitudes and values about the functions of education, about the importance of social service in relation to personal benefit and . . . duty to ...
... Tanzania, is called “education for self-reliance”. Its aim is to “instill among students new attitudes and values about the functions of education, about the importance of social service in relation to personal benefit and . . . duty to ...
Stranica 54
... Tanzania. Int. Rev. Educ. 26(1): 335-47 Minzey J D, LeTarte C E 1979 Community Education: From Program to Process to Practice: The School's Role in a New Educational Society, 2nd edn, Pendell, Midland, Michigan Reč H 1972 Educator ...
... Tanzania. Int. Rev. Educ. 26(1): 335-47 Minzey J D, LeTarte C E 1979 Community Education: From Program to Process to Practice: The School's Role in a New Educational Society, 2nd edn, Pendell, Midland, Michigan Reč H 1972 Educator ...
Stranica 59
... Tanzania; the Centers of Integrated Popular Education in Guinea-Bissau; and versions of “production schools” and community learning centers in a number of other countries. Not surprisingly, such radical innovations often have to fight ...
... Tanzania; the Centers of Integrated Popular Education in Guinea-Bissau; and versions of “production schools” and community learning centers in a number of other countries. Not surprisingly, such radical innovations often have to fight ...
Stranica 79
... Tanzania explained: First we must educate adults. Our children will not have an impact on our economic development for five, ten, or even twenty years. The attitudes of adults. . . on the other hand, have an impact now. The people must ...
... Tanzania explained: First we must educate adults. Our children will not have an impact on our economic development for five, ten, or even twenty years. The attitudes of adults. . . on the other hand, have an impact now. The people must ...
Sadržaj
73 | |
Participation and Recruitment | 139 |
Teaching and Learning | 169 |
Providers | 273 |
Target Groups | 309 |
National Programs andOrganization | 379 |
Regional and InternationalOrganizations | 451 |
Legislation and Finance | 475 |
Research | 501 |
Glossary of Adult and Lifelong Education | 545 |
Contributors Index | 551 |
Name Index | 555 |
Subject Index | 563 |
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adult education adult learning agencies andragogy areas Association basic cation centres colleges concept continuing education cooperation courses cultural curriculum developing countries distance education economic educa education and training education of adults education programmes education system educational activities educational leave employers employment established Europe evaluation example experience field finance function funds groups higher education increasing individual industrial institutions integrated International Labour Organization involved knowledge labour learners lifelong education literacy major ment methods needs nonformal education OECD offered Open University organizations part-time participation percent planning political practice problems profes professional projects recurrent education regional Republic responsibility role rural sector self-directed learning skills social society Soviet Union specific strategies structures Sweden Tanzania teachers teaching tion tional trade union UNESCO United Kingdom vocational education voluntary women workers World