Lifelong Education for Adults: An International HandbookLifelong 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
Other countries that have fostered assistance programmes in adult education include the United States, the United Kingdom, the Netherlands, Norway, and Denmark, as well as Australia and Canada. Another recent trend has been for some of ...
Other countries that have fostered assistance programmes in adult education include the United States, the United Kingdom, the Netherlands, Norway, and Denmark, as well as Australia and Canada. Another recent trend has been for some of ...
Stranica 17
In the United Kingdom, however, it sometimes, although by no means always, signifies only that process undertaken for nonvocational purposes. In French “éducation” and “formation” would appear from a standard dictionary to have the same ...
In the United Kingdom, however, it sometimes, although by no means always, signifies only that process undertaken for nonvocational purposes. In French “éducation” and “formation” would appear from a standard dictionary to have the same ...
Stranica 24
For instance, the Registered Mental Nurse in the United Kingdom is expected to follow a course of preparation that specifies both skills and knowledge. Once skills are included in the curriculum content it needs to be asked whether the ...
For instance, the Registered Mental Nurse in the United Kingdom is expected to follow a course of preparation that specifies both skills and knowledge. Once skills are included in the curriculum content it needs to be asked whether the ...
Stranica 33
... Canada, the United States, and in part in the United Kingdom—a number of seemingly conflicting tendencies can be observed. ... UK, the Netherlands; Correspondence University Pretoria; and—though only partly—Fernuniversität Hagen).
... Canada, the United States, and in part in the United Kingdom—a number of seemingly conflicting tendencies can be observed. ... UK, the Netherlands; Correspondence University Pretoria; and—though only partly—Fernuniversität Hagen).
Stranica 54
Sociocultural animation is known in the United Kingdom as something belonging to continental Europe. It emerged in France, Belgium, parts of Switzerland, and also in Holland and was soon taken up elsewhere. By 1965 the terms animation ...
Sociocultural animation is known in the United Kingdom as something belonging to continental Europe. It emerged in France, Belgium, parts of Switzerland, and also in Holland and was soon taken up elsewhere. By 1965 the terms animation ...
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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 |
Ostala izdanja - Prikaži sve
Uobičajeni izrazi i fraze
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
Bibliografski podaci
| Naslov | Lifelong Education for Adults: An International Handbook Advances in Education |
| Urednik | C.J. Titmus |
| Izdanje | ponovljeni tisak, revidirano |
| Izdavač | Elsevier, 2014 |
| ISBN | 1483297187, 9781483297187 |
| Duljina | Broj stranica: 629 |
| Izvezi navode | BiBTeX EndNote RefMan |