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 xx
... funding much thought, as long as the first were benign and the second adequate. The articles in Section 9, Legislation and Finance, tend therefore to describe the present situation and identify issues rather than solutions. Only a ...
... funding much thought, as long as the first were benign and the second adequate. The articles in Section 9, Legislation and Finance, tend therefore to describe the present situation and identify issues rather than solutions. Only a ...
Stranica xxxiv
... funds, to whom, and for what. The desire to influence government policy and largesse has been a potent factor, together with the economics of training and the creation of educational materials, in encouraging private adult education ...
... funds, to whom, and for what. The desire to influence government policy and largesse has been a potent factor, together with the economics of training and the creation of educational materials, in encouraging private adult education ...
Stranica xxxvi
... funds available for adult and nonformal education, as has the United Nations Development Fund, which agency, for example, furnished most of the funds for the World Experimental Literacy Programme. The efforts of these agencies are not ...
... funds available for adult and nonformal education, as has the United Nations Development Fund, which agency, for example, furnished most of the funds for the World Experimental Literacy Programme. The efforts of these agencies are not ...
Stranica 36
... Hence, from the point of view that everyone, qua citizen, requires adult education, private provision must remain grossly inadequate. Yet the view that public funding should be made available for the 36 Ideologies in Adult Education.
... Hence, from the point of view that everyone, qua citizen, requires adult education, private provision must remain grossly inadequate. Yet the view that public funding should be made available for the 36 Ideologies in Adult Education.
Stranica 37
An International Handbook C.J. Titmus. view that public funding should be made available for the pursuit of radically ... fund this on a scale which would make it universally available. One way out of this predicament is to conclude that ...
An International Handbook C.J. Titmus. view that public funding should be made available for the pursuit of radically ... fund this on a scale which would make it universally available. One way out of this predicament is to conclude that ...
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