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 11
In the present context such procedures can also be seen as ways of coping with organizational problems involved in achieving totality and universality, and pedagogical/psychological problems involving promotion of the personal ...
In the present context such procedures can also be seen as ways of coping with organizational problems involved in achieving totality and universality, and pedagogical/psychological problems involving promotion of the personal ...
Stranica 27
In the former, the learner is involved in the choice of both content and direction whilst in the latter the choice remains entirely with the teacher. Thus the former is more likely to respond to the learner's needs whereas the needs of ...
In the former, the learner is involved in the choice of both content and direction whilst in the latter the choice remains entirely with the teacher. Thus the former is more likely to respond to the learner's needs whereas the needs of ...
Stranica 38
But it was also as a byproduct of these individually oriented activities that “most local residents became actively involved in community affairs.” A modern resolution of the clash between “liberal” and “instrumental” ideologies with ...
But it was also as a byproduct of these individually oriented activities that “most local residents became actively involved in community affairs.” A modern resolution of the clash between “liberal” and “instrumental” ideologies with ...
Stranica 44
(f) Curricular design and content and teaching methodology should be designed in cooperation with the different groups involved (students, teachers, administrators, etc.) and adapted to the interests and motivations of different age and ...
(f) Curricular design and content and teaching methodology should be designed in cooperation with the different groups involved (students, teachers, administrators, etc.) and adapted to the interests and motivations of different age and ...
Stranica 50
... which is involved in this sector, as well as the heterogeneous learning needs to which this sector is responding. For instance, in an OECD publication, four possible futures for adult education are envisaged: (a) to let it evolve, ...
... which is involved in this sector, as well as the heterogeneous learning needs to which this sector is responding. For instance, in an OECD publication, four possible futures for adult education are envisaged: (a) to let it evolve, ...
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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 |