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. |
Iz unutrašnjosti knjige
Rezultati 1 - 5 od 88.
Stranica xxxi
... knowledge and understanding which are enriching and enjoyable in themselves, independently of any other purpose they may serve, but they are not tied to a particular content, nor does the enjoyment of them for their own sake prevent ...
... knowledge and understanding which are enriching and enjoyable in themselves, independently of any other purpose they may serve, but they are not tied to a particular content, nor does the enjoyment of them for their own sake prevent ...
Stranica 5
... knowledge growth and technological change, which make any education limited to childhood and youth incapable of meeting the lifetime needs of individuals and society, however effective it may be made; and as a means of achieving ...
... knowledge growth and technological change, which make any education limited to childhood and youth incapable of meeting the lifetime needs of individuals and society, however effective it may be made; and as a means of achieving ...
Stranica 8
... knowledge are not revelations, nor can philosophic reasoning be taken as fact; that knowledge is a series of conquests but that all advances in knowledge are subject to revision. Secondly, there is the scientific approach, the spirit of ...
... knowledge are not revelations, nor can philosophic reasoning be taken as fact; that knowledge is a series of conquests but that all advances in knowledge are subject to revision. Secondly, there is the scientific approach, the spirit of ...
Stranica 10
... knowledge, skills, attitudes, values, and self-image necessary for lifelong learning (personal prerequisites)—implicit in this point of view is the belief that most schools do not already do this. 4. "Integration” of Learning Settings ...
... knowledge, skills, attitudes, values, and self-image necessary for lifelong learning (personal prerequisites)—implicit in this point of view is the belief that most schools do not already do this. 4. "Integration” of Learning Settings ...
Stranica 11
... knowledge or skills, usually without seeing themselves as teaching). At the moment, both institutions and individuals often view each other with suspicion or condescension. 6.2 Teaching and Learning Activities Linking learning in many ...
... knowledge or skills, usually without seeing themselves as teaching). At the moment, both institutions and individuals often view each other with suspicion or condescension. 6.2 Teaching and Learning Activities Linking learning in many ...
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