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. |
Iz unutrašnjosti knjige
Rezultati 1 - 5 od 96.
Stranica xxx
In some types of provision, notably in vocational education, the goal is less to offer what individual learners want than to meet the requirements of society or employers, and that may best be done, in the eyes of sponsors and providers ...
In some types of provision, notably in vocational education, the goal is less to offer what individual learners want than to meet the requirements of society or employers, and that may best be done, in the eyes of sponsors and providers ...
Stranica xxxi
From what is known about the purposes of providers and learners, however, it is clear that adult education is viewed above all as an opportunity to master a body of knowledge and to acquire competence which may subsequently be used ...
From what is known about the purposes of providers and learners, however, it is clear that adult education is viewed above all as an opportunity to master a body of knowledge and to acquire competence which may subsequently be used ...
Stranica xxxii
directed learner is more free, but even he or she is for the most part restricted by the availability of library and ... This is a compromise between what the providers wish and what the learners will accept and is largely determined by ...
directed learner is more free, but even he or she is for the most part restricted by the availability of library and ... This is a compromise between what the providers wish and what the learners will accept and is largely determined by ...
Stranica 10
They include (a) totality and universality in settings covered and clientele served; (b) dynamism and diversity in teaching and learning methods and materials; (c) focus on promotion in learners of the personal characteristics necessary ...
They include (a) totality and universality in settings covered and clientele served; (b) dynamism and diversity in teaching and learning methods and materials; (c) focus on promotion in learners of the personal characteristics necessary ...
Stranica 11
The danger also exists that they will simply allow a few confident individuals to dominate, especially those with strong opinions or fixed ideologies, and will actually leave most would-be learners feeling frustrated or dissatisfied.
The danger also exists that they will simply allow a few confident individuals to dominate, especially those with strong opinions or fixed ideologies, and will actually leave most would-be learners feeling frustrated or dissatisfied.
Što ljudi govore - Napišite recenziju
Na uobičajenim mjestima nismo pronašli nikakve recenzije.
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 |