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 xxviii
On the other hand, both the individual and society need education to be continued during adult life. ... childhood need it most and should be the priority targets of provision, although it should serve the needs of society as a whole.
On the other hand, both the individual and society need education to be continued during adult life. ... childhood need it most and should be the priority targets of provision, although it should serve the needs of society as a whole.
Stranica xxxvii
What research there has been, has been closely linked to the needs of practice. ... and all of the major issues which have been discussed in this article need a great deal more research to back up the arguments of faith and pragmatism ...
What research there has been, has been closely linked to the needs of practice. ... and all of the major issues which have been discussed in this article need a great deal more research to back up the arguments of faith and pragmatism ...
Stranica 3
Most adult education began as a response to a perceived practical need. It did not begin as ideas looking for application. For a large part of its history it has been slow to develop a body of coherent theory and principles relative to ...
Most adult education began as a response to a perceived practical need. It did not begin as ideas looking for application. For a large part of its history it has been slow to develop a body of coherent theory and principles relative to ...
Stranica 19
The need for a separate term to denote the practice and study ... different from those of children; a larger and usually richer body of experience, different motives and learning needs, and a time scale different from that of childhood.
The need for a separate term to denote the practice and study ... different from those of children; a larger and usually richer body of experience, different motives and learning needs, and a time scale different from that of childhood.
Stranica 20
He or she may appear as the analyst of the educational needs and status of potential participants; as the programmer selecting content, hierarchy, and sequence of learning; as the course planner designing the whole series of educational ...
He or she may appear as the analyst of the educational needs and status of potential participants; as the programmer selecting content, hierarchy, and sequence of learning; as the course planner designing the whole series of educational ...
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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 |