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 xxviii
... need education to be continued during adult life. All adults need education, but those who received least in childhood need it most and should be the priority targets of provision, although it should serve the needs of society as a ...
... need education to be continued during adult life. All adults need education, but those who received least in childhood need it most and should be the priority targets of provision, although it should serve the needs of society as a ...
Stranica xxxvii
... needs. They have not been derived from a body of theory built on or confirmed by research. What research there has been, has been closely linked to the needs of practice. Academic study has been slow to develop and has been distrusted ...
... needs. They have not been derived from a body of theory built on or confirmed by research. What research there has been, has been closely linked to the needs of practice. Academic study has been slow to develop and has been distrusted ...
Stranica 19
... needs, and a time scale different from that of childhood. It was necessary for the organization of learning ... needs. In any case, an immature person may have more need of adult education than a mature one. It makes more sense, for the ...
... needs, and a time scale different from that of childhood. It was necessary for the organization of learning ... needs. In any case, an immature person may have more need of adult education than a mature one. It makes more sense, for the ...
Stranica 20
... needs; the identification and selection of programme contents required to achieve the proposed educational goals; the planning of methods, rhythm, and pace; the implementation of the programme; and the evaluation of the programme ...
... needs; the identification and selection of programme contents required to achieve the proposed educational goals; the planning of methods, rhythm, and pace; the implementation of the programme; and the evaluation of the programme ...
Stranica 21
... needs and approaches. The difficulties of assessing changes in personality, attitudes, and values brought about by education, which have already been noted, mean that present evaluation methods do not meet all the needs of andragogy. 4 ...
... needs and approaches. The difficulties of assessing changes in personality, attitudes, and values brought about by education, which have already been noted, mean that present evaluation methods do not meet all the needs of andragogy. 4 ...
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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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