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
... voluntary, while requiring, as some societies do, members of certain professions to undergo continuing professional education, or seeking to engage undereducated adults in learning activities presents intractable problems. How can the ...
... voluntary, while requiring, as some societies do, members of certain professions to undergo continuing professional education, or seeking to engage undereducated adults in learning activities presents intractable problems. How can the ...
Stranica xxxii
... voluntary participant in study, but he or she is physically, psychologically, and socially different enough to require distinctive approaches to instruction. Whether these differences are of kind or merely of degree is a moot point ...
... voluntary participant in study, but he or she is physically, psychologically, and socially different enough to require distinctive approaches to instruction. Whether these differences are of kind or merely of degree is a moot point ...
Stranica 14
... voluntary basis and thereby could be considered adults. In other societies, adult education is seen as outside the elementary, secondary, and tertiary systems entirely, whatever the age of attenders. Many writers have attempted to ...
... voluntary basis and thereby could be considered adults. In other societies, adult education is seen as outside the elementary, secondary, and tertiary systems entirely, whatever the age of attenders. Many writers have attempted to ...
Stranica 16
... voluntary or compulsory, and is financed by a mixture of private and public resources. It is distinguished from other educational activities in the society by the possession of the exclusive right to provide public recognition or ...
... voluntary or compulsory, and is financed by a mixture of private and public resources. It is distinguished from other educational activities in the society by the possession of the exclusive right to provide public recognition or ...
Stranica 27
... voluntary aspect of attendance, among other factors, require not control and regulation, but coordination, cooperation and advocacy. This Canadian statement suggests that in Canada adult and continuing education is being ...
... voluntary aspect of attendance, among other factors, require not control and regulation, but coordination, cooperation and advocacy. This Canadian statement suggests that in Canada adult and continuing education is being ...
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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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