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 12
... courses , issue credentials , publish learning materi- als , engage in public education programmes , and the like . 7.3 Expansion of Noncredit Courses Formal institutions of higher education are making an increasing contribution to ...
... courses , issue credentials , publish learning materi- als , engage in public education programmes , and the like . 7.3 Expansion of Noncredit Courses Formal institutions of higher education are making an increasing contribution to ...
Stranica 23
... courses ( 6 percent ) ; work with the disadvantaged ( 5 percent ) . They noted that the proportion of courses having cognitive , intellectual con- tent increased when university extension courses were included . This analysis was of ...
... courses ( 6 percent ) ; work with the disadvantaged ( 5 percent ) . They noted that the proportion of courses having cognitive , intellectual con- tent increased when university extension courses were included . This analysis was of ...
Stranica 26
... courses , since as practitioners they are aware of those aspects of their professional practice which they wish to develop , so that they frequently welcome the opportunity to negotiate the content of such courses . The Open University ...
... courses , since as practitioners they are aware of those aspects of their professional practice which they wish to develop , so that they frequently welcome the opportunity to negotiate the content of such courses . The Open University ...
Stranica 27
... courses of study that suit their interests , and less popular courses will not run . This is the manner in which liberal adult educa- Finch J 1984 Education as Social Policy . Longman , 27 Content , Purpose , and Practice.
... courses of study that suit their interests , and less popular courses will not run . This is the manner in which liberal adult educa- Finch J 1984 Education as Social Policy . Longman , 27 Content , Purpose , and Practice.
Stranica 30
... courses on offer in accordance with situation analysis , the interest in curricular strategies grew above all as a result of the growing demand for examination courses and program- mes , and because of increasing professionalization ...
... courses on offer in accordance with situation analysis , the interest in curricular strategies grew above all as a result of the growing demand for examination courses and program- mes , and because of increasing professionalization ...
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 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 folk high schools function funds groups higher education increasing individual industrial institutions integrated involved knowledge labour learners lifelong education literacy major ment methods needs nonformal education OECD offered Open University opportunities organizations part-time participation percent planning political population 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