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 16
... agencies (elementary schools, secondary schools, colleges, and universities, for example) in terms of specific educational objectives to be fostered, rather than in terms of the ages or circumstances of learners. The system is available ...
... agencies (elementary schools, secondary schools, colleges, and universities, for example) in terms of specific educational objectives to be fostered, rather than in terms of the ages or circumstances of learners. The system is available ...
Stranica 29
... agencies and self-determination. This is why adult educators prefer to talk about “open curricula”, which are codetermined by the participation of the students, rather than “closed curricula” which are subject to stronger external ...
... agencies and self-determination. This is why adult educators prefer to talk about “open curricula”, which are codetermined by the participation of the students, rather than “closed curricula” which are subject to stronger external ...
Stranica 37
... agencies like the Workers' Educational Association (WEA) has been upon conventional academic subjects, especially from the arts and sciences (but often deliberately excluding the social sciences) and upon the disinterested pursuit of ...
... agencies like the Workers' Educational Association (WEA) has been upon conventional academic subjects, especially from the arts and sciences (but often deliberately excluding the social sciences) and upon the disinterested pursuit of ...
Stranica 62
... agencies led to a search for models and examples and the publication of many case studies. Sheffield and Diejomaoh (1971) reported on nonformal education in Africa and Van Rensberg (1972) on his pioneering work in Botswana. Coombs and ...
... agencies led to a search for models and examples and the publication of many case studies. Sheffield and Diejomaoh (1971) reported on nonformal education in Africa and Van Rensberg (1972) on his pioneering work in Botswana. Coombs and ...
Stranica 68
... agencies to determine both the work force needs at the local level and the marketability of local products. This national-level needs assessment can then be negotiated with the self-perceived needs of the village poor in order to plan ...
... agencies to determine both the work force needs at the local level and the marketability of local products. This national-level needs assessment can then be negotiated with the self-perceived needs of the village poor in order to plan ...
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