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 23
... cultural hegemony operates. Knowledge that is included in the curriculum achieves high status within relevant social groups while that which is omitted is automatically relegated to low status. Young (1971 p. 38) suggests that the ...
... cultural hegemony operates. Knowledge that is included in the curriculum achieves high status within relevant social groups while that which is omitted is automatically relegated to low status. Young (1971 p. 38) suggests that the ...
Stranica 30
... cultural coherence—it is the task of adult education to make a contribution towards cultural and national identity. From this claim “various aspects of the national curricula” can be derived which would make a supranational curriculum ...
... cultural coherence—it is the task of adult education to make a contribution towards cultural and national identity. From this claim “various aspects of the national curricula” can be derived which would make a supranational curriculum ...
Stranica 32
... cultural education, thus following the example of other socialist countries, such as Hungary, which have a long tradition of open adult education. While quite a lot has been written about the advantages, content, and formal ...
... cultural education, thus following the example of other socialist countries, such as Hungary, which have a long tradition of open adult education. While quite a lot has been written about the advantages, content, and formal ...
Stranica 38
... cultural and educational provision, the Italian working class had been driven to improvise hurried, careless ... cultural life of the economically exploited. The first British Labour MP, Thomas Burt, reinforced this belief in the liberal ...
... cultural and educational provision, the Italian working class had been driven to improvise hurried, careless ... cultural life of the economically exploited. The first British Labour MP, Thomas Burt, reinforced this belief in the liberal ...
Stranica 40
... cultural development. (Para 1, Chap. 1) Chapter Two of the Recommendation sets forth the general objectives of adult education, indicating, in particular, that it should foster the development of a critical understanding of contemporary ...
... cultural development. (Para 1, Chap. 1) Chapter Two of the Recommendation sets forth the general objectives of adult education, indicating, in particular, that it should foster the development of a critical understanding of contemporary ...
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