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 20
... education, in order to take part in other major activities or take on other social roles. These are then, by definition, adults (Ogrizović 1966). 3. The Andragogical Cycle The rigid centralized planning of the formal educational system ...
... education, in order to take part in other major activities or take on other social roles. These are then, by definition, adults (Ogrizović 1966). 3. The Andragogical Cycle The rigid centralized planning of the formal educational system ...
Stranica 30
... education (Tietgens et al. 1974). The system of closed curricula, which is by no means a universal feature of all adult education offered by the public sector, seems to collide with the ideals of “free adult education”, such as ...
... education (Tietgens et al. 1974). The system of closed curricula, which is by no means a universal feature of all adult education offered by the public sector, seems to collide with the ideals of “free adult education”, such as ...
Stranica 31
... education system to the problems of our world, and the specific aims every society attributes to education, and which are inevitably and more and more concerned with the improvement of the environment, the use of the achievements of ...
... education system to the problems of our world, and the specific aims every society attributes to education, and which are inevitably and more and more concerned with the improvement of the environment, the use of the achievements of ...
Stranica 32
... education by self-government), although the theory of socioculture has in ... education. Internationally too, general and sociocultural programmes have ... system—sociocultural education versus professional qualifications— although ...
... education by self-government), although the theory of socioculture has in ... education. Internationally too, general and sociocultural programmes have ... system—sociocultural education versus professional qualifications— although ...
Stranica 34
... education. Despite his fundamental vote for an open university system (external degrees), he approves of continuing professional education, although he does not want to see it subjected to rigid curricular reglementation. In his view ...
... education. Despite his fundamental vote for an open university system (external degrees), he approves of continuing professional education, although he does not want to see it subjected to rigid curricular reglementation. In his view ...
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