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 26
... example, folk high schools and adult education institutes, usually offer a wide variety of courses which will run if there is sufficient demand. Similarly, the Open University and many US universities that cater for adult and part-time ...
... example, folk high schools and adult education institutes, usually offer a wide variety of courses which will run if there is sufficient demand. Similarly, the Open University and many US universities that cater for adult and part-time ...
Stranica 32
... example has pointed out that curriculum discussion and design are governed by the educational theories prevailing in any one country and are at the same time dependent on mainly political and economic conditions (Kidd 1975). Also owed ...
... example has pointed out that curriculum discussion and design are governed by the educational theories prevailing in any one country and are at the same time dependent on mainly political and economic conditions (Kidd 1975). Also owed ...
Stranica 33
... example (Tonkonogaja 1978), and the GDR with the so-called “B-Qualifizierungs-Sondermassnahmen” another.] Benseman has characterized the situation with these words: “While much has been written on 'needs in other circles, comparatively ...
... example (Tonkonogaja 1978), and the GDR with the so-called “B-Qualifizierungs-Sondermassnahmen” another.] Benseman has characterized the situation with these words: “While much has been written on 'needs in other circles, comparatively ...
Stranica 34
... example the licensing regulations for doctors make continuing education mandatory. Similar regulations apply to areas of the civil service—although they are not yet strictly adhered to in all cases. In the United States this idea of ...
... example the licensing regulations for doctors make continuing education mandatory. Similar regulations apply to areas of the civil service—although they are not yet strictly adhered to in all cases. In the United States this idea of ...
Stranica 39
... example, the notion that everyone needs recurrent vocational or professional retraining to avoid skill obsolescence is more applicable to those already trained in skilled and professional occupations than to the unskilled and ...
... example, the notion that everyone needs recurrent vocational or professional retraining to avoid skill obsolescence is more applicable to those already trained in skilled and professional occupations than to the unskilled and ...
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