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 15
... experience the process. For many people, this mechanism is adult education. (Titmus 1980 p. 135) That is what is meant when one refers to Hungarian adult education, or public adult education. The General Conference of UNESCO in 1976 may ...
... experience the process. For many people, this mechanism is adult education. (Titmus 1980 p. 135) That is what is meant when one refers to Hungarian adult education, or public adult education. The General Conference of UNESCO in 1976 may ...
Stranica 19
... experience, different motives and learning needs, and a time scale different from that of childhood. It was necessary for the organization of learning experiences to be adapted to adult life, since adult learning was different in degree ...
... experience, different motives and learning needs, and a time scale different from that of childhood. It was necessary for the organization of learning experiences to be adapted to adult life, since adult learning was different in degree ...
Stranica 20
... experience and education level of the learner. Therefore the curriculum should be prepared by an adult educator who has a good knowledge of the participants. Their formal education is only one indication of their actual knowledge, their ...
... experience and education level of the learner. Therefore the curriculum should be prepared by an adult educator who has a good knowledge of the participants. Their formal education is only one indication of their actual knowledge, their ...
Stranica 21
... experience on which they embark. Since they have greater experience than do children, adults have more to contribute to the learning process, and they have a richer foundation to which to relate new experiences. They have, however ...
... experience on which they embark. Since they have greater experience than do children, adults have more to contribute to the learning process, and they have a richer foundation to which to relate new experiences. They have, however ...
Stranica 23
... experience” (p. 95). What is worthwhile, then, appears to be a rather nebulous value judgment about certain aspects ... experience. This distinction is important in adult and lifelong experience as will be shown in the following sections ...
... experience” (p. 95). What is worthwhile, then, appears to be a rather nebulous value judgment about certain aspects ... experience. This distinction is important in adult and lifelong experience as will be shown in the following sections ...
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