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
... individual's education, of providing further education or of retraining, so that, for example, the individual can always meet increased or new professional demands. (Houghton and Richardson 1974 p. 9). In the early 1970s, yet another ...
... individual's education, of providing further education or of retraining, so that, for example, the individual can always meet increased or new professional demands. (Houghton and Richardson 1974 p. 9). In the early 1970s, yet another ...
Stranica 20
... individual and as a member of society, with its own development goals and ideology at local and national levels. Goals and objectives are then set to meet individual and social needs. (b) Curriculum planning. Education can only be ...
... individual and as a member of society, with its own development goals and ideology at local and national levels. Goals and objectives are then set to meet individual and social needs. (b) Curriculum planning. Education can only be ...
Stranica 31
... individual demands and those made by society. While the objective educational needs arise from the prevailing technical and technological conditions—certain occupational qualifications are required because of each country's need to be ...
... individual demands and those made by society. While the objective educational needs arise from the prevailing technical and technological conditions—certain occupational qualifications are required because of each country's need to be ...
Stranica 36
... individuals is to ignore the historical, radical imperative towards the creation of institutions for the education ... individual improvement, rather than to develop class consciousness aimed at the overthrow of the status quo. However ...
... individuals is to ignore the historical, radical imperative towards the creation of institutions for the education ... individual improvement, rather than to develop class consciousness aimed at the overthrow of the status quo. However ...
Stranica 37
... individual's consciousness were so raised by education that none would accept exploitation and each would actively labor for his or her own and his or her neighbor's good. On this view, there would be no question of some few providing ...
... individual's consciousness were so raised by education that none would accept exploitation and each would actively labor for his or her own and his or her neighbor's good. On this view, there would be no question of some few providing ...
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