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 39
... industrial societies. This concern about the possible consequences of one concept such as recurrent education upon other forms of adult education, or renewed support for and criticism of programs for literacy, are reminders that adult ...
... industrial societies. This concern about the possible consequences of one concept such as recurrent education upon other forms of adult education, or renewed support for and criticism of programs for literacy, are reminders that adult ...
Stranica 40
... industrial and commercial firms. Another issue addressed is the need to set up, at various levels, structures or procedures for consultation and coordination between public authorities competent in the field of adult education and the ...
... industrial and commercial firms. Another issue addressed is the need to set up, at various levels, structures or procedures for consultation and coordination between public authorities competent in the field of adult education and the ...
Stranica 62
... industrial development programmes, with health, nutrition, and family planning, with literacy for community development, and with social action. Since nonformal education cannot be discussed in isolation, this leads to difficulties in ...
... industrial development programmes, with health, nutrition, and family planning, with literacy for community development, and with social action. Since nonformal education cannot be discussed in isolation, this leads to difficulties in ...
Stranica 66
... industry. Nonformal education was seen, therefore, as serving two diverse objectives: by aiding the increase in both industrial and agricultural production, the nation would be better able to compete in the world market; and, as a ...
... industry. Nonformal education was seen, therefore, as serving two diverse objectives: by aiding the increase in both industrial and agricultural production, the nation would be better able to compete in the world market; and, as a ...
Stranica 78
... Industrial Revolution provided an impetus for literacy. As the city replaced the village and the factory replaced ... industry existed. Bank and postal services were widespread and widely used. Reading, writing, and calculation were ...
... Industrial Revolution provided an impetus for literacy. As the city replaced the village and the factory replaced ... industry existed. Bank and postal services were widespread and widely used. Reading, writing, and calculation were ...
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