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
... institutions offering a general education to adults, for 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 ...
... institutions offering a general education to adults, for 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 ...
Stranica 36
... institutions created by or for the underprivileged. It has been a recurrent phenomenon within the history of adult education, that institutions intended for the education of workers have been exploited by high-school and college ...
... institutions created by or for the underprivileged. It has been a recurrent phenomenon within the history of adult education, that institutions intended for the education of workers have been exploited by high-school and college ...
Stranica 37
... institutions founded by the underprivileged which have traditionally provided adult education, lack the economic means to fund this on a scale which would make it universally available. One way out of this predicament is to conclude ...
... institutions founded by the underprivileged which have traditionally provided adult education, lack the economic means to fund this on a scale which would make it universally available. One way out of this predicament is to conclude ...
Stranica 45
... institutions have responded in innovative ways through short courses and modular systems as well as by changing rigid admission requirements, including in some cases the recognition of work experience as a qualification in its own right ...
... institutions have responded in innovative ways through short courses and modular systems as well as by changing rigid admission requirements, including in some cases the recognition of work experience as a qualification in its own right ...
Stranica 47
... institutions and agencies, a certain redistribution of educational and financial resources, and innovatory approaches to new clientele, it is not a call for the creation of large new administrative machinery and institutions. Given the ...
... institutions and agencies, a certain redistribution of educational and financial resources, and innovatory approaches to new clientele, it is not a call for the creation of large new administrative machinery and institutions. Given the ...
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