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
... knowledge, understanding, or skills, appreciation, and attitudes” (Liveright and Haygood 1968 p. 8). In everyday life, however, the expression, “adult education”, is often used in another sense, as a collective term covering the ...
... knowledge, understanding, or skills, appreciation, and attitudes” (Liveright and Haygood 1968 p. 8). In everyday life, however, the expression, “adult education”, is often used in another sense, as a collective term covering the ...
Stranica 17
... knowledge, understanding, or skills, appreciation, and attitudes”. In the United Kingdom, however, it sometimes, although by no means always, signifies only that process undertaken for nonvocational purposes. In French “éducation” and ...
... knowledge, understanding, or skills, appreciation, and attitudes”. In the United Kingdom, however, it sometimes, although by no means always, signifies only that process undertaken for nonvocational purposes. In French “éducation” and ...
Stranica 19
... knowledge derived from the education of children was equally applicable to adults, there was much that was not. Having passed through childhood development, people followed a further series of physical and psychological developments in ...
... knowledge derived from the education of children was equally applicable to adults, there was much that was not. Having passed through childhood development, people followed a further series of physical and psychological developments in ...
Stranica 20
... knowledge of the participants. Their formal education is only one indication of their actual knowledge, their informal education should also be taken into account. The curriculum should remain flexible and open to change throughout the ...
... knowledge of the participants. Their formal education is only one indication of their actual knowledge, their informal education should also be taken into account. The curriculum should remain flexible and open to change throughout the ...
Stranica 21
... knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centredness to one of problem-centredness.” (Knowles 1980) The consequences for the educator are numerous. It follows that ...
... knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centredness to one of problem-centredness.” (Knowles 1980) The consequences for the educator are numerous. It follows that ...
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