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 33
... labour market), (c) the requirements (or “needs”) of the local community (e.g., Programme for Youth Leaders); (d) the goals of a particular institution (e.g., Country Women's Institutes); (e) some recognized body of knowledge, “subjects ...
... labour market), (c) the requirements (or “needs”) of the local community (e.g., Programme for Youth Leaders); (d) the goals of a particular institution (e.g., Country Women's Institutes); (e) some recognized body of knowledge, “subjects ...
Stranica 38
... Labour MP, Thomas Burt, reinforced this belief in the liberal cultural potential of adult education: “We say educate a man not simply because he has got political powers. . . but educate him because he is a man.” A more recent ...
... Labour MP, Thomas Burt, reinforced this belief in the liberal cultural potential of adult education: “We say educate a man not simply because he has got political powers. . . but educate him because he is a man.” A more recent ...
Stranica 39
... Labour Movement. Lawrence and Wishart, London Thompson EP 1968 Education and Experience. Leeds University Press, Leeds Thompson J L (ed.) 1980 Adult Education for a Change. Hutchinson, London Because the greatest growth in recognition ...
... Labour Movement. Lawrence and Wishart, London Thompson EP 1968 Education and Experience. Leeds University Press, Leeds Thompson J L (ed.) 1980 Adult Education for a Change. Hutchinson, London Because the greatest growth in recognition ...
Stranica 45
... labour market, their family, domestic and leisure lives, and with the social and economic forces which shape all these domains; (b) it has never been viewed as a purely educational policy, but extends into the area of social and ...
... labour market, their family, domestic and leisure lives, and with the social and economic forces which shape all these domains; (b) it has never been viewed as a purely educational policy, but extends into the area of social and ...
Stranica 46
... labour market and follow a similar course and as people live longer, thus prolonging a normal period of retirement at the end of their life spans. The distribution of income and life chances is still strikingly unequal and income ...
... labour market and follow a similar course and as people live longer, thus prolonging a normal period of retirement at the end of their life spans. The distribution of income and life chances is still strikingly unequal and income ...
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