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 12
... Learners of One possible problem for potential learners in adult education is their lack of information about the array learning opportunities which are available , or about the possibilities of linking their past learning with present ...
... Learners of One possible problem for potential learners in adult education is their lack of information about the array learning opportunities which are available , or about the possibilities of linking their past learning with present ...
Stranica 18
... Learners : Increasing Participation 66 Andragogy has been defined as ... the art and. and Facilitating Learning ... Learner . Simon and Schuster , New York Houghton V P , Richardson K ( eds . ) 1974 Recurrent Education . Ward Lock ...
... Learners : Increasing Participation 66 Andragogy has been defined as ... the art and. and Facilitating Learning ... Learner . Simon and Schuster , New York Houghton V P , Richardson K ( eds . ) 1974 Recurrent Education . Ward Lock ...
Stranica 20
... learners ' educational needs which ought to be resolved . The andragogical approach is both inductive and deductive . It analyses the situation of the learner both as an individual and as a member of society , with its own development ...
... learners ' educational needs which ought to be resolved . The andragogical approach is both inductive and deductive . It analyses the situation of the learner both as an individual and as a member of society , with its own development ...
Stranica 25
... Learner Transaction In the two subsections above it is clear that totally dif- ferent philosophies operate . The first enables learners to develop in whatever direction their interests take them , while in the second the learner is ...
... Learner Transaction In the two subsections above it is clear that totally dif- ferent philosophies operate . The first enables learners to develop in whatever direction their interests take them , while in the second the learner is ...
Stranica 26
... learners negotiate the content of the learn- ing together . It is a very useful approach in continuing education in which professional practitioners return for inservice courses , since as practitioners they are aware of those aspects ...
... learners negotiate the content of the learn- ing together . It is a very useful approach in continuing education in which professional practitioners return for inservice courses , since as practitioners they are aware of those aspects ...
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 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 folk high schools function funds groups higher education increasing individual industrial institutions integrated involved knowledge labour learners lifelong education literacy major ment methods needs nonformal education OECD offered Open University opportunities organizations part-time participation percent planning political population 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