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 xxxix
... Participation in Adult Education. OECD, Paris Organisation for Economic Co-operation and Development (OECD) 1979 Learning Opportunities for Adults, Vol. 3: The Non-participation Issue. OECD, Paris Paterson R W K 1979 Values, Education ...
... Participation in Adult Education. OECD, Paris Organisation for Economic Co-operation and Development (OECD) 1979 Learning Opportunities for Adults, Vol. 3: The Non-participation Issue. OECD, Paris Paterson R W K 1979 Values, Education ...
Stranica 20
... participants; as the programmer selecting content, hierarchy, and sequence of learning; as the course planner designing the whole series of educational experiences; as the teacher who realizes the programme; or as the evaluator of the ...
... participants; as the programmer selecting content, hierarchy, and sequence of learning; as the course planner designing the whole series of educational experiences; as the teacher who realizes the programme; or as the evaluator of the ...
Stranica 29
... participation of the students, rather than “closed curricula” which are subject to stronger external standardization. The German Education Council defines curriculum as follows: The historical concept of curriculum which modern ...
... participation of the students, rather than “closed curricula” which are subject to stronger external standardization. The German Education Council defines curriculum as follows: The historical concept of curriculum which modern ...
Stranica 32
... participants have of the adult education functions in which they take part will also influence the composition of curricula. In more concrete terms this means that participation is founded on the learners' insight into their own ...
... participants have of the adult education functions in which they take part will also influence the composition of curricula. In more concrete terms this means that participation is founded on the learners' insight into their own ...
Stranica 40
... participation, the chapter dealing with methods, means, research, and evaluation specifies that “participation in an adult education programme should be subject only to the ability to follow the course of training provided and not to ...
... participation, the chapter dealing with methods, means, research, and evaluation specifies that “participation in an adult education programme should be subject only to the ability to follow the course of training provided and not to ...
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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Uobičajeni izrazi i fraze
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