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 10
... political parties, even possibly such unlikely places as sports fields or bars. In other words, the relationship between formal learning and both “nonformal” and “informal” learning (Coombs and Ahmed 1974) is stressed. Although it is ...
... political parties, even possibly such unlikely places as sports fields or bars. In other words, the relationship between formal learning and both “nonformal” and “informal” learning (Coombs and Ahmed 1974) is stressed. Although it is ...
Stranica 13
... political ideas, particularly in terms of the conflict between liberal and instrumental education. Since 1945 the most effective single agency for the encouragement of adult education throughout the world has probably been UNESCO. It ...
... political ideas, particularly in terms of the conflict between liberal and instrumental education. Since 1945 the most effective single agency for the encouragement of adult education throughout the world has probably been UNESCO. It ...
Stranica 27
... political and social manner. In the former education is involved in examining issues and advising and equipping people to play an informed part but the educator is marginal to the process, whilst in the latter the educator is committed ...
... political and social manner. In the former education is involved in examining issues and advising and equipping people to play an informed part but the educator is marginal to the process, whilst in the latter the educator is committed ...
Stranica 30
... political, leisure-, family-, and growth-orientated education, side by side with the closed curricula of school-based education and occupational training. Even with open curricula though, the starting point for determining their content ...
... political, leisure-, family-, and growth-orientated education, side by side with the closed curricula of school-based education and occupational training. Even with open curricula though, the starting point for determining their content ...
Stranica 33
... political education and in programmes offered to students on educational leave, the development of open curricula in other areas is still largely in its infancy. Curricula for continuing adult education will probably be designed on the ...
... political education and in programmes offered to students on educational leave, the development of open curricula in other areas is still largely in its infancy. Curricula for continuing adult education will probably be designed on 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