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 20
... practices in pedagogy. In those years, before the emergence of lifelong education to prominence, a basic scheme was devised ... practice the most typical forms of learning experience are single lectures, lecture series, Sandwich courses ...
... practices in pedagogy. In those years, before the emergence of lifelong education to prominence, a basic scheme was devised ... practice the most typical forms of learning experience are single lectures, lecture series, Sandwich courses ...
Stranica 21
... practice require that education be treated as a single, integrated process. Therefore andragogy must seek for its similarities and links with other parts of education. The attention of researchers is increasingly devoted to adults ...
... practice require that education be treated as a single, integrated process. Therefore andragogy must seek for its similarities and links with other parts of education. The attention of researchers is increasingly devoted to adults ...
Stranica 22
... practice in adult education from a wider perspective than that normally undertaken by curriculum theorists. It demonstrates the problematic nature of the concept of content which may be defined as ... Practice Content, Purpose, and Practice.
... practice in adult education from a wider perspective than that normally undertaken by curriculum theorists. It demonstrates the problematic nature of the concept of content which may be defined as ... Practice Content, Purpose, and Practice.
Stranica 24
... practice, in which it was expected that the knowledge taught in the theory part of the course could be applied in practice and the skills of practice acquired. This approach to technical rationality has more recently been called into ...
... practice, in which it was expected that the knowledge taught in the theory part of the course could be applied in practice and the skills of practice acquired. This approach to technical rationality has more recently been called into ...
Stranica 25
... practice are explored in the following two sections. 2. Content and Purpose Whatever the content, it does not just appear. As Lawton (1973 p. 21) suggested, curriculum content may be regarded as a “selection from culture”, so it must be ...
... practice are explored in the following two sections. 2. Content and Purpose Whatever the content, it does not just appear. As Lawton (1973 p. 21) suggested, curriculum content may be regarded as a “selection from culture”, so it must be ...
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