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 25
... projects demonstrates that adults undertake a wide variety of learning projects relating to their occupation, interest, domestic necessities, leisure pursuits, etc. Similarly, Gross' (1977) narratives of lifelong learners indicate the ...
... projects demonstrates that adults undertake a wide variety of learning projects relating to their occupation, interest, domestic necessities, leisure pursuits, etc. Similarly, Gross' (1977) narratives of lifelong learners indicate the ...
Stranica 26
... project with their tutor and then negotiate the criteria by which it is assessed. For this reason, aspects of the ... projects that result in changes in the community itself. For a number of examples of how this occurred in India see ...
... project with their tutor and then negotiate the criteria by which it is assessed. For this reason, aspects of the ... projects that result in changes in the community itself. For a number of examples of how this occurred in India see ...
Stranica 29
... projects which aim at applying the concept and content of curriculum to adult education too. Adult education has shunned the idea of curricular strategies for a long time because it always has been and still is based on such principles ...
... projects which aim at applying the concept and content of curriculum to adult education too. Adult education has shunned the idea of curricular strategies for a long time because it always has been and still is based on such principles ...
Stranica 43
... projects for development, and their possible lines of growth. That on Nonformal Education presents the characteristics—methodological, economic, political and sociocultural—which make nonformal education so attractive. Although it is ...
... projects for development, and their possible lines of growth. That on Nonformal Education presents the characteristics—methodological, economic, political and sociocultural—which make nonformal education so attractive. Although it is ...
Stranica 52
... projects. In the planning model, projects are proposed to the community and the method involves having community members realize that the project is consonant with their interests. Planning, in Tanzania, is called “education for self ...
... projects. In the planning model, projects are proposed to the community and the method involves having community members realize that the project is consonant with their interests. Planning, in Tanzania, is called “education for self ...
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