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 21
... roles are associated, and because they look for immediate rather than deferred applications of knowledge, the timing and content of educational experiences should be planned to fit in with these developmental and role needs, as the ...
... roles are associated, and because they look for immediate rather than deferred applications of knowledge, the timing and content of educational experiences should be planned to fit in with these developmental and role needs, as the ...
Stranica 48
... role of the central authorities could be limited to initiating, supporting, and evaluating such experiments, as well as lifting and changing certain legal and financial restrictions to allow for a different and recurrent-education ...
... role of the central authorities could be limited to initiating, supporting, and evaluating such experiments, as well as lifting and changing certain legal and financial restrictions to allow for a different and recurrent-education ...
Stranica 50
... role, particularly in the context of some of the emerging socioeconomic forces already discussed. A strategy for recurrent education requires that the adult education sector play a fundamental role in the process of distributing ...
... role, particularly in the context of some of the emerging socioeconomic forces already discussed. A strategy for recurrent education requires that the adult education sector play a fundamental role in the process of distributing ...
Stranica 51
... role of teacher. They both take a critical stance in relation to mainstream education, whether it be in schools or adult education centres. Questions concerning what “is” education are challenged by asking what “ought to be” the ...
... role of teacher. They both take a critical stance in relation to mainstream education, whether it be in schools or adult education centres. Questions concerning what “is” education are challenged by asking what “ought to be” the ...
Stranica 62
... role of nonformal education in more developed societies. 4. Economic Considerations A problem in discussing case studies of nonformal education arises from the fact that nonformal education is more directly integrated into other ...
... role of nonformal education in more developed societies. 4. Economic Considerations A problem in discussing case studies of nonformal education arises from the fact that nonformal education is more directly integrated into other ...
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