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 17
... rural locality, sharing a sense of group identity and a body of common interests, or having an unrealized potential for group identity and common interests”. In Spanish “desarrollo communitario” and “educación communitaria” derive from ...
... rural locality, sharing a sense of group identity and a body of common interests, or having an unrealized potential for group identity and common interests”. In Spanish “desarrollo communitario” and “educación communitaria” derive from ...
Stranica 51
... rural villages faced with a subsistence economy, inadequate services, and depopulation; old towns faced with physical decay. Inner-city neighbourhoods are often poverty traps. In new towns and cities, migrant workers feel dislocated and ...
... rural villages faced with a subsistence economy, inadequate services, and depopulation; old towns faced with physical decay. Inner-city neighbourhoods are often poverty traps. In new towns and cities, migrant workers feel dislocated and ...
Stranica 52
... rural development”. From the perspective of nonformal education in Africa, Sine (1979) wrote: “For our purposes community education has a precise meaning; it means educational activities that are organised for the people and answer ...
... rural development”. From the perspective of nonformal education in Africa, Sine (1979) wrote: “For our purposes community education has a precise meaning; it means educational activities that are organised for the people and answer ...
Stranica 54
... rural communities. By contrast, sociocultural animation has looked for its work where there is average material well-being but “cultural poverty”, for example, in the common types of municipal housing estates. Again, to whatever ...
... rural communities. By contrast, sociocultural animation has looked for its work where there is average material well-being but “cultural poverty”, for example, in the common types of municipal housing estates. Again, to whatever ...
Stranica 60
... Rural Poor: The Integrated, Community-based Approach. Pergamon, New York/International Council for Educational Development (ICED), Essex, Connecticut Coombs P H, Ahmed M 1974 Attacking Rural Poverty: How Nonformal Education can Help ...
... Rural Poor: The Integrated, Community-based Approach. Pergamon, New York/International Council for Educational Development (ICED), Essex, Connecticut Coombs P H, Ahmed M 1974 Attacking Rural Poverty: How Nonformal Education can Help ...
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