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. |
Iz unutrašnjosti knjige
Rezultati 6 - 10 od 91.
Stranica 17
... skills, appreciation, and attitudes”. In the United Kingdom, however, it sometimes, although by no means always, signifies only that process undertaken for nonvocational purposes. In French “éducation” and “formation” would appear from ...
... skills, appreciation, and attitudes”. In the United Kingdom, however, it sometimes, although by no means always, signifies only that process undertaken for nonvocational purposes. In French “éducation” and “formation” would appear from ...
Stranica 24
... skills and knowledge. Once skills are included in the curriculum content it needs to be asked whether the professional preparation is educational or merely training? This distinction is similar to the one referred to above (Young 1971) ...
... skills and knowledge. Once skills are included in the curriculum content it needs to be asked whether the professional preparation is educational or merely training? This distinction is similar to the one referred to above (Young 1971) ...
Stranica 29
... skills, attitudes, and behaviour patterns is the learner to acquire? With which subject matter and content is he to be confronted? What is he to learn? When and where is he to learn? By which learning steps, in which manner, with the ...
... skills, attitudes, and behaviour patterns is the learner to acquire? With which subject matter and content is he to be confronted? What is he to learn? When and where is he to learn? By which learning steps, in which manner, with the ...
Stranica 34
... skills and bringing participants up to date with the newest state of research in their own discipline. The terms used vary from country to country: “weiterbildendes Studium” (FRG), “recertification” (US), “mandatory continuing ...
... skills and bringing participants up to date with the newest state of research in their own discipline. The terms used vary from country to country: “weiterbildendes Studium” (FRG), “recertification” (US), “mandatory continuing ...
Stranica 59
... skills and knowledge they will need in life. Thus they have embarked on a variety of new approaches, combining elements of both traditional schooling and nonformal education, designed in many instances to provide not only the usual ...
... skills and knowledge they will need in life. Thus they have embarked on a variety of new approaches, combining elements of both traditional schooling and nonformal education, designed in many instances to provide not only the usual ...
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 |
Ostala izdanja - Prikaži sve
Uobičajeni izrazi i fraze
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