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 13
... society which lie behind adult teaching and learning processes, while Curriculum draws attention to opposition that ... societies view the education and training of their citizens from the perspective of the function such training ...
... society which lie behind adult teaching and learning processes, while Curriculum draws attention to opposition that ... societies view the education and training of their citizens from the perspective of the function such training ...
Stranica 21
... society's needs rather more than American thinking does (see Adult Education Research: General). It takes adult education as having a function of socialization as well as one of self-satisfaction to fulfill. 5. New Fields of Andragogy ...
... society's needs rather more than American thinking does (see Adult Education Research: General). It takes adult education as having a function of socialization as well as one of self-satisfaction to fulfill. 5. New Fields of Andragogy ...
Stranica 23
... society is at the same time its dominant intellectual force. (cited from Bottomore and Rubel 1963 p. 93) ... societies in the world is higher than that of the former. Even so, developments in continuing education suggest that content is ...
... society is at the same time its dominant intellectual force. (cited from Bottomore and Rubel 1963 p. 93) ... societies in the world is higher than that of the former. Even so, developments in continuing education suggest that content is ...
Stranica 28
... society, as seen by those who control the service. This article has endeavoured to draw links between content, purpose and practice at at least two levels, that of the classroom and that of society. It can be seen that the teaching and ...
... society, as seen by those who control the service. This article has endeavoured to draw links between content, purpose and practice at at least two levels, that of the classroom and that of society. It can be seen that the teaching and ...
Stranica 31
... society”, and investigated for their possible educative and innovative-creative consequences by the Club of Rome. In concrete terms this means that, although a curriculum in adult education can and must on the one hand limit itself to ...
... society”, and investigated for their possible educative and innovative-creative consequences by the Club of Rome. In concrete terms this means that, although a curriculum in adult education can and must on the one hand limit itself to ...
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