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 xxxiii
... women's associations, citizen groups, political parties, groups fostering the arts, culture, and recreation, ethnic societies, and many more. Only governments have been capable of bringing these together, and they have been slow to do ...
... women's associations, citizen groups, political parties, groups fostering the arts, culture, and recreation, ethnic societies, and many more. Only governments have been capable of bringing these together, and they have been slow to do ...
Stranica xxxv
... the education of men and women. With expenditures on adult education considerably in excess of what UNESCO could provide, the International Labour Organization, as part of its service to its constituency of XXXV Introduction.
... the education of men and women. With expenditures on adult education considerably in excess of what UNESCO could provide, the International Labour Organization, as part of its service to its constituency of XXXV Introduction.
Stranica xxxvii
... women's studies, literacy, and basic education. 12. Regional Organizations In addition to worldwide associations, like UNESCO and the ICAE, there are numerous regional organizations which often operate with or through the world ones ...
... women's studies, literacy, and basic education. 12. Regional Organizations In addition to worldwide associations, like UNESCO and the ICAE, there are numerous regional organizations which often operate with or through the world ones ...
Stranica 33
... Women's Institutes); (e) some recognized body of knowledge, “subjects” or “disciplines” (e.g., history, sociology). According to Benseman and other authors, the curriculum should play a dominant role in adult education (Mackie 1981) ...
... Women's Institutes); (e) some recognized body of knowledge, “subjects” or “disciplines” (e.g., history, sociology). According to Benseman and other authors, the curriculum should play a dominant role in adult education (Mackie 1981) ...
Stranica 37
... women who are educated in the traditional disinterested sense. If the “high culture” of the traditional curriculum has served to confer status, privilege, wealth, and power upon the ruling class, why should the underprivileged and ...
... women who are educated in the traditional disinterested sense. If the “high culture” of the traditional curriculum has served to confer status, privilege, wealth, and power upon the ruling class, why should the underprivileged and ...
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