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An International Dictionary of Adult and Continuing Education
Containing over 5000 essential references to people, organisations, words and concepts in the field of adult education, this thorough and comprehensive volume represents the standard reference for anyone seeking information on the education of adults.
MS - Pcz
For researchers in business, government and academe, the ""Dictionary"" decodes abbreviations and acronyms for approximately 720,000 associations, banks, government authorities, military intelligence agencies, universities and other teaching and research establishments.
Lifelong Learning
'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups. This book covers all the major issues, with well-known academic contributors working in the field and covering the topics of theoretical, global and curriculum perspectives, widening participation and the industrial university. Topics covered include: * Community education * Popular education * Higher education * The corporate university * The school curriculum * Vocational studies. With contributors from China, Africa, USA, Canada, UK and other European countries, Lifelong Learning offers a comprehensive and challenging account of issues arising from varying lifelong learning decisions, and exposes the impact these decisions have on such a large majority of the population.
What is the Difference?
This book explores the ongoing dilemma that has plagued many educators for generations - is adult learning and the teaching of adults the same or different from that of younger persons? Rogers examines what is meant by learning. He proposes that there are two distinct forms of learning common to both older and younger persons - 'task-conscious learning' and 'learning-conscious learning'. Expanding this concept, he argues that the uniqueness of adult teaching lies not in the different ways in which adults and children learn, but in the sense of identity that learners bring to their learning and the relationships between teacher and learner. Rogers believes that if we are to be effective in the way we teach adults, we need to understand and build upon adults' natural learning practices and processes and the identities they are creating. This book offers a distinctive approach to adult learning and the effects this could, or should have on teaching.
Adults With Learning Difficulties
This is a practical handbook for all those who wish to offer high quality learning opportunities to adults with learning difficulties. It stresses the quality of provision throughout, and is illustrated by many examples of good practice from all areas of curiculum and delivery. The importance of the widest possible range of learning opportunities is also emphasized, and providers are urged to go beyond the limited menu of basic and social skills. For toolong education has been a process "done to" rather than with this group of learners. This book advocates a learner-centred approach based on choice and decision-making by people with learning difficulties.
Learning for Life
Although the 1970s and 1980s witnessed a widespread reaction against investment in education there has been an extraordinary growth of interest in recurrent education. This book, sponsored by the Association for Recurrent Education, reports these considerable developments in both theory and practice in the United Kingdom and abroad. It presents a comprehensive picture of the range of initiatives and policies which are helping to make recurrent education one of the strongest sectors in contemporary education.
