Bibliothekskatalog

Rubenson, Kjell [Hrsg.]
Adult learning and education
Amsterdam [u.a.] , Elsevier, Acad. Press , 2011
Schlagworte: Erwachsenenbildung , Aufsatzsammlung , Einführung , Internationale Erwachsenenbildung

Bibliothekskatalog

European Centre for the Development of Vocational Training
Citizens' views on lifelong learning in the 10 new member states , Dictus Publ. , 2011 , 114 Seiten
Schlagworte: Europäische Union , Erweiterung , Mitgliedsstaaten , Lebenslanges Lernen , Bürger , Erwartung , Geschichte , Datenerhebung , Analyse The outcomes of a special Eurobarometer survey, carried out in spring 2005, provided for the first time an insight into attitudes and opinions of citizens in the new Member States towards lifelong learning. The present report provides a detailed analysis of this survey. Taking into account the results of an analogous survey in the EU-15 in 2003, the authors try to capture major differences or possibly coherences in the perceptions, needs, motivations and preferences of citizens in the new and old Member States. The results of the 2005 Eurobarometer survey on lifelong learning show that new Member States' citizens are highly conscious about the importance of learning a lifetime, for both economic and social reasons. Results provide evidence that EU policies on lifelong learning gained a foothold in the new Member States. However, details of the analysis reveal the potential for further targeted policy intervention and measures. (Verlag)

Bibliothekskatalog

Óhidy, Andrea
Der erziehungswissenschaftliche Lifelong Learning-Diskurs
Wiesbaden , VS, Verl. für Sozialwiss. , 2011 , 239 Seiten
Schlagworte: Lebenslanges Lernen , Erwachsenenbildung , Schulpädagogik , Erziehungswissenschaft , Deutschland , Ungarn , Europäisierung , Internationaler Vergleich Lebenslanges Lernen hat sich in den letzten Jahrzehnten in ganz Europa zu der wichtigsten pädagogischen Leitidee entwickelt. Gleichzeitig wurde es zum Überbegriff der bildungspolitischen Reformbestrebungen der Europäischen Union. Andrea Óhidy untersucht die Rezeption der europäischen Reformdiskussion im erziehungswissenschaftlichen Fachdiskurs vergleichend in Deutschland und Ungarn, stellvertretend für das "alte" und das "neue Europa". Die Autorin schließt wichtige Forschungslücken im Hinblick auf die vergleichende erziehungswissenschaftliche Forschung und liefert neue Erkenntnisse zur Rezeption der europäischen Leitidee des Lebenslangen Lernens. (Verlag)

Bibliothekskatalog

Lima, Licinio C.; Guimaraes, Paula
European strategies in lifelong learning
Opladen [u.a.] , Budrich , 2011 , 165 Seiten
Schlagworte: Europa , Lebenslanges Lernen , Modell , Strategie , Analyse , Lissabon-Strategie , UNESCO This book proposes an analytical framework for the discussion of adult learning and education policies. This framework is applied to the EU policies for the adult education and training sector as well as to the proposals presented by UNESCO since the 1970s with respect to lifelong education and lifelong learning. Lifelong learning and education is a key concept for the development of adult education as an area of practice and theoretical consideration. In recent decades, meanwhile, the idea that education and learning last for the length and breadth of life is central to the guidance of various international organisations and to the public policies of many countries. Lifelong learning is currently widely accepted in terms of its benefits and so the meanings it can contain are rarely questioned. This book proposes three models for analysing public adult education policies, the democratic-emancipatory model, the modernisation and state control model, and the human resources management model. The models guide the critical discussion on the EU policies for the adult education and training sector. This analysis also contains references to national adult education policies. The book further describes the proposals presented by UNESCO since the 1970s with respect to lifelong education and lifelong learning. The underlying purpose of this approach is to identify and interpret other meanings which the idea may contain today. This option is intended to help students and other people who may be interested in this topic to question ways of looking at a priority issue in contemporary public policies. From the Contents: Introduction Lifelong Education, Lifelong Learning, and the State The Analysis of Adult Learning and Education Policies The European Union: Strategies for Lifelong Learning UNESCO as a Policy Actor in Education Final Remarks. (Verlag)

Bibliothekskatalog

Field, John; Biesta, Gert; Hodkinson, Phil; Goodson, Ivor F.; Macleod, Flora
Improving learning through the lifecourse
London [u.a.] , Routledge , 2011 , 135 Seiten
Schlagworte: Vereinigtes Königreich , Berufliche Weiterbildung , Lebenslanges Lernen , Informationsgesellschaft , Aufsatzsammlung Lifelong learning has become a mantra, but what does learning mean and do in the lives of adults? How has it changed over time and across generations? What are the connections with the changing worlds of work, the family and communities? What difference does it make to life chances? How do we learn from life, and how do we learn for life? How can people's prospects of learning be improved? The Learning Lives project was one of the largest and most ambitious in the Teaching and Learning Research Programme as over three years the authors tracked the lives of 120 adults from across Britain, undertaking 528 in-depth interviews to ask people about their life histories and the place of learning in their lives. Alongside this data from the British Household Panel Study, a nationally representative survey of about 5,000 households was applied which results in a uniquely rich and detailed body of evidence, certainly within the UK, and arguably internationally. The central conclusion is that learning 'means and does' much more in people's lives than is acknowledged in current policies in Britain and Europe. These policies focus on the economic functions of lifelong learning. By contrast, the findings show not only that learning is multi-faceted and complex; they also show how learning helps people to strengthen and develop their sense of self, and assume a greater degree of control over their lives. They also show that people value the experience of learning in relation to their everyday lives and in order to adjust to changing circumstances. And they demonstrate that people's 'learning horizons' - that is, their ability to imagine themselves learning for a different future - are bounded both by individual characteristics and by situational and structural factors. Strategies for improving learning therefore need to vary to meet different needs and circumstances. (Verlag)

Bibliothekskatalog

Caspar, Pierre
La formation des adultes
Paris , Eyrolles , 2011
Schlagworte: Frankreich , Erwachsenenbildung , Lebenslanges Lernen , Berufliche Weiterbildung , Geschichte , Zukunft Qu'est-ce que l'éducation et la formation tout au long de la vie ? Doit-on encore investir dans la formation ? Quelle place réserve-t-on aujourd'hui à la formation dans la gestion des ressources humaines et le management ? La crise nous conduira-t-elle à plus d'humanité dans le travail et les rapports sociaux ? Ce livre aide à répondre à ces questions, et à beaucoup d'autres. Acteur central du développement de la formation des adultes depuis près de 50 ans, Pierre Caspar livre ici un texte singulier. D'abord parce qu'il s'ancre dans des mutations qui marquent profondément l'évolution des apprentissages à l'âge adulte, qu'il en analyse les sources et les racines pour mieux comprendre leurs développements actuels et leurs devenirs possibles. Mais aussi parce qu'il relate des situations, des événements, des chantiers très concrets, qu'il a vécus personnellement et en position de responsabilité. Ce livre n'est pas un travail d'historien ; c'est un livre d'histoires, qui nous conduisent des premiers moments de l'éducation permanente à la société numérique d'aujourd'hui, de la rencontre des ingénieurs et des pédagogues à l'irruption du langage et de la pensée économique dans la formation, et aux investissements immatériels. Tout en tissant des liens entre hier, aujourd'hui et demain. Cela renvoie à un grand enjeu : l'accès aux savoirs. Au fond, ce livre ne traite pas seulement de la formation. Il la valorise comme un levier de changement, de progrès, mais il est surtout porté par une réflexion sur la place de l'homme dans les bouleversements que nous rencontrons aujourd'hui, et sur ses capacités à s'y préparer, à y vivre, et à s'y accomplir. (Verlag)

Bibliothekskatalog

Jerman, Jerry [Hrsg.]; Pappas, James P. [Hrsg.]
Meeting adult learner needs through the nontraditional doctoral degree
San Francisco , Jossey-Bass , 2011 , 111 Seiten
Schlagworte: Vereinigtes Königreich , Erwachsenenbildung , Reform , Promotion , Hochschulbildung

Bibliothekskatalog

Breier, Mignonne [Hrsg.]; Harris, Judy [Hrsg.]; Wihak, Christine [Hrsg.]
Researching the recognition of prior learning
Leicester , NIACE , 2011
Schlagworte: Internationale Erwachsenenbildung , Zertifizierung , Lernen , Forschung , Lerntheorie

Bibliothekskatalog

Heath, Sue [Hrsg.]; Fuller, Alison [Hrsg.]; Johnston, Brenda [Hrsg.]
Rethinking widening participation in higher education
London [u.a.] , Routledge , 2011
Schlagworte: Vereinigtes Königreich , Hochschulbildung , Soziales Netzwerk , Gruppenentscheidung , Aufsatzsammlung Extending the chance for people from diverse backgrounds to participate in Higher Education (HE) is a priority in the UK and many countries internationally. Previous work on widening participation in HE however has focussed on why people choose to go to university but this vital new research has focussed on looking at why people choose not to go. Moreover, much of the extant literature concentrates on the participation decisions of teenagers and young adults whereas this book foregrounds adult decision-making across the life-course. The book is also distinctive because it focuses on interview data generated from across the membership of inter-generational networks rather than on individuals in isolation, in order to explore how decision-making about educational participation is a socially embedded, rather than an individualised, process. It draws on a recent UK-based empirical study to argue that this network approach to exploring educational decision making is very productive and helps create a comprehensive understanding of the historically dependent, personal and collective aspects of participation decisions.This book examines, therefore, the ways in which (non-) decision-making about HE is embedded within a range of social networks consisting of family, partners and friends, and to what extent future participation in HE is conceived as within the bounds of possibility. It: provides a conceptual framework for understanding the value of network-based decision-making about participation in HE, in the light of the changing historical and policy contexts in which it is always located; highlights the importance of researching the socially embedded narratives of 'ordinary people' in order to critique the deficit discourse which dominates debates about widening participation in HE; discusses the policy and practice implications of the network-based approach for widening participation and educational institutions. (Verlag)

Bibliothekskatalog

Brincker, Christian; Allen, Margaretha; Mühlheims, Kirsten; Buiarelli, Flavia; Nuissl, Ekkehard
SMOC-Soft Open Method of Coordination
Firenze , Firenze Univ. Press , 2011 , 77 Seiten
Schlagworte: Europäische Union , Lebenslanges Lernen , Governance , Regionalentwicklung , Internationale Kooperation , Internationale Erwachsenenbildung , Internationaler Vergleich