Second International Handbook of Lifelong Learning [electronic resource] / edited by David N. Aspin, Judith Chapman, Karen Evans, Richard Bagnall.
Erişim Adresi
ISBN
9789400723603
Dil Kodu
İngilizce
Yer Numarası
DK/16123
Basım Bildirimi
2nd ed. 2012.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2012.
Fiziksel Niteleme
XCV, 958 p. online resource.
Dizi
Springer International Handbooks of Education, 2197-196X ; 26
İçindekiler Notu
Foreword; Arne Carlsen -- Acknowledgements -- Introduction and Overview; David N. Aspin, Karen Evans, Judith D. Chapman and Richard Bagnall -- Part I: History, Theory, and Philosophy; Section Editor: David N. Aspin -- Part II: The Policy Challenge; Section Editor: Karen Evans -- Part III: Programmes and Practices; Section Editor: Judith D. Chapman -- Part IV: A Critical Stocktaking; Section Editor: Richard G. Bagnall -- List of Contributors -- Index.
Özet, vb.
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all. .
Konu
Continuing education.
International education .
Comparative education.
Education and state.
Education __ Philosophy.
Educational sociology.
Lifelong Learning.
International and Comparative Education.
Educational Policy and Politics.
Educational Philosophy.
Sociology of Education.
International education .
Comparative education.
Education and state.
Education __ Philosophy.
Educational sociology.
Lifelong Learning.
International and Comparative Education.
Educational Policy and Politics.
Educational Philosophy.
Sociology of Education.
Kurum Adı
Eseri Alıntıla
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Dijital Kaynak
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505 0 |aForeword; Arne Carlsen -- Acknowledgements -- Introduction and Overview; David N. Aspin, Karen Evans, Judith D. Chapman and Richard Bagnall -- Part I: History, Theory, and Philosophy; Section Editor: David N. Aspin -- Part II: The Policy Challenge; Section Editor: Karen Evans -- Part III: Programmes and Practices; Section Editor: Judith D. Chapman -- Part IV: A Critical Stocktaking; Section Editor: Richard G. Bagnall -- List of Contributors -- Index.
520 |aThe second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all. .
650 0|aContinuing education.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducation and state.
650 0|aEducation|xPhilosophy.
650 0|aEducational sociology.
650 14|aLifelong Learning.
650 24|aInternational and Comparative Education.
650 24|aEducational Policy and Politics.
650 24|aEducational Philosophy.
650 24|aSociology of Education.
700 1 |aAspin, David N.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aChapman, Judith.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aEvans, Karen.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aBagnall, Richard.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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020 |a9789400723603|9978-94-007-2360-3
024 7 |a10.1007/978-94-007-2360-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC5201-6660.4
072 7|aJNP|2bicssc
072 7|aEDU002000|2bisacsh
072 7|aJNP|2thema
082 04|a374|223
090 |aDK/16123
245 10|aSecond International Handbook of Lifelong Learning|h[electronic resource] /|cedited by David N. Aspin, Judith Chapman, Karen Evans, Richard Bagnall.
250 |a2nd ed. 2012.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2012.
300 |aXCV, 958 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSpringer International Handbooks of Education,|x2197-196X ;|v26
505 0 |aForeword; Arne Carlsen -- Acknowledgements -- Introduction and Overview; David N. Aspin, Karen Evans, Judith D. Chapman and Richard Bagnall -- Part I: History, Theory, and Philosophy; Section Editor: David N. Aspin -- Part II: The Policy Challenge; Section Editor: Karen Evans -- Part III: Programmes and Practices; Section Editor: Judith D. Chapman -- Part IV: A Critical Stocktaking; Section Editor: Richard G. Bagnall -- List of Contributors -- Index.
520 |aThe second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all. .
650 0|aContinuing education.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducation and state.
650 0|aEducation|xPhilosophy.
650 0|aEducational sociology.
650 14|aLifelong Learning.
650 24|aInternational and Comparative Education.
650 24|aEducational Policy and Politics.
650 24|aEducational Philosophy.
650 24|aSociology of Education.
700 1 |aAspin, David N.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aChapman, Judith.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aEvans, Karen.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aBagnall, Richard.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400723597
776 08|iPrinted edition:|z9789400723610
776 08|iPrinted edition:|z9789401779043
830 0|aSpringer International Handbooks of Education,|x2197-196X ;|v26
856 40|uhttps://doi.org/10.1007/978-94-007-2360-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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