Bøger i Lifelong Learning Book Series serien

It will give a clear indication of alternative strategies for learners, teachers and policy makers.This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups.

Active citizenship is an objective of schooling in an increasingly complex context, in which social cohesion of the multicultural society is a cause for growing societal concern.

In a world where being a 'professional' is an increasingly indistinct notion under siege from scholars and educated laypeople, this interdisciplinary volume advocates the metaphor of 'becoming' as an lifelong process of forming one's professional identity.

Gendered Choices addresses issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. The text highlights how gendered choices are central to participation in and experiences of lifelong learning.

That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors' peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

Gendered Choices addresses issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. The text highlights how gendered choices are central to participation in and experiences of lifelong learning.

Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

Active citizenship is an objective of schooling in an increasingly complex context, in which social cohesion of the multicultural society is a cause for growing societal concern.

That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors' peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

Offers an international analysis of policies, contexts and perspectives, and the challenges of promoting lifelong learning among those who have rejected it early in life. This volume is of interest to researchers and practitioners, politicians, planners and professionals holding the responsibility for integration strategies.

The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning.

In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners.

This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning.

It will give a clear indication of alternative strategies for learners, teachers and policy makers.This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups.

At times women whose voices are heard, because they have been able to go to university or have been leaders in the feminist movement, speak for all of the other women who have not been able to get a formal education, without asking us what it is we really want or think.

This book is the product of a series of reflections by career counseling and guidance specialists on a question central to society: "How can career and life design interventions contribute to fair and sustainable development and to the implementation of decent work all over the world?

It has been developed from work undertaken by members of the Women in Higher Education Network with chapters organized in three thematic sections: Ambivalent Positions in the Academy, Process and Pedagogy at Work, Career - Identity - Home.

At times women whose voices are heard, because they have been able to go to university or have been leaders in the feminist movement, speak for all of the other women who have not been able to get a formal education, without asking us what it is we really want or think.

Theories and practices of learning have been dominated by the requirements of formal learning. This book seeks to persuade through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal.

It has been developed from work undertaken by members of the Women in Higher Education Network with chapters organized in three thematic sections: Ambivalent Positions in the Academy, Process and Pedagogy at Work, Career - Identity - Home.

This book identifies key elements of an international framework to develop systems-level change to promote access to education, including higher education, for socio-economically marginalized groups.

This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education.

Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

This work is concerned with appraising the contemporary ethical impact of lifelong learning ideology and advocacy on education, through focusing on trends in educational policy and management that flow from the ideology.

This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences.

This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life.

This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field.

This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field.

This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life.