Learning from Adult Education Programs in Foreign Countries.

Autor/in	Peterson, Richard E.
Institution	Educational Testing Service, Berkeley, CA.
Titel	Learning from Adult Education Programs in Foreign Countries.
Quelle	(1980), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Programs; Comparative Analysis; Continuing Education; Educational Philosophy; Educational Policy; Educational Practices; Educational Strategies; Educational Television; Entry Workers; Foreign Countries; Labor Force Development; Lifelong Learning; Older Adults; Parents; Policy Formation; Program Descriptions; Program Development; Public Policy; School Role; State of the Art Reviews; France; Sweden; United Kingdom (England); United States; USSR + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Bildungspraxis; Lehrstrategie; Bildungsfernsehen; Schulfernsehen; Ausland; Arbeitskräftebestand; Life-long learning; Lebenslanges Lernen; Älterer Erwachsener; Eltern; Politische Betätigung; Programmplanung; Öffentliche Ordnung; Entwicklungsstand; Frankreich; Schweden; USA
Abstract	This paper sketches major programs for adult education in Sweden, the Soviet Union, France, and England and considers several policy implications for adult education in the United States. The first section examines the reforms in Swedish public education designed to facilitate social equality, with special emphasis on the study circle. A description of the institutions and practices of the Soviet adult education system is provided in the second section. The third section concentrates on the various types of local educational agencies and systems for industrial training found in England. Discussed in the fourth section are aspects of France's adult education program, such as guaranteed paid educational leave, continuing adult education, training courses, formal and popular learning activities, and special programs for older adults. The final section examines policy implications for adult education in the United States for employee training systems, learning services for poorly educated and illiterate adults, institutes to serve the older adult, televised courses, diversification of services to accomodate the diversity of adult learning interests, and a system for unified lifelong learning. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC