Unlocking People's Creative Forces: A Transnational Study of Adult Learning Policies.

Autor/inn/en	Belanger, Paul; Federighi, Paolo
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
Titel	Unlocking People's Creative Forces: A Transnational Study of Adult Learning Policies.
Quelle	(2000), (287 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-820-1104-6
Schlagwörter	Adult Basic Education; Adult Education; Adult Learning; Adult Students; Andragogy; Comparative Education; Creativity; Cultural Influences; Educational Change; Educational Demand; Educational Policy; Educational Trends; Epistemology; Foreign Countries; Futures (of Society); Government Role; Government School Relationship; High School Equivalency Programs; Policy Formation; Public Policy; School Administration; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Vergleichende Erziehungswissenschaft; Kreativität; Cultural influence; Kultureinfluss; Bildungsreform; Bildungsanforderung; Bildungsnachfrage; Politics of education; Bildungspolitik; Bildungsentwicklung; Erkenntnistheorie; Ausland; Future; Society; Zukunft; Politische Betätigung; Öffentliche Ordnung; Sozioökonomischer Faktor
Abstract	Based on 5 years of empirical research conducted in 24 countries from every region of the world, this book examines the content and dynamics of adult learning policies and strategies, including the measures to promote the expression of learning demand and the new role of the state and other institutions. After presenting a reconstructed and expanded view of current adult learning in the various regions of the world in Chapter 1, Chapters 2 and 3 identify several trends in the process of developing and implementing policy and outlines the subject and functions of adult learning policy today. Chapters 4 and 5 deal with the changing socioeconomic and cultural dynamics that are reflected, sometimes explicitly, sometimes contradictorily, in today's adult learning policies. Chapters 6 and 7 cover the expression and management of learning demand and policies to promote the expression and synergy of learning demand. Chapter 8 is on learning continuities and discontinuities. Chapter 9 examines changes in the role of the state and other institutions and the rise of new organizational models of adult learning. Chapter 10 takes a closer look at the impact of these epistemological and policy changes by presenting and analyzing the basic trends in the field of adult basic education. The conclusion sums up the discussion and raises questions about possible future orientations. Three appendixes include adult learning policy frameworks, tables about policy documents by country, and a list of participating researchers. Four bibliographies list 122 policy documents, 20 country studies, 32 other policy documents, and 246 monographs and articles. (KC)
Anmerkungen	UNESCO Institute for Education, Feldbrunnenstr. 58/20148 Hamburg, Germany ($14). Tel: 49 40 4480410; Fax: 49 40 4107723; e-mail: uie-pub@unesco.org; Web site: http://www.unesco.org/education/uie/index.shtml. For full text: http://www.unesco.org/education/uie/pdf/PaulEng.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01