000 03973nam a22005295i 4500
001 978-94-007-2360-3
003 DE-He213
005 20140220083341.0
007 cr nn 008mamaa
008 120116s2012 ne | s |||| 0|eng d
020 _a9789400723603
_9978-94-007-2360-3
024 7 _a10.1007/978-94-007-2360-3
_2doi
050 4 _aLC5201-6660.4
072 7 _aJNP
_2bicssc
072 7 _aEDU002000
_2bisacsh
082 0 4 _a374
_223
100 1 _aAspin, David N.
_eeditor.
245 1 0 _aSecond International Handbook of Lifelong Learning
_h[electronic resource] /
_cedited by David N. Aspin, Judith Chapman, Karen Evans, Richard Bagnall.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2012.
300 _aLXXXIV, 958p. 25 illus.
_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 ;
_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 _aEducation.
650 0 _aEducation
_xPhilosophy.
650 0 _aAdult education.
650 1 4 _aEducation.
650 2 4 _aLifelong Learning/Adult Education.
650 2 4 _aInternational and Comparative Education.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aEducational Philosophy.
650 2 4 _aSociology of Education.
700 1 _aChapman, Judith.
_eeditor.
700 1 _aEvans, Karen.
_eeditor.
700 1 _aBagnall, Richard.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400723597
830 0 _aSpringer International Handbooks of Education ;
_v26
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-2360-3
912 _aZDB-2-SHU
999 _c104458
_d104458