The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.

The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.

The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.

This one volume reference book covers all the major issues in lifelong learning in four sections: Theoretical Perspectives; Curriculum; International Perspectives; and Widening Participation.

Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults. The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners' prior knowledge, and the need for alternative approaches to assessment.

Adult education has never been more important or urgent than it is today Few educators have had the impact on adult education of Griff Foley. Professor Peter McLaren, University of California, Los Angeles This timely and valuable book makes an important contribution to our understanding of key recent developments in adult education and their significance. Reflecting the increasingly global nature of scholarship in the field, well-respected international contributors analyse issues facing practitioners today, and consider how these can be most positively embraced to further the international cause of adult learning and social justice. Janet Hannah, University of Nottingham Learning is central to all aspects of human life, and failure to learn brings dire consequences. As our world becomes more integrated and complex, adult learning has become more important. Dimensions of Adult Learning offers a broad overview of adult learning in the workplace and community. Written by a team of international experts, it introduces the core skills and knowledge which underpin effective practice. It examines adult education policy and research, and highlights the social nature of adult learning. It also examines adult learning in different contexts: on-line learning, problem-based learning, organisational and vocational learning. Dimensions of Adult Learning is an essential reference for professionals and students. Griff Foley is Research Associate in Adult Education at the University of Technology, Sydney. He is author of Learning in Social Action and Strategic Learning.

As the 21st century has seen, lifelong learning has become more important as many countries have emerged into “learning societies”. With these learning societies, adult and community education, along with new technologies, play a major role in shaping and reshaping their economic, political, and cultural realities. Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning addresses how technologies impact the combination of workforce education and adult learning. This comprehensive collection of research from leading authorities and front line faculty seeks to equip adult learners/employees with the right knowledge and skills to continue to contribute to the economy given the importance of the essential role of technologies.

The editors provide an illuminating commentary to eleven key articles covering the main issues affecting the post-compulsory education sector today. Contributions include an analysis of what influences students to drop out from their learning programmes, how the participation of hard-to-reach learners can be widened, how adults with basic skills can be encouraged to learn, and how research can help make sense of the 'muddle' of middle management in Further Education colleges. Book jacket.

Im Fokus des Sammelbandes stehen Untersuchungen zur Anerkennung von nonformalem und informellem Wissen. Durch eine Validierung sollen neue Zugänge zum Arbeitsmarkt eröffnet und die Zusammenarbeit und Mobilität innerhalb der EU gestärkt werden. Hier setzt das Erasmus+-Projekt EffectVPL ("Effectiveness of VPL Policies und Programmes for Labour Market Inclusion and Mobility - Individual and Employer Perspectives", 2017-2019) an, dessen Ergebnisse in diesem Band vorgestellt werden. Ausgangspunkt des Projekts zum lebenslangen Lernen war die mangelhafte Anerkennung von Lernerfahrungen, die außerhalb institutioneller Kontexte gewonnen wurden. Im ersten Teil des Bandes werden die theoretischen Grundlagen vorgestellt, bevor die Autor:innen im zweiten Teil empirische Ergebnisse zu Untersuchungen in Polen, Dänemark, der Türkei und Deutschland präsentieren. Abschließend wurde ein Trainingsmodul entwickelt, das die Projektergebnisse für Lehrende in Europa aufbereitet.