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Adult and lifelong education : global, national and local perspective

Contributor(s): Milanna, Marcella | Holford, John | Spolar, Vida A. Mohorcic [editors].
Publisher: London : Routledge, 2016Description: xi, 172 p. 25 cm.ISBN: 9781138646827.Subject(s): Adult education -- Lifelong educationDDC classification: 374 Online resources: see also
Contents:
Adult and Lifelong Education explores why politicians, researchers, and practitioners involved in educating post-school young people and adults have quietly abandoned the term ‘education’ in favour of ‘learning’. Bringing together contributions from experienced as well as younger scholars, and from Europe, North America, and Australasia, it draws on global, national, and local perspectives to reveal key features of adult education’s policy environment. At the book’s heart are three main concerns. First, what is the spatial reach of these developments, and what processes of fluidity and fixity emerge? Second, does increased state and international recognition of civil society’s role in adult education and learning help to voice grass-roots learning needs for individuals and communities? Or does it create new patterns of dependency and ‘domestication’? Finally, given the growing culture of monitoring, and the investment – of money, time and attention – which international organizations, national governments, and research institutes around the world are making in gathering information on people’s skills and knowledge, and how they use them, what is happening when literacy, numeracy, and problem-solving abilities are tested? How is this knowledge used – and abused – in various policy environments, and who benefits?
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Item type Current location Collection Call number Copy number Status Date due Barcode
Lending Books Lending Books Anuradhapura
374 A28 (Browse shelf) AN5369 Available AN5369
Lending Books Lending Books Badulla
374 A28 (Browse shelf) B2153 Available B2153
Lending Books Lending Books Kandy Regional Center
374 A28 (Browse shelf) KA11863 Available KA11863
Lending Books Lending Books Kandy Regional Center
374 A28 (Browse shelf) KA11864 Available KA11864
Lending Books Lending Books Kurunegala
374 A28 (Browse shelf) KU2460 Available KU2460
Lending Books Lending Books Mathara Regional Centre
374 A28 (Browse shelf) MA8367 Available MA8367
Lending Books Lending Books Mathara Regional Centre
374 A28 (Browse shelf) MA8368 Available MA8368
Lending Books Lending Books OUSL- Main Library

Main library online catalogue( Online Public Access Calaogue-OPAC)

General Collection 374 A28 (Browse shelf) 136146 Available 136146
Lending Books Lending Books OUSL- Main Library

Main library online catalogue( Online Public Access Calaogue-OPAC)

General Collection 374 A28 (Browse shelf) 136147 Available 136147
Lending Books Lending Books OUSL- Main Library

Main library online catalogue( Online Public Access Calaogue-OPAC)

General Collection 374 A28 (Browse shelf) 136148 Available 136148

includes index

Adult and Lifelong Education explores why politicians, researchers, and practitioners involved in educating post-school young people and adults have quietly abandoned the term ‘education’ in favour of ‘learning’. Bringing together contributions from experienced as well as younger scholars, and from Europe, North America, and Australasia, it draws on global, national, and local perspectives to reveal key features of adult education’s policy environment.

At the book’s heart are three main concerns. First, what is the spatial reach of these developments, and what processes of fluidity and fixity emerge? Second, does increased state and international recognition of civil society’s role in adult education and learning help to voice grass-roots learning needs for individuals and communities? Or does it create new patterns of dependency and ‘domestication’? Finally, given the growing culture of monitoring, and the investment – of money, time and attention – which international organizations, national governments, and research institutes around the world are making in gathering information on people’s skills and knowledge, and how they use them, what is happening when literacy, numeracy, and problem-solving abilities are tested? How is this knowledge used – and abused – in various policy environments, and who benefits?

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