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Lifelong learning and education is a key concept for the development of adult education as an area of practice and theoretical consideration. In recent decades, meanwhile, the idea of lifelong education and learning has been central to the guidance of various international organisations of many countries.

Adult education, continuous learning

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The importance of adult education is growing steadily— be it in relation with migration, matters of inclus - ion, the work place etc. Thus, this international perspective on the most important research issues in adult education is a wealth of knowledge for anyone related to this field. The book is composed as a text book and thus, provides didactic material for discussion and further exploration of research in the field of AE from an international perspective. From the Contents: EU policy in Education and AE: links with Research opportunities on the field Support for Research in Adult Education in the European Union Main areas of Research in AE at the International level · Research on Migration. · Research on Inclusion, Access and Participation · Professionals, Assessment and Counselling · Learning in the Workplace International organisations and networks with influence to Adult Education

Adult Learning --- Adult Education --- inclusion

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Adult Learning and Education The graduate student guide in adult education explores theories of adult learning and adult education participation. It provides a frame of reference for understanding the development of a rapidly evolving field and for enhancing knowledge and competencies in this professional domain. The publication is divided into two sections: a section on adult learning theories and a section on adult education participation theories. If Adult Learning and Education (ALE) is now a recognised professional field, the theoretical perspectives, underlying practices and policies draw on a variety of academic disciplines. Various theories of learning and of adult education participation shape the practice and the “engineering” of adult learning. In the first section, this study guide provides a review of the most important learning theories, including behaviourist, cognitive, and constructivist approaches, their modern development, as well as specific developments in adult education theory. The second section examines the psychological and sociological theoretical backgrounds of adult education participation in order to understand the factors at work in participation patterns along the adult life course and between different social contexts. Observing the relativity of social reproduction allows to identify the conditions and variables that need to be addressed in order to alter prevailing trends.

Adult Learning --- Adult Education theoretical background

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What are today’s main concepts and theories – and the main stakes – associated with the issue of competences in organisations? Several topics are discussed, including competence issues regarding the evolution of work, professionalisation, competence evaluation, competence management, and the competences of adult educators and trainers, as well as European policies regarding competence needs and development. From the Contents: Changes in Work and Competences Professionalisation and the Development of Competences in Education and Training The Role of Professional Didactics in Skills Development for Training and Education Professionals Competence Evaluation Processes in Adult Education Competence Management and Adult Education Changes in Vocational Training and New Models of Competences for Individuals

Adult Learning --- Adult Education --- Competence Development

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"The publication documents the experience of action research conducted by the four Provincial Centers for Adult Education (CPIA) of Friuli Venezia Giulia as part of an integrated program of national and international actions, aimed at strengthening the competence of teachers in the use of technologies to create more inclusive and flexible learning environments.
The research process, supervised by the University of Udine, has offered teachers not only an opportunity for professional reflexivity, but also the opportunity to participate in an extended professional community of practices."

adult education --- inclusion --- action research --- technology --- teaching --- learning