In recent years lifelong learning has become one of the most prominent education policy goals. This book shows how international organizations have promoted this idea and disseminated the need for it to countries all over the world. As a consequence of their activity, lifelong learning has become a central element of modern education policy.

A collection of readings capturing the depth and diversity of the learning literature of the past decade. Reviewing seminal work on personal and corporate learning, all contributors look forward with their own mix of role-models and recommendations to guide organizational learning in the future.

Drawing upon a variety of academic disciplines, this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It examines the assumptions about context embedded within specific teaching and learning practices.

Aims to offer a simple, easy-to-grasp approach to learning. This work contains hands-on exercises that allow learners to practice skills they have just learnt.

Provides an account of the development of community education. This book explores some of the tensions in modern policy trends, particularly the danger of seeing social marginalisation as an individual problem rather than as a result of structured inequalities.

This accessible book theorises education as a vehicle for self change and explores how such theorising impacts on the practices of educators.

People continually learn through their participation with others in everyday activities. This title gathers together the scholarly materials directly emanating from a workshop held in August 2005, when a multidisciplinary group of scholars met at Penn State's College of Information Sciences and Technology to discuss 'learning in communities'.

Looks at what is distinctive about adult learning and teaching. This book discusses what it is that makes helping adults to learn different from teaching younger students. It is suitable for teachers and programme organisers, students on adult education courses, and policy makers and administrators.

How can the concept of lifelong learning be refreshed and expanded to provide an effective focus for higher education development at the start of the twenty-first century? Which lifewide connections between higher education and other areas of social and economic life most affect the purposes and performance of global higher education?

Useful for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning, this book offers a view from a gender-focused perspective. It questions if lifelong learning provides opportunities to challenge or transgress gender binaries, what the implications for practice are, and more.

Provide insights into the critical connections between experience and learning in different areas of adult education and training. This book examines how experience generates developmental change and looks at how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship.

This special issue is a snapshot of current research in this area, showing many of the issues encountered, the methods employed, and the limitations faced. All four studies involve experimental or quasi-experimental studies but all are based on participants recruited from adult literacy programmes.

Draws on the views and experience of academics, access practitioners and access students. Their accounts reveal how access as currently provided within the dominant discourse can intimidate the students it is meant to serve, reinforcing exclusion and poverty and reproducing unequal power relations.

Introduces the developments of theories, policies, and practice in lifelong learning in East Asia, including mainland China, Japan, Korea, Hong Kong, Taiwan and Macau.

Covering the development of adult education programs, this book contains information on almost every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities.

Naomi Sargant (1933 -2006) was a television executive, educator, consultant and writer. This volume covers her writing on the rights of women to educational opportunity and recognition; and the challenges posed by the digital divide.

Covers the assessment requirements for the 'Preparing to Teach in the Lifelong Learning Sector' (PTLLS) award. This book is suitable for new entrants and unqualified teachers, and trainers in the lifelong learning sector who require the PTTLS qualification in order to gain their license to practice.

A guide on how to teach adults. It attempts to unravel the myths of teaching adults, while explaining why it is both a rewarding and a complex task. It explains how to deal with a group of mixed ability; how to manage the conflicts that may arise in a group; and, different teaching methods.