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Peer reviewed
Kulich, Jindra – International Journal of Lifelong Education, 1991
Trends in Canadian adult education include outreach to new target groups (the undereducated, poor, ethnic groups, retirees, women), growth of teleconferencing, lack of government support for nontraditional clientele and formats, vocationalization and institutionalization of adult education, and shift from adult education to adult learning. (SK)
Descriptors: Adult Education, Adult Learning, Adult Literacy, Adult Vocational Education
Peer reviewed
Smid, Gerhard – International Journal of Lifelong Education, 1991
Reviews trade union education practices in the Netherlands, roles of volunteer tutors, and types of support they need. Develops a model for support environments ranging from structural (extra strong, medium strong, and strong support) to incidental (light support). (SK)
Descriptors: Educational Resources, Foreign Countries, Labor Education, Teaching Conditions
Peer reviewed
Wildemeersch, Danny – International Journal of Lifelong Education, 1991
Distinguishes two types of learning processes: (1) learning from regularity--a linear model of problem, process, and product; and (2) learning from irregularity--adaptation to changing circumstances. Argues that these approaches lack an ethical or political dimension and advocates learning from responsibility or social commitment. (SK)
Descriptors: Adjustment (to Environment), Educational Objectives, Experiential Learning, Learning Processes
Peer reviewed
Joughin, Gordon – International Journal of Lifelong Education, 1992
Cognitive style constructs challenge learning theories or practices that presume a high degree of cognitive style similarity among adult learners. The cognitive style of field dependence/independence explains differences in adults' capacities for self-direction and indicates possible contradictions inherent in andragogical assumptions. (JOW)
Descriptors: Adult Learning, Adults, Cognitive Style, Field Dependence Independence
Peer reviewed
Jones, David; Wallis, John – International Journal of Lifelong Education, 1992
In a survey of 2,000 Chinese students receiving 1,698 responses, the top 3 reasons for participation in adult education were (1) to become more educated; (2) to improve effectiveness at work; and (3) to keep up to date. The relationship between education/training and economic performance arose frequently. (JOW)
Descriptors: Adult Education, Economic Development, Foreign Countries, Student Educational Objectives
Peer reviewed
Quigley, B. Allan – International Journal of Lifelong Education, 1992
Resistance theory was used as a framework in analyzing 10 works of fiction containing a character who resisted traditional schooling and embraced an alternative lifestyle. The results applied to nonparticipants in adult basic education show that resisters reject the hegemony of values of traditional programs. (JOW)
Descriptors: Adult Basic Education, Adult Literacy, Educational Sociology, Fiction
Peer reviewed
Strong, Marie – International Journal of Lifelong Education, 1992
Comparison of nineteenth- and twentieth-century promotion of self-help learning shows that the aim and outcome can be socialization and order rather than social advancement and autonomy. Successful self-help schemes are rarely based on self-help alone, which calls into question the morality and financial wisdom of promoting a concept without…
Descriptors: Adult Education, Adult Learning, Educational Philosophy, Experiential Learning
Peer reviewed
Rogers, Alan – International Journal of Lifelong Education, 1993
Both "third-generation" adult education and agricultural extension are focused on helping learners engage their own learning processes. This interactive approach requires new skills of extension fieldworkers. (SK)
Descriptors: Adult Education, Adult Educators, Agricultural Education, Comparative Analysis
Peer reviewed
Wilson, D. – International Journal of Lifelong Education, 1993
Critiques Annual Staff Reports, personnel evaluations in the British Civil Service. Considers the implications of management by objectives and staff evaluation practices in the National Health Service and universities for Civil Service evaluations. (SK)
Descriptors: Evaluation Utilization, Foreign Countries, Government Employees, Management by Objectives
Peer reviewed
Farnes, N. C. – International Journal of Lifelong Education, 1993
An Open University (OU) course collected life histories of 60 female students from disadvantaged backgrounds, charting their multiple roles or "careers." OU courses appeared to help them take advantage of community and social opportunities and cope with social or economic instability. (SK)
Descriptors: Adult Education, Community Education, Distance Education, Economically Disadvantaged
Peer reviewed
Chekeni, Ahmad Reza – International Journal of Lifelong Education, 1993
Analysis of aspects of critical thinking in the work of two Persian poets of the eleventh and fourteenth centuries illustrates the educative role of poetry. Its approach to symbolization fosters creativity and develops critical sensibility. (SK)
Descriptors: Creativity, Critical Thinking, Foreign Countries, Medieval Literature
Peer reviewed
Oduaran, Akpovire B. – International Journal of Lifelong Education, 1993
In the current state of global flux, new frontiers have emerged for adult education: community education/action, peace education, popular education, consumer education, women's education, retraining, computer literacy, and population education, among others. (SK)
Descriptors: Adult Education, Educational Change, Educational Research, Futures (of Society)
Peer reviewed
Wain, Kenneth – International Journal of Lifelong Education, 1993
A 20-year literature review shows that lifelong learning and adult education have not been differentiated. Maximalist views aim for reconceptualizing all education; minimalists use such terms as "recurrent" and "continuing" and use lifelong education interchangeably with adult education. The maximalist view is disappearing, to the detriment of…
Descriptors: Adult Education, Definitions, Educational Philosophy, Educational Theories
Peer reviewed
Hindmarsh, Jennie Harre' – International Journal of Lifelong Education, 1993
In social work literature, explanations for new graduates' difficulties include role-organizational conflict, problems with learning transfer, assumptions about theory and practice, and experience of oppositions. Three modes of discourse (technical rationality, practical reflectivity, critical reflectivity) have different ideas and ideals about…
Descriptors: Educational Principles, Educational Theories, Entry Workers, Higher Education
Peer reviewed
Quigley, B. Allan – International Journal of Lifelong Education, 1993
Compares three social policy models (market, progressive-liberal-welfare, social redistribution); links them to adult education models (vocational-behaviorist, liberal-humanist-progressive, liberatory/social reconstruction) and to sociological theories (structural functionalism and conflict theory). (SK)
Descriptors: Adult Education, Educational Philosophy, Educational Research, Models