Nonformal Education

HANDBOOKS

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     Aspin, D. (ed.).   (2001). International handbook of lifelong learning.   Dordrecht, Netherlands : Kluwer Academic Publishers.

       LC 5215 I58

Summary:     “Analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of 'best practice' found in a range of educating institutions around the world”.

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    Jarvis, P. (Ed.). (2011). The Routledge international handbook of lifelong learning. London : Routledge.

       LC 5225 L42 R68 2011

Summary:     “As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The Routledge International Handbook of Lifelong Learning provides a disciplined and complete overview of lifelong learning internationally. The theoretical structure puts the learner at the centre and the book emanates from there, pointing to the social context beyond the learner. Up-to-the-minute syntheses from many of the leading international experts in the field give vital snapshots of this rapidly evolving subject from wide-ranging perspectives including: learning throughout life sites of lifelong learning modes of learning policies social movements issues in lifelong learning geographical dimensions. This authoritative volume, essential reading for academics in the field of Lifelong Learning, examines the complexities of the subject within a systematic global framework and places it in its socio-historic context”.

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Ros Ollin, R., & Tucker, J. (2012). The vocational assessor handbook : including a guide to the QCF units for assessment and internal quality assurance (IQA).  (5th ed.). London : Kogan Page.

LC 1047 G7 O45 2012      

Summary:     For assessors of QCF qualifications and NVQs, verifiers, school and FE college teachers, providers of training and work-based learning and those working towards PTLLS, CTLLS, DTLLS teaching qualifications, The Vocational Assessor Handbook contains a detailed guide to the following QCF units for assessment and internal quality assurance (verification) enabling readers to: understand the Principles and Practices of Assessment (Knowledge and Understanding Unit); assess Occupational Competence in the Work Environment; assess Vocational Skills, Knowledge and Understanding; understand the Principles and Practices of Internally Assuring the Quality of Assessment (Knowledge and Understanding Unit); internally Assure the Quality of Assessment; and plan, Allocate and Monitor Work in Your Own Area of Responsibility. Packed with the most up to date, detailed and reliable guidance, this is the only book for assessors and verifiers of vocational qualifications and is essential reading for anyone involved in vocational education.

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     Smith, M. C. (Ed.). (2009). Handbook of research on adult learning and development.   New York : Routledge.

       LC 5225 R47 H36 2009

Summary:   “The time is right for this comprehensive, state-of-the-art Handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning - a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education), the volume is organized around six themes: theoretical perspectives on adult development and learning research methods in adult development research on adult development research on adult learning aging and gerontological research policy perspectives on aging. The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning”.

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     Wilson, A. L. & Hayes, E. R. (2000).     Handbook of adult and continuing education. San Francisco : Jossey-Bass.    

       LC 5215 H25 2000

Summary:     This is the eighth comprehensive handbook that has been produced by the national organizations for Adult Education, all of which are now grouped together as the American Association for Adult and Continuing Education. The new edition contains 42 chapters by specialists, the topics of which reflect the diversity that is now true of the field. Topics include the role of critical reflection in professional practice, linking adult learning to context, learning from experience, adult learning for self-development, race and culture in adult learning, perspectives on teaching adults, planning and administering adult educational programs, technology and distant learning, adult literacy and ESL, and adult education and resource development. The book will be useful to administrators, instructors, and community planners, among others.

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