Bücher der Reihe Lifelong Learning Book Series

This book identifies key elements of an international framework to develop systems-level change to promote access to education, including higher education, for socio-economically marginalized groups.

Theories and practices of learning have been dominated by the requirements of formal learning. This book seeks to persuade through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal.

This book is the product of a series of reflections by career counseling and guidance specialists on a question central to society: "How can career and life design interventions contribute to fair and sustainable development and to the implementation of decent work all over the world?

It will give a clear indication of alternative strategies for learners, teachers and policy makers.This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups.

At times women whose voices are heard, because they have been able to go to university or have been leaders in the feminist movement, speak for all of the other women who have not been able to get a formal education, without asking us what it is we really want or think.

It will give a clear indication of alternative strategies for learners, teachers and policy makers.This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups.

In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners.

That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors' peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

Gendered Choices addresses issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. The text highlights how gendered choices are central to participation in and experiences of lifelong learning.

That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors' peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

Gendered Choices addresses issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. The text highlights how gendered choices are central to participation in and experiences of lifelong learning.