Dimensions of Adult Learning

Overview & Synopsis

This broad introduction to adult and postcompulsory education offers an overview of the field for students, adult educators and workplace trainers. The book establishes an analytical framework to emphasize the nature of learning and agency of learners; examines the core knowledge and skills that adult educators need; discusses policy, research and history of adult education, and surveys innovations and issues in adult education and learning. It also examines adult learning in different contexts: online learning, problem-based learning, organizational and vocational learning. Following a preface, this book is organized into four parts and 17 chapters. Part I, Our Approach, presents the first chapters: (1) Introduction: The State of Adult Education and Learning (Griff Foley); (2) The New Professional and Vocational Education (Andrew Gonczi); and (3) The Educational Nature of Feminist Action (Nelly P. Stromquist). Part II, Core Knowledge and Skills, continues with chapters: (4) Understanding Adult Learners (Tara Fenwick and Mark Tennant); (5) Teaching Adults (Tom Nesbit, Linda Leach and Griff Foley); and (6) Program Development in Adult Education and Training (Thomas Sork and Mike Newman). Part III, Social Context, Policy and Research, includes: (7) Histories of Adult Education (Bob Boughton, Lucy Taksa and Mike Welton); (8) Economics, Politics and Adult Education (Shirley Walters, Carmel Borg, Peter Mayo and Griff Foley); (9) Policy Formation in Adult Education and Training (Kjell Rubenson and Francesca Beddie); and (10) Research in Adult Education and Training (John McIntyre and Nancy Grudens-Schuck). Part IV, Innovations and Issues, the presents chapters: (11) On-Line Adult Learning (Bruce Spencer); (12) Rethinking "Organisational" Learning (Laurie Field); (13) Workplace Learning (Keith Forrester and Paul McTigue); (14) Vocational Education and Training (Damon Anderson, Mike Brown and Peter Rushbrook); (15) Radical Adult Education and Learning (Joce Jesson and Mike Newman); (16) Problem-Based Learning (Peter Stephenson and Vernon Galloway); and (17) Culture, Equity and Learning (Barbara Sparks and Shauna Butterwick). The book concludes with: Notes; Bibliography; Name Index; and Subject Index.