International Encyclopedia of Education, 8-Volume Set, Third by Penelope Peterson, Eva Baker, Barry McGaw

By Penelope Peterson, Eva Baker, Barry McGaw

The sphere of schooling has skilled remarkable technological, societal, and institutional swap in recent times, making it essentially the most attention-grabbing but advanced fields of analysis in social technology. unmatched in its mix of authoritative scholarship and finished insurance, foreign Encyclopedia of schooling, 3rd version succeeds hugely winning earlier versions (1985, 1994) in aiming to encapsulate examine during this brilliant box for the twenty-first century reader. less than improvement for 5 years, this paintings encompasses over 1,000 articles throughout 24 person components of insurance, and is anticipated to develop into the dominant source within the box. schooling is a multidisciplinary and overseas box drawing on a variety of social sciences and arts disciplines, and this new version comprehensively suits this range. the varied history and multidisciplinary topic insurance of the Editorial Board be sure a balanced and goal educational framework, with 1,500 participants representing over a hundred nations, shooting a whole portrait of this evolving field.
- a wholly new paintings, remodeled with a totally new editorial board, constitution and brand-new record of meta-sections and articles
- constructed by way of a world panel of editors and authors drawn from senior academia
- Web-enhanced with supplementary multimedia audio and video documents, hotlinked to correct references and resources for extra study
- contains ca. 1,350 articles, with well timed insurance of such subject matters as know-how and studying, demography and social swap, globalization, and grownup studying, to call a number of

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Extra info for International Encyclopedia of Education, 8-Volume Set, Third Edition

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Existing research shows that participation rates vary substantially across countries and that there are marked differences between countries with quite similar economies too. Regardless of overall participation rate, participation patterns are very similar. In all countries, older adults, the poor, and unemployed, low-skilled workers, migrants, ethnic minorities, and rural inhabitants report a reduced tendency to participate (Desjardins, in press). Gender inequalities vary between countries with some reporting a higher rate of participation among women and the others a lower.

5 However, a common denominator is the rootedness in the community and the focus on preparing the community and its inhabitants to respond to structural and educational disadvantage. The section on domains and provision has addressed actual structures of adult education, but in addition to these, it is worth mentioning a recent idea that focuses not on specific providers but considers a city or region as a learning entity. The concept can be seen as a political and social utopia that expresses what a city or region wants to become in the emerging knowledge society.

Folk high schools and study associations tightly connected to the labor movement and other social movements appeared in the Nordic countries. Germany and some other continental and Eastern European countries saw the development of various forms of Volksbildung. However, it was not before the later part of the 1960s that a more discernable and cohesive academic field of adult education started to take shape. One sign of a maturing field of adult education has been the mushrooming of local, national, regional, and world organizations.

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