In Europe, the idea of Lifelong Learning has developed from an education policy to the most important pedagogic paradigm. The concept was created as an answer to the international education crisis, diagnozed by Philip H. Coombs in 1967. Since the European Year of Lifelong Learning in 1996, it has been regarded as an alternative to deal with the rapid social, political and economic changes of the modern world. Andrea Óhidy shows the genesis of the concept and its development towards a pedagogic paradigm. She investigates the relations between the concept of Lifelong Learning and school education and points out the most important links between Lifelong Learning and adult education. In pedagogical research on the development of Lifelong Learning the importance of cooperative learning methods has frequently been emphasized whereas their application has not been discussed. The author, therefore, explains a teaching unit to show the practical application of cooperative learning methods.
|Publisher:||VS Verlag fur Sozialwissenschaften|
|Product dimensions:||5.83(w) x 8.27(h) x 0.01(d)|
About the Author
Andrea Óhidy is a research fellow at the Faculty of Educational Science at the University of Bielefeld, Germany. Her research interests include Lifelong Learning, Pedagogic Professionalism, Cooperative Learning Methods and Teacher Training.
Table of Contents
Lifelong Learning: the two main ideas of an educational policy concept in Europe - Lifelong Learning: from the educational policy concept to the pedagogic paradigm - Lifelong Learning and school education - Lifelong Learning and adult education - Preparing for Lifelong Learning in practice: cooperative learning