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How to identify, analyse, and assess the various types of adult learning needs? How to develop programmes tail - ored to these needs? This study guide gears towards postgraduate students preparing to become professional adult educators, as well as towards those intending to plan educational programmes for adults. From the Contents: The Importance of Needs Analysis and Programme Planning in Adult Education Needs: Theoretical Considerations Fields of Needs Analysis in an Educational Context Methods of Needs Analysis in Adult Education Needs Analysis for Planning Educational Programmes Steps in Programme Planning in Adult Education

How to identify, analyse, and assess the various types of adult learning needs? How to develop programmes tailored to these needs? This study guide is written for postgraduate students preparing to become professional adult educators, as well as for those intending to plan educational programmes for adults. The book covers the various types of adult (learning)needs and provides hints on how to identify, analyse, and assess these needs. It presents typical challenges involved in performing such an analysis as well as theoretical considerations of the concept and types of needs, of diagnosing educational needs and their theoretical understanding. The author draws conclusions on how to develop programmes tailored to the needs identified. With a focus on practical concerns, she illustrates the necessary steps as well as the factors to be considered when designing an educational programme for adults, both in the planning stage and in the stages of implementation and evaluation. From the Contents: The Importance of Needs Analysis and Programme Planning in Adult Education Needs: Theoretical Considerations Fields of Needs Analysis in an Educational Context Methods of Needs Analysis in Adult Education Needs Analysis for Planning Educational Programmes Steps in Programme Planning in Adult Education

The Plan to market transition brought with it the restructuring of the labour market, but also unemployment, new job profiles, and ongoing reform of the education sys­tem. Within the catch-up process of joining the EU and harmonizing the legislative framework and developments with the aquis communautaire, the effort to set up and implement effective policies was relatively coherent. But the results achieved so far show that much more efforts are needed, as the participation rate of adults in educa­tion is still only 1.6 percent. Positive trends can be identified as well: a diversified range of institutions, a national system of quality assurance and of APEL (Accreditation of Prior Experiential Learning), increased funds allocated in the last two years, and an increased awareness and know-how in the field of ACE1.

Rezension zu: 1) Deutsches Institut für Erwachsenenbildung: Trends der Weiterbildung. DIE-Trendanalyse 2010. Reihe DIE spezial. Bielefeld: W. Bertelsmann 2010. ISBN 978-3-7639-4242-8. 2) Dollhausen, Karin; Feld, Timm C.; Seitter, Wolfgang (Hrsg.): Erwachsenenpädagogische Organisationsforschung: Theorie und Empirie lebenslangen Lernens. Wiesbaden: VS Verl. f. Sozialwiss. ISBN 978-3-531-17634-5. 3) Ganguin, Sonja: Computerspiele und lebenslanges Lernen: eine Synthese von Gegensätzen. Wiesbaden: VS Verl. f. Sozialwiss. 2010. ISBN 978-3-531-17487-7. 4) Grotlüschen, Anke: Erneuerung der Interessetheorie: die Genese von Interesse an Erwachsenen- und Weiterbildung. Wiesbaden: VS Verl. f. Sozialwiss. 2010. ISBN 978-3-531-17491-4. 5) Hippel, Aiga von; Tippelt, Rudolf (Hrsg.). Fortbildung der Weiterbildner/innen: eine Analyse der Interessen und Bedarfe aus verschiedenen Perspektiven. Weinheim u.a.: Beltz 2009. ISBN 978-3-407-36486-9. 6) Kuhlenkamp, Detlef: Lifelong Learning: Programmatik, Realität, Perspektiven. Studienreihe Bildungs- und Wissenschaftsmanagement, Bd. 11. Münster: Waxmann 2010. ISBN 978-3-8309-2244-5. 7) Oliver, Esther: Research and Development in Adult Education: Fields and Trends. Leverkusen: B. Budrich 2010. ISBN 978-3-88649-304-9.