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Journal articles on the topic 'Adult education Victoria Planning'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Cartwright, Patricia, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff, and Irene Williams. "Lifelong learning, adult and community education in rural Victoria, Australia." Development and Learning in Organizations: An International Journal 18, no. 5 (October 2004): 17–19. http://dx.doi.org/10.1108/14777280410554960.

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2

Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.

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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.

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3

Hava, H. Tamer, and Ramazan Erturgut. "Function of planning in adult education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3324–28. http://dx.doi.org/10.1016/j.sbspro.2010.03.509.

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4

Kriewaldt, Jeana. "Geography and Geographical Education in Victoria." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 159–65. http://dx.doi.org/10.2167/irgee192b.0.

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5

Wieringen, Fons Van. "Scenario Planning for Vocational and Adult Education." European Journal of Education 34, no. 2 (June 1, 1999): 153–75. http://dx.doi.org/10.1080/01418219999403.

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6

Murk, Peter J., and Barbara L. Watkins. "Review: The Organization and Planning of Adult Education." Adult Learning 1, no. 7 (May 1990): 29. http://dx.doi.org/10.1177/104515959000100711.

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7

Zhang, Tiedao. "Needs analysis and programme planning in adult education." International Review of Education 60, no. 5 (August 14, 2014): 731–32. http://dx.doi.org/10.1007/s11159-014-9426-0.

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8

Cunningham, Jack. "Book Review: First Steps: Planning for Adult Education." Review & Expositor 92, no. 3 (August 1995): 395–96. http://dx.doi.org/10.1177/003463739509200323.

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9

Mullen, P., and J. Ogloff. "Providing mental health services to adult offenders in Victoria, Australia: Overcoming barriers." European Psychiatry 24, no. 6 (September 2009): 395–400. http://dx.doi.org/10.1016/j.eurpsy.2009.07.003.

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AbstractPurposeTo illustrate the development of the interface between general and forensic mental health services in Victoria, Australia.MethodDeveloping effective cooperation between the general and forensic mental health services requires overcoming a number of barriers. The attitude of general services that antisocial behaviour was none of their business was tackled through ongoing workshops and education days over several years. The resistance to providing care to those disabled by severe personality disorders or substance abuse was reduced by presenting and promoting models of care developed in forensic community and inpatient services which prioritised these areas. The reluctance of general services to accept offenders was reduced by involving general services in court liaison clinics and in prisoner release plans. Cooperation was enhanced by the provision of risk assessments, the sharing of responsibility for troublesome patients, and a problem behaviours clinic to support general services in coping with stalkers, sex offenders and threateners.ConclusionsActive engagement with general services was promoted at the level of providing education, specialised assessments and a referral source for difficult patients. This generated a positive interface between forensic and general mental health services, which improved the quality of care delivered to mentally abnormal offenders.

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10

Vincent, Ellory, Maxwell Hartt, Gina Fung, and Laura Smith. "Good Planning or Good Intentions." Canadian Planning and Policy / Aménagement et politique au Canada 2022 (June 30, 2022): 1–19. http://dx.doi.org/10.24908/cppapc.v2022i1.15291.

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Cities across Canada are aging—fast. As the “baby boom” generation enters older adulthood, cities are facing a dramatic demographic shift. However, it is unclear whether cities in Canada are prepared to meet the needs of the growing older adult population. Through the case study of one of Canada’s demographically oldest cities, Victoria, BC, we assess the age-friendliness of local plans and policies. Specifically, we conduct a plan evaluation content analysis to assess the city’s Official Community Plan and supporting statutory plans to determine whether the city is truly planning for an age-friendly environment. We find that while the city is aware of the aging population, it fails to explicitly mention or provide targeted policies for older adults in its planning documents. We unpack the practical challenges of planning for an aging population and provide targeted recommendations for municipalities to incorporate age-friendly elements within their statutory plans.

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11

Burnham, Byron R. "Program Planning As Technology In Three Adult Education Organizations." Adult Education Quarterly 38, no. 4 (December 1988): 211–23. http://dx.doi.org/10.1177/0001848188038004003.

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12

DuCharme-Hansen, Barbara A., and Pamela A. Dupin-Bryant. "Distance education plans: Course planning for online adult learners." TechTrends 49, no. 2 (March 2005): 31–39. http://dx.doi.org/10.1007/bf02773969.

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13

Clover, Darlene. "Animating ‘The Blank Page’: Exhibitions as Feminist Community Adult Education." Social Sciences 7, no. 10 (October 20, 2018): 204. http://dx.doi.org/10.3390/socsci7100204.

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Public museums and art galleries in Canada are highly authoritative, and trusted knowledge and identity mobilising institutions, whose exhibitions are frequently a ‘blank page’ of erasure, silencing, and marginalisation, in terms of women’s histories, experiences, and contributions. Feminist exhibitions are a response to this, but few in Canada have been explored as practices of feminist community adult education. I begin to address this gap with an analysis of two feminist exhibitions: In Defiance: Indigenous Women Define Themselves, curated by Mohawk-Iroquois artist, Lindsay Katsitsakatste Delaronde, at the Legacy Gallery, University of Victoria; and Fashion Victims: The Pleasures & Perils of Dress in the 19th Century, curated by Ryerson Professor Alison Matthews David, at the Bata Shoe Museum, Toronto. Although dissimilar in form, focus, and era, these exhibitions act as powerful intentional pedagogical processes of disruption and reclamation, using images and storytelling to animate, re-write and reimagine the ‘blank pages’ of particular and particularised histories and identities. Through the centrality of women’s bodies and practices of violence, victimization, and women’s power, these exhibitions encourage the feminist oppositional imagination, dialogic looking, gender consciousness, and a visual literacy of hope and possibility. Yet, as women’s stories become audible through the very representational vehicles and institutional spaces used to silence them, challenges remain.

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14

Hanley, Betty. "Music Teacher Education: New Directions." British Journal of Music Education 10, no. 1 (March 1993): 9–21. http://dx.doi.org/10.1017/s026505170000139x.

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Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and assessment. Excerpts from student reflections illustrate some of the learning which occurred.

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15

Payne, John H. "Understanding adult education and leisure." Leisure Studies 10, no. 2 (May 1991): 149–62. http://dx.doi.org/10.1080/02614369100390141.

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16

Cervero, Ronald M., and Arthur L. Wilson. "Working the Planning Table: the political practice of adult education." Studies in Continuing Education 20, no. 1 (May 1998): 5–21. http://dx.doi.org/10.1080/0158037980200101.

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17

Maruatona, Tonic, and Ronald M. Cervero. "Adult literacy education in Botswana: Planning between reproduction and resistance." Studies in the Education of Adults 36, no. 2 (September 2004): 235–51. http://dx.doi.org/10.1080/02660830.2004.11661499.

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18

Orchiston, W., and R. J. Dodd. "Education and Public Astronomy Programs at the Carter Observatory: An Overview." Publications of the Astronomical Society of Australia 13, no. 2 (May 1996): 165–72. http://dx.doi.org/10.1017/s1323358000020737.

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AbstractThis paper outlines the extensive range of public programs offered by the Carter Observatory, including ‘public nights’, new planetarium and audio-visual shows, displays, the Carter Memorial Lectures, the annual Astronomical Handbook and other publications, a monthly newspaper column and three monthly radio programs. It also deals with the Observatory’s involvement in undergraduate and postgraduate astronomy at Victoria University of Wellington, various adult education training programs, ‘Overnight Extravaganzas’, holiday programs, and the recent development of the Education Service in response to the introduction of an astronomy curriculum into schools throughout New Zealand. Some possible future developments in the public astronomy and education areas are also discussed.

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19

Kao, I.-Chan. "Study on adult career planning on adult education program and assessment of adaptive design model." MATEC Web of Conferences 169 (2018): 01027. http://dx.doi.org/10.1051/matecconf/201816901027.

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This study explores adults‘ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.

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20

Breitschwerdt, Lisa, Vanessa Beu, Regina Egetenmeyer, and Silke Grafe. "Digital Media in Adult and Continuing Education in Germany." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 2 (December 2022): 5–22. http://dx.doi.org/10.3280/exioa2-2022oa15075.

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Digital media are important elements in the didactic planning and design of provisions and programmes in adult and continuing education. Based on questionnaire and interview data from organizations and umbrella organizations active in adult and continuing education in Germany, the article examines how adult educators use digital media and what reasons they give for using them. The article distinguishes between types of digital media, digital tools, and didactically structured digital media offerings. The analysis shows that educators use digital media in settings combining micro- and macrodidactics. Overall, didactic considerations are shifting more to the macrodidactic planning level, emphasizing the role of organizations and umbrella organizations. This is accompanied by changing demands on cooperation between planning staff and instructors. Moreover, the roles of staff expand and diversify with the use of digital media.

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21

Castaño Muñoz, Jonatan, Christine Redecker, Riina Vuorikari, and Yves Punie. "Open Education 2030: planning the future of adult learning in Europe." Open Learning: The Journal of Open, Distance and e-Learning 28, no. 3 (November 2013): 171–86. http://dx.doi.org/10.1080/02680513.2013.871199.

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22

Thomas, Ian, and Samuel Millar. "Sustainability, education and local government: insights from the Australian state of Victoria." Local Environment 21, no. 12 (February 9, 2016): 1482–99. http://dx.doi.org/10.1080/13549839.2016.1140131.

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23

Shi, Hong. "Planning Effective Educational Programs for Adult Learners." World Journal of Education 7, no. 3 (June 14, 2017): 79. http://dx.doi.org/10.5430/wje.v7n3p79.

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Educational program planning is a complex ongoing process and planners should reflect on and consider for all ofthe involved factors, context, and people. The purpose of this study is to analyze how to plan effective educationalprograms for adult learners. Adult education is a developmental process and interacts with broad social events. Adulteducators should be encouraged to look at events occurring in a larger context for program development. Programplanners should consider adult learners’ needs and interests to ensure program development and pedagogicalapproaches incorporate students’ needs, expectations and experience into educational program.

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24

Cutler, Jane. "EXPLORATION, ENVIRONMENT AND COMMUNITY EDUCATION." APPEA Journal 33, no. 1 (1993): 411. http://dx.doi.org/10.1071/aj92032.

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BHP Petroleum practice is to undertake a comprehensive environmental management program for exploration activities in environmentally sensitive areas. The planning for the exploration program in the Otway and Duntroon Basins is presented as a case study.BHP Petroleum's exploration activities in the Otway Basin, offshore Victoria, have been the subject of community debate as a result of the perceived effects on sensitive environmental values. The environmental management program undertaken for this exploration project included:a community consultation and information program;development of a geographic information system (GIS) recording a range of environmental and logistical (spill response) information;a whale research program; andformulation and implementation of an environmental management plan.This program and the issues it is designed to address has been an education for the Company, the community and government agencies.

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25

McLean, Scott. "?Between rationality and politics?: autobiographical portraits of adult education programme planning." International Journal of Lifelong Education 19, no. 6 (December 2000): 493–505. http://dx.doi.org/10.1080/02601370050209032.

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26

Zaļaiskalne, Anita. "Non-formal adult education in Latvia: opportunities and challenges." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 127–36. http://dx.doi.org/10.37384/ptp.2020.09.127.

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The article “Non-formal adult education in Latvia: opportunities and challenges” includes a presentation of adult education planning in the European Union and Latvian education policy documents. Based on data on adult participation in education and theoretical aspects of adult learning, methodological recommendations for developing the content of adult non-formal education programmes are developed.

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27

Hogan, Stacey L., Ronald M. Cervero, and Arthur L. Wilson. "Planning Responsibly for Adult Education: A Guide to Negotiating Power and Interests." Journal of Higher Education 68, no. 3 (May 1997): 359. http://dx.doi.org/10.2307/2960046.

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28

Urrabazo, Rosendo. "Pastoral Education of Hispanic Adults." Missiology: An International Review 20, no. 2 (April 1992): 255–60. http://dx.doi.org/10.1177/009182969202000209.

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Hispanic adult education for ministry calls for a sensitivity to language, customs, and ways of learning. Modern pedagogy affirms the need for participative styles of learning that value the life experience of students. Programs offered at the Mexican American Cultural Center (MACC) are examples of culturally sensitive, participative learning in pastoral education. Recruitment and financial assistance must be part of parish planning in adult education.

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29

Morrow, Marilyn J., Kathleen Doyle, Roberta J. Ogletree, and Nancy P. Parsons. "Adult Learners in Undergraduate Health Education Professional Education Programs: Planning for Now and the Future." Journal of Health Education 26, no. 6 (December 1995): 333–37. http://dx.doi.org/10.1080/10556699.1995.10603130.

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30

Mellard, Daryl F., and Paula E. Lancaster. "Incorporating Adult Community Services in Students' Transition Planning." Remedial and Special Education 24, no. 6 (November 2003): 359–68. http://dx.doi.org/10.1177/07419325030240060701.

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31

King de Jardon, Linda. "Adult Learning in the 1990s: The population education debate." Development 42, no. 1 (March 1999): 47–50. http://dx.doi.org/10.1057/palgrave.development.1110010.

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32

Hogan, Stacey L. "Planning Responsibly for Adult Education: A Guide to Negotiating Power and Interests." Journal of Higher Education 68, no. 3 (May 1997): 359–61. http://dx.doi.org/10.1080/00221546.1997.11778988.

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33

Cervero, Ronald M., and Arthur L. Wilson. "The Politics of Responsibility: A Theory of Program Planning Practice for Adult Education." Adult Education Quarterly 45, no. 1 (March 1994): 249–68. http://dx.doi.org/10.1177/0741713694045001001.

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34

Rubenson, Kjell. "Adult Education Policy in Sweden, 1967-1991." Review of Policy Research 13, no. 3-4 (September 1994): 367–90. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00612.x.

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35

Gauvain, Mary. "Influence of purpose of an interaction on adult-child planning." Infancia y Aprendizaje 18, no. 69-70 (January 1995): 141–55. http://dx.doi.org/10.1174/021037095321263132.

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36

Kajári, Karolina, and Anna Ević - Petrik. "WASTE MANAGEMENT SYSTEMS, RECYCLING INDUSTRY AND ADULT EDUCATION." DETUROPE - The Central European Journal of Tourism and Regional Development 1, no. 1 (March 31, 2009): 15–37. http://dx.doi.org/10.32725/det.2009.003.

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37

Heaney, Thomas W. "Book Review: Working the Planning Table: Negotiating Democratically for Adult, Continuing, and Workplace Education." Adult Education Quarterly 57, no. 2 (February 2007): 177–78. http://dx.doi.org/10.1177/0741713606296054.

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38

Kaye, Lenard, and Sarah Burby. "Older Adults as Citizen Scientists and Policy and Planning Voices in Higher Education." Innovation in Aging 4, Supplement_1 (December 1, 2020): 547. http://dx.doi.org/10.1093/geroni/igaa057.1786.

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Abstract The University of Maine is embarking on achieving AFU status. In addition to maximizing older adult participation in all facets of campus life (education, recreation, culture, etc.), their presence in nontraditional sectors of university activity will be emphasized. Building on the principles of community-based, participatory research, focal points of UMaine’s AFU strategy will be to ensure that age-specific, engagement mechanisms are created and maintained that ensure older citizens play an influential role in guiding and interpreting academic research and development and curricula innovation across multiple professions and disciplines. Using a state-wide, older adult research registry, and co-design, community test-beds in partnership with continuing care retirement communities, older adults will serve as citizen scientists. Other empowerment strategies for maximizing elder voice include expanding the number of departments that incorporate life span perspectives in their mission statements and expanding the number of older adult advisory bodies that inform university policy and practice.

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39

Duke, Chris, and Heribert Hinzen. "Youth and Adult Education within Lifelong Learning: Claims and challenges." Development 53, no. 4 (November 25, 2010): 465–70. http://dx.doi.org/10.1057/dev.2010.67.

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40

Maruatona, Tonic. "Adult Education, Deliberative Democracy and Social Re-engagement in Africa." Journal of Developing Societies 22, no. 1 (March 2006): 11–27. http://dx.doi.org/10.1177/0169796x06062964.

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41

Steere, Daniel, and Caroline DiPipi-Hoy. "Coordination in Transition Planning: The IEP/IPE Interface." Journal of Applied Rehabilitation Counseling 44, no. 1 (March 1, 2013): 4–11. http://dx.doi.org/10.1891/0047-2220.44.1.4.

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Effective planning for the transition of students with disabilities from school to adulthood requires coordination and collaboration among special education personnel, families, students, and adult service agency representatives. The state vocational rehabilitation agency is among the most important adult service entities that collaborate with schools for planning purposes. The special education and vocational rehabilitation systems, however, have different planning documents to guide service delivery. This article addresses the connection between the transition Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE). The components of each planning document and how they should interfacefor students in transition are reviewed. In addition, the role of the Summary of Performance (SOP) document as a connection between the IEP and IPE is discussed. Finally, challenges to effective coordination between these planning documents are addressed.

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42

Gunn, Sharon. "Patient Education and Discharge Planning to Prevent Functional Decline in the Older Adult." Gastroenterology Nursing 40, no. 4 (2017): 272–78. http://dx.doi.org/10.1097/sga.0000000000000238.

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43

Lasmane, Ija. "Project Method in Adult Education: Self-Experience Analysis." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 80. http://dx.doi.org/10.17770/sie2015vol4.498.

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<p><em>The </em><em>project methodhas swiftly gained ground in education and it has nowbecome integral to the education process offering new ways for modernizing the education environment.Implementing projects provides learning opportunities for all of the involved parties – students, teachers, school principals and parents. In this article the Author has analysed the characteristics of the project method and the differences between project-based adult learningand non-adult learning,and the impact ofglobalization on projects. Projects can be implemented not only in the scope of specific subjects or specific schools but also as cooperation projects among schools of different countries. Based on the Author’s experience in international school cooperation projects and by applying the biographicmethod, the Author has analysed professional growth in the context of international projects in different project phases – planning, implementation and evaluation.The object of research – to analyse personalexperience in participating in international projects by applying the method ofbiographic reflection andto establish, through self-experience analysis, the potential impact of projects on the upgrading of contemporary school’s pedagogical process.</em></p>

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44

Boshier, Roger. "Popular Discourse Concerning Aids: Its Implications for Adult Education." Adult Education Quarterly 42, no. 3 (March 1992): 125–35. http://dx.doi.org/10.1177/074171369204200301.

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Acquired Immuno-Deficiency Syndrome (AIDS) has already devastated the population of four African countries and is a recognized world health problem. Meaning ascribed to AIDS delimit the ground for the planning and practice of prevention education. The popular media is an important agent of informal education about AIDS, and analysis of magazines and items in daily newspapers suggested that several themes have permeated popular discourse. There has been a gay plague discourse, a contaminated other discourse, an innocent victim discourse, a heterosexual-risk discourse and, most recently, a development discourse on AIDS. Adult educators who work in nonformal or formal educational settings have to understand the various constructions of AIDS before knowledge can be used to promote effective practice for learners.

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45

Bhola, H. S. "Adult Education Policy and Performance: An International Perspective." Review of Policy Research 13, no. 3-4 (September 1994): 315–18. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00609.x.

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46

Hendricks, Susan M. "Contextual and Individual Factors and the Use of Influencing Tactics in Adult Education Program Planning." Adult Education Quarterly 51, no. 3 (May 2001): 219–35. http://dx.doi.org/10.1177/07417130122087250.

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47

Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.

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48

Takács, Zoltán. "ADULT EDUCATION AS A REGIONAL NEED OF A SOCIETY." DETUROPE - The Central European Journal of Tourism and Regional Development 1, no. 1 (March 31, 2009): 165–84. http://dx.doi.org/10.32725/det.2009.010.

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49

Papadimitriou, Fivos. "A “Neogeographical Education”? The Geospatial Web, GIS and Digital Art in Adult Education." International Research in Geographical and Environmental Education 19, no. 1 (April 15, 2010): 71–74. http://dx.doi.org/10.1080/10382041003602969.

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50

Makovec, Danijela. "Käpplinger idr. - Cultures of program planning in adult education. Concepts, Research Results and Archives." Andragoška spoznanja 24, no. 2 (July 17, 2018): 121–22. http://dx.doi.org/10.4312/as.24.2.121-122.

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Načrtovanje in oblikovanje izobraževalnih programov za odrasle je ena od jedrnih dejavnosti andragoga. Dobro pripravljeni izobraževalni programi so rezultat mnogih profesionalnih kompetenc, ki se mrežno povezujejo in interaktivno uresničujejo. Kljub temu pa imamo razmeroma malo raziskav s področja načrtovanja izobraževalnih programov za odrasle, zato je delo Cultures of Program Planning in Adult Education zelo dobrodošlo tako za razvoj teorije kot za premislek obstoječe prakse. Izšlo je v zbirki Studies in pedagogy, andragogy and gerontagogy lansko leto.

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