Nature is all around us, in the beautiful but also in the unappealing and functional, and from the awe-inspiring to the mundane. It is vital that we learn to see the agency of the natural world in all things that make our lives possible, comfortable and profitable. The Ecology of Everyday Things pulls back the veil of our familiarity on a range of 'everyday things' that surround us, and which we perhaps take too much for granted. This key into the magic world of the everyday can enable us to take better account of our common natural inheritance. Professor James Longhurst, Assistant Vice Chancellor, University of the West of England (UWE Bristol) For many people, ecosystems may be a remote concept, yet we eat, drink, breathe and interface with them in every moment of our lives. In this engaging textbook, ecosystems scientist Dr. Mark Everard considers a diversity of 'everyday things', including fascinating facts about their ecological origins: from the tea we drink, to the things we wear, read and enjoy, to the ecology of communities and space flight, and the important roles played by germs and 'unappealing creatures' such as slugs and wasps. In today's society, we are so umbilically connected to ecosystems that we fail to notice them, and this oversight blinds us to the unsustainability of everyday life and the industries and policy environment that supports it. The Ecology of Everyday Things takes the reader on an enlightening, fascinating voyage of discovery, all the while soundly rooted in robust science. It will stimulate awareness about how connected we all are to the natural world and its processes, and how important it is to learn to better treat our environment. Ideal for use in undergraduate- and school-level teaching, it will also interest, educate, engage and enthuse a wide range of less technical audiences.

This book highlights decisions governments have to make about their public education systems, the options they have before them and the consequences of their decisions. As well as covering issues such as values, curriculum, teacher training, structures and so on, the book addresses education planning for epidemics, pandemics and disasters. Education systems provide the foundations for the future wellbeing of every society, yet existing systems are a point of global concern. Education System Design is a response to debates in developing and developed countries about the characteristics of a high-quality national education service. It questions what makes a successful system of education. With chapters that draw on experience in education systems around the world, each one considers an element of a national education service and its role in providing a coherent and connected set of structures to ensure good education for all members of society. Key topics include: Existing education systems and what a future system might look like Inclusion and social justice Leadership and teacher education Policy options, and the consequences of policy changes This book suggests an education system be viewed as an ecosystem with interdependencies between many different components needing to be considered when change is contemplated. It is a vital book for any stakeholders in educational systems including students, teachers and senior leaders. It would be particularly useful to policy makers and those implementing policy changes.

Considering both the theoretical and practical possibilities of the sustainability of higher education research in a world in which research budgets are often hard to secure, this book shares results from international research to demonstrate the innovation occurring to secure sustainable research funding. Rooted in diverse research experiences and reflections of academics and higher education institutional leaders, this book explores ways to promote and sustain pedagogical innovation in the higher education context. Beginning with an analysis of theoretical views from political, institutional and research practice spheres about the relevance of sustainability of educational research in higher education, it considers the need to promote educational research focused on pedagogical innovations in higher education. The second part of the book addresses practical experiences of funded educational research and offers guidance to assure the future of sustainable pedagogical interventions. This book is ideal reading for anyone interested in the role of sustainable funding in ensuring the future of higher education research, including researchers and postgraduate or undergraduate students who are researching or interested in the topic. It will also be of interest to senior institutional leaders and managers responsible for educational development in higher education.

Considering both the theoretical and practical possibilities of the sustainability of higher education research in a world in which research budgets are often hard to secure, this book shares results from international research to demonstrate the innovation occurring to secure sustainable research funding. Rooted in diverse research experiences and reflections of academics and higher education institutional leaders, this book explores ways to promote and sustain pedagogical innovation in the higher education context. Beginning with an analysis of theoretical views from political, institutional and research practice spheres about the relevance of sustainability of educational research in higher education, it considers the need to promote educational research focused on pedagogical innovations in higher education. The second part of the book addresses practical experiences of funded educational research and offers guidance to assure the future of sustainable pedagogical interventions. This book is ideal reading for anyone interested in the role of sustainable funding in ensuring the future of higher education research, including researchers and postgraduate or undergraduate students who are researching or interested in the topic. It will also be of interest to senior institutional leaders and managers responsible for educational development in higher education.

First published in 1971. The purpose of this study is to examine the relationship which exists between the education services and the leisure time of the people they attempt to serve. The author explores education and provision for leisure and the problems of schools, youth services and adult education in relation to this. The case study of the leisure lives of young adults in a small industrial village provides some illustration of the difficulties of providing for leisure in non-urban areas. This title will be of great interest to policy-makers and to students of Sociology and Leisure Studies.

The main theme of the proceedings of the 4th International Conference on Teacher Education and Professional Development (InCoTEPD 2019) is ''Teacher Education and Professional Development in Industry 4.0". The papers have been carefully grouped under the subthemes of teacher education and professional development, curriculum, learning materials, teaching-learning process, technology and media, and assessment in Industry 4.0 education. They also cover vocational education in the era in question and one section is devoted to Industrially disadvantaged societies. As these papers were presented at an internationally refereed conference dedicated to the advancement of theories and practices in education, they provide an opportunity for academics and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap and promote research esteem and the evolution of pedagogy.

In contemporary educational research, practice and policy, 'indigenous women' have emerged as an important focus in the global education arena and the 2030 Sustainable Development Agenda. This edited book investigates what is significant about indigenous women and their learning in terms of policy directions, research agendas and, not least, their own aspirations. The book examines contemporary education policy and questions the dominant deficit discourse of indigenous women as vulnerable. By contrast, this publication demonstrates the marginalisations and multiple discriminations that indigenous women confront as indigenous persons, as women and as indigenous women. Chapters draw on ethnographic research in Egypt, Ethiopia, India, Mexico, Nepal, Peru and the Philippines and engage with indigenous women's learning from the perspectives of rights, gender equality and cultural, linguistic and ontological diversity. The book investigates intergenerational and intercultural learning and indigenous women's agency and power in the face of complex and dynamic changing social, physical, economic and cultural environments. The grounded ethnographic chapters illustrate indigenous women's diverse historical and contemporary experiences of inequalities, opportunities and formal education and how these influence their strengths, learning aspirations and ways of learning, as well as their values, demands, desires and practices. Chapters 1- 6 and 8 in this book were originally published in a special issue of the journal Studies in the Education of Adults.

Originally published in 1992, this book presents an alternative view of adult education. The author moves the analysis from the usual focus in adult education literature on skills and skill deficitys, and concentrates instead on the educational potential of work itself. By linking issues of gender and the developing world, an alternative concept of work and productivity is formulated, serving as the basis for new approaches and paradigms in adult education. The book draws on two decades of studying critical social, political and economic, educational and feminist theory and examines the link between the international and sexual division of labour, and at the relationship between work, nature and technology.

Originally published in 1988, this book provides perspective on conceptualisations of adult education in the late 20th century, the range of providing agencies and the varying orientations towards defining the role of the adult educator. It draws together and contextualises a selection of the most important readings on adult education theory and practice. The book will help develop critically reflective practitioners on adutl education courses - educators aware of the assumptions underlying their practice and capable of identifying theories and placing both theory and practice within the wider and ever-changing socio-politico context.

Originally published in 1989, this book presents a variety of perspectives on the definition of knowledge and of adult education, by leading authors and practitioners in the study of adult education in the UK and USA. This collection of different and often contradictory views makes a detailed analysis of the epistemology and practice of adult education. Three major views are reflected within the book, all of which focus upon the role of the conventional disciplines as a 'theoretical' basis for adult education curricula and professional practice.

Originally published in 1985, this book argues that lifelong education has a vital part to play in fostering international political understanding. It also demonstrates how educational planners can use the concept of lifelong education to deal with some of the contradictions inherent in much of the educational system in the industrialised world. There is a case study from Japan and China and chapters on the role of culture, migration and labour mobility.

Originally published in 1987 this book addresses practical issues in the education of adults in the USA but also encompasses theoretical and abstract ideas. There are chapters on 20th century initiatives in American adult education as well as education of the elderly and adult literacy.

This compilation of empirical studies interrogates the global high-speed train of STEM education, particularly as a promise of social, economic, and political enfranchisement for marginalized communities. In this book, scholars of race, education, and learning offer a range of analyses from which to consider the "who", "what", and "toward ends" of STEM education. Together with scholarly commentaries, the studies frame STEM learning as a personal and political enterprise worthy of closer examination in the lives of children, the work of adults, and the making of nations. Thus, the studies vary in scope and scale, but coalesce in surfacing the ideologies and values underlying the rapid ingestion of STEM in schools and communities as a "social good for all". Readers will journey through a Latinx student's reflections on social justice mathematics, African American primary school students studying water and justice, Indigenous families engaged in storytelling with robotics, college STEM mentors' work with youth, an online portal created for youth in Singapore to envision a STEM-infused future; and finally, frameworks for teaching and research that engage marginalized children's histories, cultural practices and sensemaking. The socio-political grounding and visioning of these works makes this a must-read for researchers, teachers, teacher educators and policy makers in STEM. The chapters in this book were originally published in a special issue of the journal, Cognition and Instruction.

Originally published in 1985, this book was the first book in the UK to provide an overview of educational gerontology and examine the needs for educational opportunities for older adults. The book draws on developments and experience from the UK, Denmark and the USA and should be of interest to all concerned with adult education, gerontology and policy makers in the fields of education, health and social services.

Originally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities. The book challenges the psychological emphasis of much research on adult learning. It concentrates on the concept of social participation and its implications for a reinterpretation of adult learning as an aspect of a person's involvement with his or her community or society.

This book presents the most comprehensive discussion of emerging trends in higher education in the Asia Pacific, ranging from graduate attributes to integrated workplace learning, with an in-depth focus on work readiness, employability and career development. It draws on the relationship between graduate attributes and employability, as well as vocational training or internship programs. It offers theoretical and empirical analyses that institutions, decision-makers or academics can work on together to enhance job employability. This volume will also include issues such as development of emerging and employability skills, as well as directions for the changing nature in real-world settings. The book consists of contributions from experienced international authors, offering detailed insights for those who want a timely understanding of the latest trends in higher education.

Originally published in 1991, this book gives international coverage of opportunities in youth development and education from a unique comparative angle. The book is split into two parts: the first focusses on the former USSR, Europe and North America, setting the issues within the wider context of the political debate of the superpowers. The second part looks at newly developing countries and their relationship with the developed world. There is a broad variety of case studies, including material on Chile, Botswana and the Seychelles - areas which are often overlooked.

Originally published in 1985 this book addresses important questions about the nature and meaning of development as these concern adult education in the developing world. It contributes to the development debate as well as discussiong what part adult education can play in reducing poverty and inequality. It consists of 7 case studies by adult educators and researchers involved in adult education programmes in Africa, Asia and Latin America. The introductory, linking and concluding sections draw out and highlight common issues and themes leading to conclusions about the potential of large-scale, mainly governmental, adult education programmes to effect social change.

Originally published in 1982 this volume examines some of the themes and issues involved in the combined use of broadcasting, distance teaching methods and local tutorial or counselling provision for adult basic education. Particular emphasis is laid on identifying means of reaching groups and individuals with special needs in literacy, numeracy and social skills. Detailed case-studies are presented, drawn from the UK, France, Denmark, The Netherlands and Canary Islands.

Originally published in 1985, this book argues that to make sense any attempt to improve the situation must take account of what we now know about adult growth and development, accepting as an operational imperative that it is as problematic and turbulent as childhood. The book claims that since adults flourish to the extent that they have a sense of personal recognition, the business of education is to enable people to gain that sense of being recognised and valued through any learning they undertake. It suggests that putting adults in charge of their own learning is the logical extension of establishing a public education system and so is a necessary step towards our society becoming a democracy of learners. This important book marked a watershed in the literature on adult and continuing education.

Military pedagogical research and teaching has made headways. There is still no internationally accepted unified field theory, but the diversity and heterogeneity of military pedagogy reflects the complexity of modern military tasks and enables the scientific debate on military ethics and morale, military education and interculturality. While political and educational developments have caught up with some of the topics addressed, changes in the military and the political and educational landscape will always necessitate this branch of academia to continuously adapt to the needs of the armed forces and their servicemen and -women. Insofar, the diverse contributions in this volume offer valuable insights into current military pedagogical thinking and acting.

Originally published in 1988 this book examines the work of the first generation adult education theorists and the traditions that their work helped establish. They debated the issues, aims and content of adult education programmes and began to explore the often difficult relationship between social expectations and the potential of education. As well as providing an authoritative history during a period of rapid social change in America, the book confirms that many of the preoccupations of the early thinkers have continued relevance today.

Originally published in 1979, this book reports on a 3 year action research programme (The New Communities Project) which aimed in increase working-class participation in adult education. Basing their argument on the work of the Project, the authors contend that adult education must begin with the people themselves, to go on and assist their intellectual, social, psychological, cultural and political growth. In their view, adult education needs to be identified as something more flexible than 'classes', whilst also distinguishing between non-formal education and other kinds of community work or development. Providing different perspectives on the way in which a service relates to a particular area, the book's conclusions have a bearing on both practice and training in a variety of areas concerned with social intervention.

Originally published in 1986, this book was written at a time of increasing pressure on traditional areas of secondary and higher education and changing employment patterns - a situation which still exists today. Then, as now, there is increased awareness that the continuing education of adults has a vital role to play in our society. This volume develops a socialist pedagogy within adult education, using a Marxist theoretical framework. It proposes socialism as the radical form of change necessary to remove obstacles to greater social justice and educational equality and studies the implications of this political position for adult education.

Originally published in 1990 this supplement to No. 34 (1990) of the journal Adult Education, discusses the relationship between adult education and development. All the studies included in it focus on the reduction of poverty.The majority of the studies cover Africa and South Asia, but there is also one covering the Aboriginal inidigenous people of Australia.