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• Preface Acknowledgments Introduction Related Learning Paradigms Lifelong Supervised Learning Continual Learning and Catastrophic Forgetting Open-World Learning Lifelong Topic Modeling Lifelong Information Extraction Continuous Knowledge Learning in Chatbots Lifelong Reinforcement Learning Conclusion and Future Directions Bibliography Authors' Biographies.
• (source: Nielsen Book Data)

Lifelong Machine Learning, Second Edition is an introduction to an advanced machine learning paradigm that continuously learns by accumulating past knowledge that it then uses in future learning and problem solving. In contrast, the current dominant machine learning paradigm learns in isolation: given a training dataset, it runs a machine learning algorithm on the dataset to produce a model that is then used in its intended application. It makes no attempt to retain the learned knowledge and use it in subsequent learning. Unlike this isolated system, humans learn effectively with only a few examples precisely because our learning is very knowledge-driven: the knowledge learned in the past helps us learn new things with little data or effort. Lifelong learning aims to emulate this capability, because without it, an AI system cannot be considered truly intelligent. Research in lifelong learning has developed significantly in the relatively short time since the first edition of this book was published. The purpose of this second edition is to expand the definition of lifelong learning, update the content of several chapters, and add a new chapter about continual learning in deep neural networks-which has been actively researched over the past two or three years. A few chapters have also been reorganized to make each of them more coherent for the reader. Moreover, the authors want to propose a unified framework for the research area. Currently, there are several research topics in machine learning that are closely related to lifelong learning-most notably, multi-task learning, transfer learning, and meta-learning-because they also employ the idea of knowledge sharing and transfer. This book brings all these topics under one roof and discusses their similarities and differences. Its goal is to introduce this emerging machine learning paradigm and present a comprehensive survey and review of the important research results and latest ideas in the area. This book is thus suitable for students, researchers, and practitioners who are interested in machine learning, data mining, natural language processing, or pattern recognition. Lecturers can readily use the book for courses in any of these related fields.
(source: Nielsen Book Data)

• Preface Acknowledgments Introduction Related Learning Paradigms Lifelong Supervised Learning Continual Learning and Catastrophic Forgetting Open-World Learning Lifelong Topic Modeling Lifelong Information Extraction Continuous Knowledge Learning in Chatbots Lifelong Reinforcement Learning Conclusion and Future Directions Bibliography Authors' Biographies.
• (source: Nielsen Book Data)

Lifelong Machine Learning, Second Edition is an introduction to an advanced machine learning paradigm that continuously learns by accumulating past knowledge that it then uses in future learning and problem solving. In contrast, the current dominant machine learning paradigm learns in isolation: given a training dataset, it runs a machine learning algorithm on the dataset to produce a model that is then used in its intended application. It makes no attempt to retain the learned knowledge and use it in subsequent learning. Unlike this isolated system, humans learn effectively with only a few examples precisely because our learning is very knowledge-driven: the knowledge learned in the past helps us learn new things with little data or effort. Lifelong learning aims to emulate this capability, because without it, an AI system cannot be considered truly intelligent. Research in lifelong learning has developed significantly in the relatively short time since the first edition of this book was published. The purpose of this second edition is to expand the definition of lifelong learning, update the content of several chapters, and add a new chapter about continual learning in deep neural networks-which has been actively researched over the past two or three years. A few chapters have also been reorganized to make each of them more coherent for the reader. Moreover, the authors want to propose a unified framework for the research area. Currently, there are several research topics in machine learning that are closely related to lifelong learning-most notably, multi-task learning, transfer learning, and meta-learning-because they also employ the idea of knowledge sharing and transfer. This book brings all these topics under one roof and discusses their similarities and differences. Its goal is to introduce this emerging machine learning paradigm and present a comprehensive survey and review of the important research results and latest ideas in the area. This book is thus suitable for students, researchers, and practitioners who are interested in machine learning, data mining, natural language processing, or pattern recognition. Lecturers can readily use the book for courses in any of these related fields.
(source: Nielsen Book Data)

• Introduction: Lifelong Learning and the Roma Minority in Central and Eastern Europe
• Katalin R. Forray and Andrea Ohidy. Chapter 1. Bottom up, Top down and Human Rights - Roma Organizations, Policy Frameworks and European Institutions
• Natascha Hofmann Chapter 2. The Roma minority in the education system of Bulgaria
• Milena Ivova Ilieva Chapter 3. The education situation of the Roma minority in Croatia
• Goran Lapat and Renata Miljevic-Ridicki Chapter 4. Roma Minority in the Czech Republic
• Marketa Levinska, Dana Bitternova and David Doubek Chapter 5. Roma population in Hungary - focusing on educational opportunities
• Julianna Boros and Eszter Gergy Chapter 6. Roma in the education system in the Republic of Moldova
• Maria Diacon Chapter 7. The Roma community in Poland - the share of the population and its spatial distribution
• Agnieszka Swietek and Wiktor Osuch Chapter 8. Lifelong Learning for Roma in Romania
• Aurora Adina Colomeischi Chapter 9. Education of the Roma Minority in Slovakia
• Rastislav Rosinsky Conclusion: Participation and success of Central and Eastern European Roma in education and lifelong learning: common challenge, similar solutions and hitherto unsatisfactory results
• Andrea Ohidy.
• (source: Nielsen Book Data)

Access, attainment and success of Roma people in education are at a crisis point across Europe. Recent research has revealed that Roma people are the most underrepresented group in schools and other educational institutions. Policy makers across Central and Eastern Europe face the challenge of reversing the disadvantaged situation of the Roma minority. There is a whole host of policy strategies, measures and projects across Europe which offer similar solutions on national, regional and local levels. This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries: Bulgaria, Croatia, Czech Republic, Hungary, Moldova, Poland, Romania, and Slovakia. There is a severe lack of information about the Roma people in the public domain. This book seeks to raise awareness of this forgotten minority and evaluate the policies implemented to integrate the Roma people into the education system, using many different cultural perspectives written by experts across Central and Eastern Europe. This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Central and Eastern Europe and beyond.
(source: Nielsen Book Data)

• Chapter One: Reading Engineering Why Should Engineers Read Widely? / Caroline Brandt
• 2 The Art of Reading: Evidence, Relevance and Detection / Roger Nunn
• Chapter Two: Engineering Education In With the Old: Sketching and Journaling Serve Engineering Students / Well Linda Schmidt
• Reforming Engineering Education to Meet the Needs of a Knowledgebased Economy / Brian Bielenberg
• Chapter Three: Competencies for Engineering An Australian Study of the Importance of Communication for Engineers / Sally Male
• On the Criticality of Communication and Team Skills for Modern Engineering Practice / David Bowen
• Chapter Four: Engineering and Gender A Wise Model for a WiSE Program / Nadia M. Alhasani
• Ways of Knowing: The Rationale for a Preliminary Study of Female Engineering Students in the UAE / Linda Schmidt and Caroline Brandt
• Chapter Five: Engineering Ethics Ethical Issues for Practicing Engineers / Tim Ross
• The Aspirational Ethics Project / Charles E. Harris Jr.
• Chapter Six: Preparing for the Engineering Workplace Preparation for Effective Workplace Participation / Bob Matthew and Jane Pritchard
• Preparing Engineers in the UAE for the Oil and Gas Engineering Workplace / Ghaniya S. Bin-Dhaaer Al-Yafei
• Chapter Seven: Engineering the Future Planning for the 21st Century / Lawrence Man
• Innovation in Education and Professional Development in Engineering / David Prescott
• Afterword / Caroline Brandt and David Prescott.

This book is for engineers of different disciplines, such as chemical, electrical, petroleum, mechanical and civil engineering, and will appeal both to the experienced professional engineer and to undergraduate or postgraduate engineering students. This singular volume presents selected articles on themes that arise at the interface between engineering and the different societies in which it is practised. Themes of current interest include ethics, gender balance, education, workplace preparation, communication, competencies, and the future of engineering. Original and thought-provoking articles on these themes are presented by authors who have achieved international recognition for their work in engineering research, practice and education, and who work in different capacities in industry or higher education around the world. Recognizing the pluralism that is characteristic of such themes, each chapter presents two articles reflecting distinct perspectives and contexts. This volume therefore provides ideal opportunities for readers who wish to develop their critical thinking capacities by contrasting and evaluating the different viewpoints. It also provides readers with writing that complements the technical discourse predominant in engineering workplaces and institutes. This book, therefore, while promoting professional literacy and thinking skills development, concurrently serves to cultivate the well-rounded and forward-looking engineers required by the international community to meet the multifaceted challenges of 21st century engineering.
(source: Nielsen Book Data)

• Table of contents; acknowledgements; introductory remarks; chapter one; belize at thirty; university of belize early childhoodstimulation center fostering lifeskills; chapter two; reading our world; to 'e' or not to 'e'; chapter three; improving kriol language attitudeand english accuracy; what works for learnersand their teachers in secondlanguage learning classrooms; chapter four; constructivism; preparing highly qualified teachersfor "green acres"; preparing k12 virtual educatorsfor virtual schools; chapter five; using the ecers to improve earlychildhood education.

• A to zlearning tree preschoolchapter six; lewis carroll's "alice"; chapter seven; listening to the voices of students, a transformation; concluding remarks; contributing authors.

Educational Trends is a textbook of articles and essays exclusively written to encourage and assist a variety of educational professionals in the field of education and cultural awareness. The materials and information provided in this text are meant to assist in university coursework as a supplemental reading aid. The book has been specifically designed for preschool teachers, professors, principals, school administrators, students, teachers and university personnel from many diverse disciplines.
(source: Nielsen Book Data)

• List of Contributors. Preface. Community Colleges: Where are they (Not)?. Educational Borrowing and the Emergence of Community College Global Counterparts. The Mexican Idea of Two-Year University Degrees: A Model of Opportunities and Challenges. Producing American Citizens with "Global Competence": Internationalization of Higher Education and the Community College's Contribution through English as a Second Language Education of Adult Immigrants. Indigenous Rights and Advanced Capitalism in Community Colleges: The Case of Nunavut Arctic College. Post-Secondary Schools and the Expansion of Higher Education in Poland - Post-Secondary Vocational Education in Crisis?. Assisting Workforce Education in the Republic of Georgia. The Development of Two-Year Technological Colleges in Israel and its Implications for Stratification in Higher Education. Implications of the Community College Model in Ethiopia. The Promise of the Community College Model in South Africa. Education Access Problems of Migrant Workers in Manufacturing Areas in China. The Evolving Community College Model in the Socialist Republic of Viet Nam. The Indian Community College Movement: An Overview (1995-2011). The Genesis and Evolution of Community Colleges in Papua New Guinea. The Development of the Community College System in Thailand. Community Colleges Worldwide: Investigating the Global Phenomenon. International Perspectives on Education and Society. International Perspectives on Education and Society. Copyright page. Subject Index. About the Authors. Author Index.
• (source: Nielsen Book Data)

This volume of the "International Perspectives on Education and Society" series comparatively examines various two-year and community college institutions worldwide. While these institutions are called by different names and may not all be structured the same around the world, their core mission remains consistently: to respond to the needs of their local community. Inspired by the German Volkshochschule, founded in 1844, this model is now throughout the U.S., Canada, Australia, India, South Africa, Thailand and other nations. While the community college "label" is debatable and possibly controversial in and of itself, these institutions all serve the needs of their local communities by bridging the gap between academic and technical training with open and accessible learning. Students served by these institutions come from various socioeconomic backgrounds including age, race, culture, gender, and income levels. Two-year and community colleges adapt and institutionalize differently to meet various community needs, whether they provide students with technical training, the ability to transfer to four-year higher education institutions, remedial education or lifelong learning opportunities. This volume analyzes the ways this model has served and continues to serve communities in different international contexts for similar purposes.
(source: Nielsen Book Data)

• TABLE OF CONTENTS; LIST OF ILLUSTRATIONS; LIST OF TABLES; INTRODUCTION; PART I; CHAPTER ONE; CHAPTER TWO; CHAPTER THREE; CHAPTER FOUR; PART II; CHAPTER FIVE; CHAPTER SIX; CHAPTER SEVEN; CHAPTER EIGHT; BIBLIOGRAPHY; INDEX.

Online learning is a key feature of the contemporary educational landscape and has entered mainstream policy, provision and practice. But if online education is to reach mature development and evaluation, it must be open to critical appraisal. This book considers the implementation of online learning within adult theological education. This can be an area of challenge or contention, especially when established academic practices and cherished values are seen as threatened when handed over to online delivery. This opens questions about theology, pedagogy and online education. Does online teaching and learning bring or demand a new or transformed (disruptive) pedagogy or does it result in maintenance or replication (sustaining) of traditional values and existing practices? What might the opportunities and benefits be? Who stands to gain? Who stands to lose? And what evidence is there to evaluate the quality of 'doing theology' online? This book examines a long-standing programme of continuing professional development delivered fully online to adult practitioners working across Christian education and ministry settings. It builds upon the author's international experience as an online educator for over a decade. Key themes relate adult learning to theological pedagogy, authority, and online community. The concept of interruptive pedagogy is presented as an interpretative model to critically appraise an approach to online education that draws on the best theological tradition yet also looks to the future.
(source: Nielsen Book Data)

• Chapter 1. The specificity of creative-led theses: Tara Brabazon
• Chapter 2. The Creative-Led PhD: Tiffany Lyndall-Knight
• Chapter 3. Strategies for students considering a creative-led doctorate: Tara Brabazon
• Chapter 4. Multimodality: Reflection, Connection and Reframing: Tara Brabazon
• Chapter 5. Creative-led examinations and the administrator's perspective: Natalie Hills Conclusion: Why the creative doctorate matters: Tara Brabazon.
• (source: Nielsen Book Data)

Doctorates awarded based on artefact and exegeses, and enabled through creative-led research, are a minority enrolment which suffer from wildly diverse examination expectations and assumptions about quality. Widening the disciplinary parameters and currency of this kind of doctorate, The Creative PhD is the first book that challenges the standards, structure and value of this research. The authors, themselves leading authorities on doctoral education, break fresh ground by demonstrating that rather than being intrinsically wedded to the creative arts or media studies, arts-based research practice doctorates can transcend traditional humanities subjects, becoming instead a model of organizing knowledge, developing methodologies and presenting research. Offering a critical reflection on the contemporary state of the PhD, the authors probe and reshape creative-led research to increase transparency for doctoral students, supervisors and examiners, inviting readers to access a new pathway to how original research is created, supervised and assessed.
(source: Nielsen Book Data)

• Part I Professional, Theoretical, and Empirical Foundations.-
• 1. Introduction.- 2 Professional Practice Context, Research Site and Partnership.- 3 Sociomaterialism, practice theory, and workplace learning.- 4 Ethnographic Underpinnings.- Part II Four Dimensions of Professional Practices and Learning.-
• 5. Times and Professional Practices.- 6 Spaces and Professional Practices.- 7 Bodies and Professional Practices.- 8 Things and Professional Practices.- Part III Professional Learning, Partnership and Practice.- 9 Professional Learning as Attuning, Connecting and Sensitising.- 10 Professional Learning in Pedagogic Practices.- 11 Conclusions.- Index.
• (source: Nielsen Book Data)

This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise. Focusing on work accomplished through partnerships between practitioners and parents with young children, the book explores how connectedness in action is a fluid, evolving accomplishment, with four essential dimensions: times, spaces, bodies, and things. Within a broader sociomaterial perspective, the analysis draws on practice theory and philosophy, bringing different schools of thought into productive contact, including the work of Schatzki, Gherardi, and recent developments in cultural historical activity theory. The book takes a bold view, suggesting practices and learning are entwined but distinctive phenomena. A clear and novel framework is developed, based on this idea. The argument goes further by demonstrating how new, coproductive relationships between professionals and clients can intensify the pedagogic nature of professional work, and showing how professionals can support others' learning when the knowledge they are working with, and sense of what is to be learned, are uncertain, incomplete, and fragile.
(source: Nielsen Book Data)

• 1. Introduction / Brian Findsen and Marvin Formosa
• 2. Argentina / José Alberto Yuni and Claudio Ariel Urbano
• 3. Australia / Barry Golding and Helen Kimberley
• 4. Austria / Franz Kolland and Anna Wanka
• 5. Botswana / Rebecca Lekoko
• 6. Brazil / Meire Cachioni, Mônica de Ávila Todaro, Tiago Nascimento Ordonez, and Thaís Bento Lima da Silva
• 7. Canada / Pat Spadafora and Lia E. Tsotsos
• 8. Chile / Pedro Paulo Marín Larraín, Macarena Rojas Gutiérrez, Francisca Campos Torrealba, and Javiera Sanhueza Chamorro
• 9. Mainland China / Xinyi Zhao and Ernest Chui
• 10. Colombia / Miguel Alberto González González
• 11. France / Dominique Kern
• 12. Germany / Bernhard Schmidt-Hertha
• 13. Ghana / Michael Tagoe
• 14. Greece and Cyprus / George K. Zarifis
• 15. Hong Kong / Ernest Chui and Xinyi Zhao.

• 16. India / Ilango Ponnuswami, Sonny Jose, and Praveen Varghese Thomas
• 17. Indonesia / Clara M. Kusharto and Nugroho Abikusno
• 18. Italy / Elena Luppi
• 19. Japan / Shigeo Hori
• 20. Kenya / Florida Amakobe Karani and David Macharia
• 21. Lesotho / Julia Preece and David Croome
• 22. Malaysia / Rahimah Binti Ibrahim, Tengku Aizan Hamid, Sen Tyng Chai, and Siti Farra Zillah Abdullah
• 23. Malta / Marvin Formosa
• 24. Namibia / Miriam Hamunyela and Haaveshe Nekongo-Nielsen
• 25. Netherlands / Jumbo Klercq
• 26. New Zealand / Brian Findsen
• 27. Nigeria / Michael Omolewa
• 28. Nordic Countries / Tarja Tikkanen
• 29. Peru / Blanca López La Vera
• 30. Portugal / Paula Guimarães and Fátima Antunes.

• 31. Republic of Korea / Youngwha Kee and Yunji Kim
• 32. Russian Federation / Olga Agapova
• 33. Singapore / Kalyani K. Mehta
• 34. Slovenia / Sabina Jelenc Krašovec and Sonja Kump
• 35. South Africa / John Aitchison and Peter Rule
• 36. Spain / Mariano Sánchez-Martínez and Juan Sáez
• 37. Taiwan / Yi-Yin Lin and Chin-Shan Huang
• 38. Tanzania / Philemon A.K. Mushi
• 39. Turkey / Suzan Yazici and Nilufer Korkmaz Yaylagul
• 40. Uganda / George Ladaah Openjuru
• 41. United Kingdom / Alexandra Withnall
• 42. United States / Ronald J. Manheimer
• 43. Zimbabwe / Stanley Mpofu
• 44. Concluding Remarks / Brian Findsen and Marvin Formosa.

This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders' conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and "success stories" of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).
(source: Nielsen Book Data)

• Table of contents; list of tables; list of illustrations; foreword; chapter one; rural family involvementin the school activity of children; influence of education on incomemobility in romania; an investigative approach for puttingthe constructivist counselling modelby school counsellors into practice; complex therapy of communicationand language disordersof children and adults; chapter two; students' perception of feedbackprovided by schools; the difficulty of pursuing sportand study at a high level in romania; the further education plans of teensin the last grade of high school.

• Chapter threecurrent aspects of continuoustraining in library and informationscience in romania; a comparative analysisof pre-service teacher training; an exploration of culture and identityin health communication; the importance of activeand participative learningin the contemporary academicenvironment; foreign language assistantsin elementary school; specialised glossaries in the teachingof animal husbandry in english; chapter four; the social role of european fundsin adult education and trainingin romania; lifelong education.

• The role of integrated servicesin the integration of deprived peopleon the labour marketpostmodern educationand the new media; chapter five; subtle ways of limitingreligious freedom; stoa and the cross; the social dimension of the gospel; the sciencific and cultural concernsof biblical scholar iosif iuliu olariu; pedagogy of the gospelfor authentic social inclusion; contributors.

Education and lifelong learning are priorities of any educational system. Moreover, the European Union has adopted a set of policies and promoted a series of programmes meant to improve the educational systems of the Member-States and enhance cooperation. Education and continuous education are a matter of personal fulfilment and achievement of economic and social goals. Education and Continuous Education contains 20 papers grouped into four chapters covering the social factors affecting educational systems and the specific issues of adolescence, youth, and adulthood. Five essays belong to the realm of social theology whose practical impact on educational systems in Romania and abroad cannot be denied. The book is meant to be a valuable tool for both a wider audience and professionals in the field of education (including educators, teachers, professors, psychologists, doctors, social workers, and researchers in social sciences) involved in continuous education. The book will also appeal to all those interested in interdisciplinary approaches.
(source: Nielsen Book Data)

• Introduction: Strange Matters.-
• Chapter 1. Expansive Learning.-
• Chapter 2. Researching Organizational Learning: Expansive Perspectives.-
• Chapter 3. Expansive Learning in Action.-
• Chapter 4. Towards an Expansive Learning Index.-
• Chapter 5. Ethics and Expansive Learning.- Conclusion.
• (source: Nielsen Book Data)

This book discusses approaches to organizational learning from a materialist point of view. Inspired by research into Police Firearms training, features of expansive learning inform the development of perspectives on training which challenge traditional modes of research and delivery. The book critically reviews a range of approaches to expansive learning and organizational research, establishing the bases and limitations of an Expansive Learning Index whose aim is to support collaborative provision in the context of work-based research. Reflecting on this process, it stresses the strangeness and mobility of workplace learning and develops a philosophical pragmatics for professional development. Approaches to knowledge and enquiry which place language and subjectivity at the heart of development are challenged by a more pragmatic approach to expansive learning: its consequences for training, research, and professional development lead to a discussion of the need for immanent forms of professional ethics.
(source: Nielsen Book Data)

• Chapter 1: Introducing Education for Sustainable Development
• Roger Cutting and Denise Summers.- Chapter 2: Becoming Sustainability Champions: How Embracing ESD Can Help Organisations to Change
• Pauline Osborne.- Chapter 3: Embracing Co-operative Inquiry to Embed ESD
• Denise Summers.- Chapter 4: From the Local to the Global and Back Again - Reflections on Journeying to India, Learning about Gandhi's Philosophy and the Influence on the Professional and the Personal
• Denise Summers and Dianne Dowling.- Chapter 5: Sustaining our Resources
• Dianne Dowling.- Chapter 6: Sustainable Assessment: Developing Lifelong Learners
• Johanna Witts.- Chapter 7: Changing Values for a Sustainable Future: The Role of Teaching and Learning
• Chris Savory.- Chapter 8: ESD: That's Exciting - Taking 'Exciting' Back to its Original Meaning of Initiating Action within the Classroom
• Russell Shobrook.- Chapter 9: Teaching For Sustainable Learning in an Uncertain Future
• Mark Delf and Tanya Ovenden-Hope.- Chapter 10: Complexity Theory and Emergence: Contributions to ESD
• Sarah Chave.- Chapter 11: Education for Sustainable Development in Initial Teacher Education: From Compliance to Commitment - Sowing the Seeds of Change
• Denise Summers.- Chapter 12: Grandfather's Axe: Embracing Change While Maintaining Values in Curriculum Development
• Sue Webster and Simon Webster.- Chapter 13 Health and Well-being Matters
• Laura Genisi.- Chapter 14: Student Voice and its Role in Sustainability
• Sasha Pleasance.- Chapter 15: ESD in FE: A Reality Check
• Paul Matthews.- Chapter 16: Sustainability and Community Initiatives: Where's the FE Sector?
• Roger Cutting
• Chapter 17: Developing Pedagogic Approaches to Encourage Decision-making, Invention, Innovative Thinking and Problem Solving
• Roger Cutting.- Chapter 18: Looking to the Future ...
• Denise Summers and Roger Cutting.
• (source: Nielsen Book Data)

This book will enable teachers and managers in the post-compulsory sector to consider a range of approaches to embed Education for Sustainable Development (ESD) in their practice in the post-compulsory sector. There will be the opportunity to consider key debates, useful links and suggested reading to encourage further investigation and development of practice. Fundamentally, this book aims to empower teachers to critically analyse ESD through their own subject specialisms, engage in the debate and learn with their students. Democratic and participative approaches introduced will help readers to question traditional transmissive styles of teaching and learning and move on to the radical and transformative approaches required to embrace ESD. Therefore this book, whilst including illustrative examples, will encourage the reader to look at their own subject specialisms, practice, interests and those of their students to co-construct a curriculum that embeds ESD.
(source: Nielsen Book Data)

This lecture argues that a learning revolution that reinforces inequalities and increases the gap between the powerful and the powerless is not a revolution - the qualifications chase could eventually become a zero-sum game for all but the most advantaged

• Chapter 1 Introduction
• Chapter 2 Conceptual Framework
• Chapter 3 Theories of Training Program Evaluation Frameworks and Methodologies
• Chapter 4 Review of Workplace English Training and Learning Research in the Chinese context
• Chapter 5 Research Design and Methods
• Chapter 6 The Context of Workplace English Training in Hong Kong and Mainland China
• Chapter 7 Case Study 1 of Workplace English Training in a Mainland China Machinery Production and Trading Company L
• Chapter 8 Case Study 2 of Workplace English Training in a Mainland China Machinery Accessory Production Company Y
• Chapter 9 Case Study 3 of Workplace English Training in a Mainland China Dishwasher Production Company N
• Chapter 10 Discussion
• Chapter 11 Conclusion and Implications.

Workplace English language training programs represent a corporate investment in language skills enhancement and human capital development. This book evaluates English language training programs in Chinese workplaces by examining a range of training effectiveness variables and identifying the factors that facilitate or hinder effective learning outcomes for workplace English training programs and explores the potential benefits of these programs. This book will benefit both companies that are developing their training and development strategies and private training organizations that are developing training programs for particular industry and business needs. It will also be an excellent resource for learners who are seeking business English communication skills opportunities and trainers who are refining their workplace teaching practice. This book reiterates the significance of business English communication skills development programs in terms of the benefits to economic globalization, human capital development, employability, sustainable livelihoods, and lifelong learning in China. Having conducted a policy evaluation at both the national and local levels, this book also informs policy stipulation for corporate employee language training schemes. Although this book primarily examines corporate experience in China, the findings and recommendations will have important implications for other countries in Asia and worldwide.

• Lifelong Learning for Sustainable Development -- Is Adult Education Left Behind? / Violetta Orlović Lovren and Katarina Popović
• Teacher's Competences in Sustainability During Lifelong Learning / V. Zenchanka and S. Zenchanka
• Empowerment for Sustainability in a Community Context: Lifelong Learning and Story of the Big 5 Community Tourism Forum, Koffiekraal/Brakkuil (South Africa) / Melanie D. Nicolau, Rudi W. Pretorius, Anna E. de Jager and Andrea Lombard
• Education for Sustainable Development in Non-formal Set-ups: Diagnosing a Culture of Inertia / Alan Pulis, Maria Brown and Alexia Georgakopoulos
• Lifelong Learning for Poverty Alleviation and Sustainable Development in Pakistan / Zahid Sultan and Rana Muhammad Umair Arshad
• Empowering Youths: An Alternative Learning Pathway for a Sustainable Future / Sheryl Green and Stephanie Mamo Portelli
• Empowering Youths as Lifelong Learners Through Education for Sustainable Development: A Critique from the Perspective of Maltese Youths / Clinton Cassar and Vincent Caruana
• Why We Should Start Early with ESD for Lifelong Learning / Jane Spiteri
• Cross-Cultural Experiential Learning During the Short-Term Non-formal Educational Activity / Judita Tomaškinová and Ján Tomaškin
• Social Media and Lifelong Learning for Sustainable Development / Lorraine Lander and Gayle Stever
• MOOCs and International Capacity Building in a UN Framework: Potential and Challenges / Laurent A. Lambert and Hisham Hassan
• An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme / Mark Mifsud and Hannah Chisholm
• Education for Solidarity: A Case Study at PUCPR / Fernanda Frankenberger, Mari Anastacio and Ubriratã Tortato
• Education for Sustainable Development: Vision, Policy, Practices -- An Open or Closed 'Doorway' for Teachers and Schools? / Athanasia Chatzifotiou
• Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers / A. Cini and Mark Mifsud
• Building Capacity for Sustainable Development Through Community-Based Education / Adela M. Militaru
• Education for Sustainable Development and Human Rights / Ivana Savić
• Engaging Rural Women in Entrepreneurship Through an Innovative and Sustainable Dairy Model / Shahana Afrose Chowdhury, Momtaz Faruki Chowdhury and Meherun Ahmed
• Lifelong Music Learning for Sustainable Development / Yonghyup Oh, Johanna Maria Roels and Peter Van Petegem
• Local Agenda 21 Processes and Their Implications for the SDGs / Censu Caruana and Paul Pace
• Engaging Families in Sustainable Development Through Sustainability Walks / Mark Mifsud, Clinton Cassar, Lyn Cordina, Bernard Grixti, Lorraine Spiteri and Amanda Zahra
• Sustainable Aesthetic in Architecture / Pedro Marques de Abreu
• Seeds of Change: Applying Transformative Learning and Thinking in Relation to Students Responding to Climate Change Challenges / Paul Govind, Kirsten Davies, Roger Lee and Thomas Riddell.

This book focuses on lifelong learning for sustainable development, an aspect that has been rarely explored in great detail. It also discusses methodological approaches and experiences deriving from case studies and projects, which demonstrate how lifelong learning for sustainable development can be implemented in practice. The book provides respecting research institutions, universities, NGOs, and enterprises with an opportunity to display and present their work in this field. It fosters the exchange of information, ideas and experiences acquired in the context of concerning initiatives, especially with regard to successful projects and best practices.
(source: Nielsen Book Data)