The guide presented a theoretical concept of case creation, application and analysis (CCAA) method and practical possibilities to implement this method into teaching/learning process. Although the publication itself is more focused on formal adult education, this guide can also be useful and relevant to all adult educators, because the cases – its creation, application and analysis - as more or less the peace of reality can be very effectively used in non-formal adult education.
Guide consists of two parts. In the first - theoretical – part, according to foreign and Lithuanian authors, the case as a teaching/learning method essence, its relevance in the context of lifelong learning paradigm, advantages and limits of this method and other aspects are presented. Enough widely in this guide are presented the case "anatomy". So this could be useful for adult educators who would like to use case study method in their practice. Maybe such wide description let them easier to choose the case for studying, or maybe even encourage them to create the unique case according to their own teaching/learning) objectives.
The most valuable part is the practical recommendations. Here the general peculiarities of case creation, application and analysis and the management of the method, case application phases, and methods of activating teaching/learning and so on are illustrated by specific examples. The guide discusses in detail what is going on and how it should be organized in all the three main stages of working with the case: organizational (going against the session), working with the case (during the session) and final (after the session). Egg. Detail description about how and what the teacher and the learners should done before the session of case analysis, how the teacher and the learners should prepare for this event. During the work with the case stage the challenges facing the case discussion teacher and learners, recommendations how the case discussion should be placed in time and in the space, what methods means could be applied for learning activation are analyzed. Finally, the main points how to be the final stage of work on the case organized, that application of the method in adult learning give maximum results are analyzed. All this creates perfect conditions for every adult educator to assess the degree to which cases creation, application and analysis could be applied to specific educational practice.
In addition, based on the experience of foreign countries, through the case method, analysis, summary and taking into account the socio-cultural context, adapted practical recommendations are very useful for beginners to work with this method of adult education.