Describes the organization of adult education in Australia, where it includes occupational retraining. (JOW)

Analysis of a government-funded project at the University of Warwick illustrates the nature, scope, and funding of continuing education research and the difficulties that arise and the processes of institutional innovation in universities. (SK)

A study of continuing vocational education in British universities found a variety of organizational approaches and assumptions that continuing education should be mainstreamed and self-financing. Essential elements include leader commitment, specialized units, clear academic identity, and continuous reflective review. (SK)

This book examines the changing role of institutions of higher education within the context of bids made by British universities to the Universities Funding Council for funding, the changed organizational structures of British polytechnics, and the increasing importance of continuing education. Emphasis is on the new role of the university as a…

Features of the Australian educational system are examined: the evolution of postcompulsory education, continuing education and training within employment from 1950-80, issues and options faced in the mid-1980s, and decisive changes in the structure of higher education at the end of the 1980s. (SK)

A consultation between industry and education representatives in Great Britain explored dimensions of partnerships for the education and training of young people beyond compulsory schooling age. Because lifelong learning was deemed essential, adult continuing education stands to gain much from closer and more effective partnership with industry.…

Changes in the University Funding Council in Britain have thrust continuing education research into prominence. Changes may occur in the kind of scholarly community that will form, as well as the content and style of research, and conflict between traditional university research and research driven by social commitment and purpose. (SK)

Following a change in British government funding of university research, 42 of 63 institutions submitted proposals in continuing education, 26 projects were funded in 14 universities, only 3 of 32 continuing vocational education projects were funded, and 24 of these were reclassified as development projects, as were a high proportion of other…

A project was conducted to identify good practice in continuing vocational education (CVE) and the barriers to increasing the quantity and quality of CVE provided by universities in the United Kingdom. During the project, 6 research briefing seminars were attended by 46 persons, 13 researchers conducted case studies, 17 researchers conducted key…

Like the rest of British life around them, Great Britain's universities of adult and continuing education are currently in the midst of a period of great change. There has been much debate surrounding the relative importance of instruction, research, and community service in the overall mission of adult and continuing education in universities. It…