According to Debra Bragg, Amy Pickard's article "WIOA: Implications for Low-Scoring Adult Learners" (EJ1125478) offers a provocative analysis of the federal Workforce Innovation and Opportunity Act (WIOA) that is important for any educator to read, especially educators who work with adult learners in postsecondary education. Pickard's…

Korean lifelong learning in practice is gradually adapted by neo-liberals and the discourses of the economic market. Considering that the public foundation of Korean education is fragile to cope with the market challenge, the whole picture of Korean learning ecology is rapidly distorted towards the establishment of the learning market and the…

Traces the development of adult education and human resource development, as well as the burgeoning of workplace learning. Raises issues related to nomenclature, knowledge base, professionalization, and the learning organization. (SK)

The education-for-work movement needs a deeper philosophical base. The philosophies of vocational education, human resource development, and adult learning may provide appropriate guidance for workforce preparation. (SK)

According to the chief executive of the South London Training and Enterprise Council (TEC), the key factor in the creation of a dynamic and successful modern economy in Britain is the development of the workforce. Adult learning is the essential component of the modern economy. (JOW)

Describes distinctions between learning, training, development, and education and illustrates how different models of human resource management/development influence their meaning. Concludes that training, development, and education are an integrated whole linked by the concept of learning. (SK)

This document contains three papers from a symposium on motivation for learning and performance that was conducted as part of a conference on human resource development (HRD). "A Holistic Approach towards Motivation To Learn" (Constantine Kontoghiorghes) reports on a study that identified the following key variables within and outside…

Argues that community colleges give less attention to noncredit courses and programs, those that are designed to assist in some sort of job training or those that simply enrich a student's knowledge. Sees this credit-based value system as highlighting the discrepancy between what community colleges offer and what students, especially older ones,…

The first two chapters of this report recount the history and organizational goals of the Council for Adult and Experiential Learning (CAEL) and then list challenges and barriers to adult training and education. Chapter 3 describes characteristics of programs that would respond to the skill-building challenge: (1) provide opportunities to all…

Three alternative views of adult development can serve to distinguish competing schools of thought regarding the research, theory, and practice of human resource development (HRD). These views are as follows: (1) the person-centered view, which aims at self-realization of the individual and is grounded in humanistic psychology and liberalism; (2)…

This book contains 22 papers on reflective learning in practice. The following papers are included: "Our Purpose" (Ann Brockbank, Ian McGill, Nic Beech); "The Nature and Context of Learning" (Ann Brockbank, Ian McGill, Nic Beech); "Reflective Learning and Organizations" (Ann Brockbank, Ian McGill, Nic Beech);…

This paper promotes the adoption of the lifetime learning targets that form part of National Education and Training Targets (NETTS) for Lifetime Learning in the United Kingdom. Section 1 defines NETTs as goals for levels of participation in education and training. Section 2 considers the characteristics and current profile of adult learners.…

The University of Arkansas developed a distance education (DE) baccalaureate degree program in human resource development (HRD) that may serve as a model for developing DE at any level. The program, which was designed on the basis of a statewide needs assessment and competencies researched by the American Society for Training and Development, is…

Some of the leading players in adult learning and a few regular contributors of "Adults Learning" were asked about what they would like to see on the agendas of ministers in the new Government. This article shares and presents the thoughts of these players in adult learning. These include: (1) "Sounds like lifelong learning" by…

This document contains four papers presented at a sympoisum on structured and unstructured learning moderated by Catherine Sleezer at the 1996 conference of the Academy of Human Resource Development (AHRD). "Designing Experiential Learning into Organizational Work Life: Proposing a Framework for Theory and Research" (Cheri Maben-Crouch)…