In this paper, the author shares his perspective on the future of lifelong learning by looking back to the vision of the pioneers of adult learning, and picking out four messages that are relevant as people face their own, distinct, challenges. The author stresses the need to seize the opportunity to reinvigorate the original vision of adult…

This book offers new readings of the theory, politics, policy, and practice of radical adult education and learning where people's lives are understood as complex and interrelated matters. Brookfield and Holst's poetics and deeply human prose sound rebellious; the authors confront some of the main radical trends in the field of adult education…

As new types of volunteers come into the field--working people, retirees, executives--new methods are needed to hold their interest and ensure their cooperation while preserving the goals of the organizations they serve. Some of those organizations, especially museums, are using volunteer service agreements to attract and hold volunteers and to…

Instructional design for older adult programs must emphasize relevance to personal goals, account for learning style differences, minimize time requirements, avoid stressful evaluation techniques, include practice and participation, have appropriately paced sequence, and involve a comfortable, well-lit environment. (SK)

A literacy program incorporating adult learning principles was designed using functional materials and an appropriate methodology, and the feasibility of this program was assessed in an adult basic education setting. Analysis of achievement data indicated that the application of adult learning principles to adult literacy resulted in effective…

This article describes some of the factors that will facilitate or retard the use of microcomputers, some of the theoretical problems that will have to be faced, and some of the possible applications of the microcomputer in adult education. (CT)

The author suggests new ways to meet the needs of adult students: develop greater sensitivity to the adult learner's needs; adopt a "total program approach" to adult vocational education; develop creative delivery systems; build alliances with other providers of adult education; and give more attention to adult instructor selection, orientation,…

The origin of the responsibility of pharmacy schools to provide continuing education for pharmacists is examined. Characteristics of pharmacists as learners are identified in order to formulate the learning opportunities. Resources needed by schools to develop learning alternatives and strategies for meeting pharmacist needs are also discussed.…

This monograph presents five papers which focus on the importance of computers and technology as tools for increasing the amount and the quality of adult counseling, especially in the area of adult learning. The first paper, "Excellence, Equality, and Education: A Future for Counseling," by H. B. Gelatt, discusses the compatibility of the concepts…

Many degree programs for adults include a self-directed learning component to offer learners the opportunity to use mature skills in a flexible learning environment. Problems with making the self-directed component work may be the learning setting, learner attitudes, and fears of both skilled and less skilled adult learners. Some learner fears are…

Research must investigate three overlapping areas of continuing medical education. It must discover and document what, how, and why physicians learn and change; how better programs can be designed to fit into this process; and ways organizations that provide continuing education should differ in policies, procedures, and resources. (Author/MLW)

Major concepts about adult learning, program planning, and the teaching-learning transaction, along with brief descriptions of instructional procedures that reflect such concepts illustrate how adult educators can increase their effectiveness. (Author/SK)

Discusses a program in which adult groups (that meet regularly for educative discussion in settings other than educational institutions) can be given support through an academic department's provision of resource materials. Provides an example of support provided to the National Housewives Register, a group which discusses issues and social…

To design a learner-centered training process, the author emphasizes focusing on the creative artistry of people and the logic of human beings. Lists sixteen key skills designers should obtain to design and develop training programs. (CSS)

This monograph is one of 12 that address various topics in the area of CETA/education linkages. They were designed to provide those individuals interested in the development and implementation of CETA/education linkages with information that will serve to enhance the quality of existing programs and facilitate the efficient and effective…