In an evaluation of a 3-day residential course for adults over 50 by 19 attendees, all but one felt it would have been less effective in a nonresidential environment. They valued the group support, social interaction, lack of distractions, and intense focus on learning. (SK)

Responses from 80 British local education authorities showed awareness of the growing population over 50, cited curriculum changes in response to their educational needs, and revealed how they were attempting to deal with financial constraints by creative partnerships with other government and community agencies. (SK)

Educators and administrators generate forms of "insignificant" writing such as memos, internal reports, and staff communications. The significance of this insignificant writing is its ability to create trust and to mirror the principles of adult learning as a creative process of dialogue and reflection. (SK)

A British study of teacher training and staff development needs concluded that there is an urgent need for training community education program coordinators; tutors working with adults with learning disabilities need a foundational training program; and providers should ensure that disability issues are addressed at all stages and levels of staff…

The British "Older and Wiser" project demonstrated the need for educational opportunities for older adults from minority groups. The double barriers of ageism and racism faced by these adults must be addressed. (SK)

Absence or dropout in adult education has many explanations: life crises, safety issues, dissatisfaction, personal issues with instructors or fellow students. Adult educators should explore the issue without accusation, defensiveness, or labeling and consider how to remove barriers. (SK)

A British education council compared services for older adults with learners' needs and found a gap between intent and practice. Three areas for improvement were charted: communication, interagency collaboration, and promotion of equal opportunities. (SK)

This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK)

Describes the achievements of Frank Laubach, founder of Laubach Literacy International, pioneer of a pragmatic method of literacy instruction and advocate of volunteer literacy tutoring. Compares Laubach's ideas with those of Paulo Freire. (SK)

Discussions with women who were returning to education revealed their apprehensions and biases. The technique is used to build relationships with teachers and peers, plan personal goals, and encourage reflection. (JOW)

Surveys of 22 older adult neophyte computer users, 15 participants in a Universities of the Third Age computer group, and 69 elderly nonusers, quitters, or computer users determined what motivates older adults to learn about computers and what they find helpful/unhelpful in instruction. Support in the early stages of learning and understanding of…

In a community center, older adults developed and presented dramatic sketches illustrating quality of life issues such as health, employment, money, family life, leisure, and aging. The development process enabled group members to put their life experiences in a wider perspective and the presentation served as a tool to open discussion in the…

Communications technologies do more than solve practical problems such as overcoming learner distance. They can add new dimensions to courses. Although effective adult learning should not be technology driven, adult educators can take a proactive role in ensuring the appropriate use of technologies. (SK)

Discusses the essential characteristics of learning in the four main life stages: childhood, youth, adulthood, and mature adulthood. Itemizes the characteristics of adult learning and stresses the importance of life projects as a motivation for learning. (JOW)

Thinking dialectically involves perceiving and understanding reality in terms of relationships and convergences of its interactions. Helping adults become critical thinkers means destabilizing their thinking and cultivating a sense of uncertainty. (SK)