The new epoch is that of the part-time student--the adult, the farmer, the laborer, the professional. It is the era of men and women in school whose student roles are subordinate to their roles of worker, spouse, parent, and citizen. (Author/EA)

The author traces university extension from its elite English roots to evolving forces toward democratization of educational opportunities and the simultaneous emergence of similar American programs such as library-related night schools, the Lyceum movement, Chataqua, the Philadelphia Society for Extension of University Teaching, and the…

Humanistic and pragmatic views and scientific rationalism formed the philosophical base for educational reform from 1915-29 and for the resulting rapid growth of university extension and its response to industrial development, academic standards, scientific agriculture, immigration, World War I, womens' work/education, and expanded communications…

The Morton Study by the National University Extension Association (NUEA) in 1953 provided an initial, comprehensive assessment of extension. Supportive foundational activities included the Ford Foundation's Fund for Adult Education and the Kellogg Foundation grants. Within the decade, NUEA established a Washington office, and five Associational…

Several perceptions of higher continuing education/university extension in 1960 are reflected in the writings of Malcolm Knowles, Renee and William Petersen and A. A. Liveright. Social idealism, technological development, and increased occupational obsolescence were areas of change from 1960-75. (EA)

Colleges and universities are becoming more responsive to the part-time student's needs and are gradually changing their traditional patterns. Options will be the keynote of the educational experiences of the future, but the individual's counsel-mentor will be the keystone. (Author/EA)

Science and technology have exerted a major influence on higher education/continuing education from 1960-75, as evidenced by more part-time students, increased awareness of continuing education opportunities, personal concern for obsolescence and lack of information, and the resulting management changes to cope with changing situations. (Author/EA)

The author discusses occupational obsolescence from 1960-75 by examining the concept itself, sources of occupational obsolescence, and continuing education as a central strategy for dealing with human obsolescence. (EA)