Adult educators must be prepared to function so that their efforts make a recognizable impact on their students. (JOW)

In helping people become self-directed learners, adult educators must be clear that it is control, particularly in decision making, that they are talking about. They must decide what kinds of control are to be developed and need to acknowledge that progress toward control in any area of learning is progress toward greater self-direction in…

The basic task of recruiting teachers for continuing education programs is to identify a pool of qualified potential teachers. The development of a recruitment plan, a programming philosophy, and a timetable for implementation are important to the success of the staffing process. (Author/SK)

Proposes future directions for action, policy, and research for areas of proficiency for continuing education teachers, administrators, and policymakers. (Editor)

Reviews an extensive list of books and articles on middle-aged adults to assist practitioners in the helping professions (including educators and career and psychological counselors). (SK)

To meet the needs of the field, 10 normal schools in adult higher education have been established throughout China to train teachers and administrators of adult education. (JOW)

The emergence of a coherent image of adult and continuing education has been hindered by a number of factors. First, diversity of practice has impeded a sense of common identity. Second, programs usually operate on the margins of sponsoring institutions. Third, uncertain funding and underfunding have made basic survival a high priority. (SK)

The Principles of Adult Learning Scale can help adult educators assess their teaching styles. Whether one's style is learner centered or teacher centered, the approach should be applied in a consistent manner that is flexible. (SK)

Discusses the professionalization of continuing education teachers. Asks whether the field should professionalize further and, if so, which model it should follow. Provides some historical background to these questions. Presents alternative models for the future of continuing education. (CH)

Provides an overview of major areas of proficiency which contribute to the effectiveness of continuing education practitioners. Suggests ways to acquire these proficiencies through personal efforts and participation in professional development activities. (Editor)

Issues to be resolved in the professionalization of adult education include (1) identification and quantification of practitioners and programs; (2) identification of professional competencies and practice standards; and (3) certification--whether, how, and by whom. (SK)

Resource persons who help adults learn are more effective if they are knowledgeable about subject matter and adult development and are capable in the use of program development procedures. (Editor)

Essential to effective teaching is a critical examination of beliefs and values that guide practice. A framework for analyzing teaching practice involves examining beliefs about adults as learners, about the aims of instruction, about subject matter, and about the teaching-learning transaction. (SK)

This article argues that self-directed learning should be viewed not as the application of a particular technique but as the capacity of adults for critical self-reflection and for changing their lives. The author speculates on the purposes, processes, and conditions required for learning aimed at such awareness. (CT)

The future of adult education depends on reexamining assumptions, redefining "adult educator," creating new structures, deepening and broadening the purpose, developing cooperative relationships, and abandoning defensive postures. (SK)