A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal…

Aspects of change in industrial societies as they relate to adult education are discussed in this paper which proposes a system of life-long education. New features of societies practicing adult education and new trends typical of the components of adult education systems are analyzed. Guidelines are presented for life-long education in all phases…

Review of a conference in Tanzania in June 1976, sponsored by the International Council on Adult Education, in which over 400 adult educators and development specialists representing close to 80 countries came together to elaborate a strategy for action by which the experiences, resources, and services of adult education could be placed in…

Differentiates between education and learning, describes the emergence of nonformal and lifelong education, traces shifts in the conceptual framework of educational development, links learning and development, and discusses current thinking about lifelong learning and development. (JOW)

The impact of the principles of lifelong education on the adult education system is the subject of this study. Efforts to co-ordinate post-school activities in several departments are discussed. The study traces the predominant patterns in the empirical development of adult education, both professional and nonprofessional, and shows the…

Historical development of adult education in Croatia can be identified in seven phases: (1) the beginning of the 20th century and the period between the two World Wars; (2) World War II; (3) period from 1945 to the early 1950s; (4) early 1950s to 1965; (5) period between 1965 and 1980; (6) 1980s; and (7) period after the fall of the Berlin…

With the concept of lifelong education as the leading principle in planning and developing educational systems, the author outlines the four areas of adult education in Finland (supplementing general basic education, adult vocational education, developing citizenship, and individual self-development) and the demands placed on the educational…

Text of the opening address at the International Conference on Adult Education and Development (June 1976) by the Honorary President of the International Council for Adult Education. Focus is on the fundamental importance of education as the liberator of man. Topics discussed include adult education and change, and the scope, methods, and…

Reviews self-directed lifelong learning among adults in London from 1558-1640 as nurtured by individuals, organizations, self-improvement publications, and colleges. (EM)

Article examines university adult education in a global context, and raises the question of whether the university should be responsible for the continuing education of community members. (Author/RK)

Article presents the conclusions of the Third International Conference on Adult Education and a sound basis for further international cooperation in adult education. (Author)

This article examines the development and structure of the Tanzanian adult education program. National literacy, national health, worker's education, and the institute of adult education are discussed. (DE)

As adult educators, our contribution lies in the rediscovery and re-invention of a civic literacy, for our business is adult learning. A new understanding of adult learning in relation to the public life becomes our point of entry...(it) is the lynch pin of a social philosophy for adult education. (Author)

The article describes stages in the development of the municipally owned "workers' institutes" to provide education for adults in Finland and the now more common "civic institutes" with public or private sponsorship. Included are administrative structure, financing, staff, students, facilities, teaching arrangements, subjects…

Examining the critical change (also referred to as re-socialization) in adults which can be stimulated by appropriate education programs, the author discusses differing rationales of adult education programs for value and attitudinal change in New Zealand.