Globalization has become a household word, permeating workplaces and communities, while internationalizing the curriculum has become common practice, not just in higher education, but also reaching into the primary grades and outward into program planning efforts in the non-formal sector. Few fields, however, can claim two international bodies…

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…

Provides a four-step plan for creating a new training department: (1) Lay a strong foundation; (2) manage expectations; (3) make quality the highest priority; and (4) build relationships. (JOW)

In looking for a training program development model, a "best practices" model was developed that combined the strengths from five existing models and addressed the challenges of the 1990s. The "best practices" model has eight discrete steps and two continuous processes: needs analysis and an evaluation-and-feedback loop. (JOW)

Suggestions to strengthen the program planning process and to match communication strategies with program objectives include selecting the right people, limiting group size, naming a facilitator, agreeing on a technique, respecting opinions, identifying audiences, reviewing market research, listening to clients, and selecting the right media. (JOW)

If planners want to be ethically responsible for the consequences of their work, all who are affected by the program should be at the planning table. The reality of planning is that those with the most power will construct programs according to their interests. Planners must take responsibility to foster substantive involvement. (JOW)

Provides a detailed plan for sheltering all learning in an organization under a strategic umbrella. Areas considered include governance, vision/mission, funding, organization, stakeholders, products/services, learning partners, technology, measurement, and ongoing communication. (JOW)

Proposes to initiate dialog on ethical issues inherent in the field of adult education and to stimulate individual and collective ethical exploration by adult educators. (JOW)

Of one million incarcerated persons, fewer than 20% recieve educational assistance. Prison education programs and a systematic approach to planning for vocational education are needed. (JOW)

Planning a wedding, like planning programs for adult learners, is a process that requires collaboration and respect for all involved in the planning. Most importantly, planning programs requires that the many people involved in the planning listen to and work with each other to negotiate program components in an ethical planning process, while at…

Offers a brief description of 10 program development models for continuing education. They include models for design, planning, positioning, entrepreneurship, cognition, learning, politics, culture, environment, and configuration. (JOW)

The concept of self-directed learning is examined from five vantage points: definition, importance, categories, characteristics of learners and activities, and implications for continuing medical education and program planning. (SK)

Defines needs analysis and knowledge management and explains how they can be brought together when planning training programs. Includes a glossary of knowledge-management terms. (JOW)

Revisits an April 2000 article questioning the relevance and efficacy of Instructional Systems Design (ISD) and comes back to the question of whether ISD is flawed or is the manner in which people are putting ISD into practice the problem. (JOW)

Describes how a hospital-based first-line manager (head nurse) development program was designed and implemented by using strategies appropriate to the values, norms, and resources within the organization. (JOW)