Introduction: The authors of this paper base their research on the following assumption: the development of both geragogic education (older adult education) and profession is conditioned by the existence of a study program of geragogy provided by departments of geragogy created at universities (as public institutions of higher education). The fact…

The author feels the focus of academia should be expanded to include meeting the educational needs of the community. The responsibilities and needs of universities and individuals in continuing studies is described. (Author/TS)

This study examines the philosophy of Alfred North Whitehead to determine his theory of value and apply it to the principles, objectives, and positions of university adult education. Whitehead's value criteria are applied to the two major statements on policy of university adult education, which the writer feels are inadequate: the National…

Describes residential conference centers, types of center programming, staffing and organization, financial operation of the centers, physical facilities, how technology and electronics have changed the centers, and the effect of competition. (CT)

Concerns are expressed about the state of professional continuing education in colleges and universities, particularly with regard to new State licensure laws, the exclusion of extension professionals from the action in many programs, lack of planning for the disadvantaged, and program control by outside professionals. (JT)

The article questions current university practice of separating or ignoring the needs of part-time students in planning and budgeting. Available from: Extension Division, University of Saskatchewan, Saskatoon S7N OWO. (Author/MW)

Information regarding noncredit continuing education offerings for adults was gathered through on-site interviews conducted at ten institutions of higher education. Results are reported in the following areas: administrative structure, the developmental process for noncredit programs, program promotion, program evaluation, relationships between…

Describes the development of a joint continuing education project composed of 20 colleges and universities in northeastern New York which became part of a continuing education consortium. The advantages and limitations of this type of cooperation are outlined. Replicability and viability of the continuing education consortium model are also…

Discusses factors to be considered by a university in launching an adult/continuing education program. Information covers identification of needs and resources, target groups, anticipation of problems, and program selectivity and specificity. (SH)

The feasibility of introducing a university training program for adult education in Hong Kong was investigated. A system approach to needs assessment was developed based on six steps: (1) identify problems based on needs, (2) determine a solution and identify alternatives, (3) select solution strategies from among alternatives, (4) develop the…

With the closing of the Center for the Study of Liberal Education for Adults, a proposal is made to reinstate it and change its name to the National Center for Continuing Higher Education, to indicate an enlarged concern for all continuing education after high school. The program of the Center should include research and study, demonstration,…

This annual amendment to a Federally funded Massachusetts state plan for community service and continuing higher education concentrates on the improvement of local government. Suggested means include cluster committees for each of four key problem areas (environmental control, health and welfare, economic opportunity, education); development of…

The adult education graduate program at Northern Illinois University began offering courses in 1969. Starting points of a progressive agenda were urban, race, and class. Students, many of whom had experience with the social upheavals of the 1960s, along with community-based organizers and the International Council for Adult Education, pushed the…