Critical element in self-concept theory is the total perception which the individual has of himself. Thus, the most important force influencing success or failure of the adult learner is the relative adequacy or inadequacy of his self-concept. (Author/MS)

A study at St. Petersburg Junior College showed that adult students in general earned better grades than college age students and that heterogeneous grouping of students does not have a bad effect on adults. (SE)

Every educational program should promote, support and enhance the ego development of the participants. At present, education programs are remedial and age-segregated. Present programs concentrate on skill development in isolation from concerns of emotional growth. A multi-learning community with an emphasis on interpersonal intimacy should allow a…

For adult education to be successful, teachers must understand the uniqueness of adult needs, and they must care whether the learner accomplishes his individual goals. The adult student's needs must be considered in choosing the learning environment. establishing the curriculum, and selecting teaching methods. (Author/AG)

Since 1964, The George Washington University, in Washington, D. C., has conducted a program of Continuing Education for Women. More than 1,500 women completed a 15-week group guidance and counseling course in the first six years; and 300 are currently enrolled. Credit courses are provided at times and places convenient for them. (EB)

Thirty-one suggestions aimed at reducing student energy crisis problems are listed for institutions offering degree and non-credit programs for adults, to make it easier for students to continue their programs. The suggestions cover transportation; scheduling; course delivery; admission, registration, and advising; and payment procedures. (AG)

A nominal group procedure for ascertaining adult students, needs in educational programs is explained, with examples from the American Pie Forum provided. (LH)

Article describes the dilemma of adult learners and makes suggestions for improving community change. (GB)

A discussion of ways in which appropriately trained counselors could enhance the growth potential for older and non-traditional students in adult education programs is presented, and includes personal-social, vocational, and academic factors. (LH)

A dilemma is arising for adult educators in expanding ABE-GED learning centers to include increasing numbers of hard-to-reach sixteen-year-old and up secondary students as well as to keep the present clientele, the undereducated adult who expects reasonable comfort and minimal anxiety. (SC)

Explores the world of higher education for night school students based on interviews with part-time adult college students about their experiences and perceptions of work, home, and school. (WL)

If educators would learn to listen and to hear all that is being said by their students, the communication gap that exists might be reduced or lessened, if not totally eliminated. (Author)