Data from a questionnaire sent to 40 British universities about residential course provisions, policies, and practices suggests that regional residential centers are providing valuable opportunities for leisure time education and continuing professional education. (SK)

Describes Wisconsin's Educational Telephone Network (ETN), a statewide continuing education system that transmits credit and noncredit courses to almost 200 "telephone classrooms" throughout the state. Discusses the educational services offered through the system, the instructional techniques and technology involved, and ETN's…

The University of Michigan Center for Continuing Education of Public Health Professionals was designed as a model for lifelong learning programs for community health practitioners. The Center concentrates on systematic client-centered assessment of continuing education needs and plans and operates programs through community health associates, who…

Describes the development of a flexible learning center at the rural Kalgoorlie campus of Curtin University (Australia). Discusses the flexible delivery approach to providing training that is responsive to client needs, the center's physical resources, staff development for flexible delivery, practices at other flexible learning centers, staffing,…

The Center for Vocational Personnel Development at the University of Pittsburgh has provided preservice and inservice development of professional vocational education personnel for comprehensive high schools and area vocational-technical schools in the southwestern region of Pennsylvania since the mid-1970s. Although field-based, performance-based…

Readarama, a weekly reading group, was conducted in a retirement center in Athens, Georgia. Participants in the voluntary group were retired women who were lifelong readers and who continued to enjoy reading as a hobby. Because of differences in reading interests and in time available for reading, members read independently during the week;…

Programs ranging from postdoctoral work to informal discussions are included in the term CEW (Continuing Education for Women). The article describes some of these programs and provides references to additional information, along with a brief history of CEW programs. (MF)

This article suggests policies and procedures to enhance the return and progress of older women students on campuses across the nation. Using a questionnaire to sample the 264 women, the author pinpoints resources the women use, problems they have and changes that need to be made. (EJT)

The role of community colleges in the future is examined. It is suggested that if community colleges are to fulfill their mission adequately, they must assume a new responsibility in providing adult education and community services. (Author/BH)

Presents a "profit" model for continuing education (in a university setting but applicable to all continuing education operations) based upon the organization of profit and cost centers to help develop an administrative structure and control mechanisms to achieve profit planning. Tables illustrate different elements in the model. (MF)

Discusses the comprehensive system of adult education in the Hungarian People's Republic in the framework of political, social, and cultural influences. (LAS)

This article advances an array of hypotheses which are suggested as influential in the establishment and development of programs concerned with continuing education for women on a university campus. The hypotheses are examined and critiqued. (Author/EJT)

A university extension project designed to help communities provide a setting for lifelong learning opportunities and for community improvement planning was begun in New Zealand in 1975 and continues through 1977. Procedures, programs, needs, and evaluation are presented and future activities are touched on. (MF)

Some of the many continuing education programs funded by the Kellogg Foundation in the past year are described, such as credentialing for experiential learning, improving the accessibility and quality of adult education, counseling and referral, and continuing education opportunities for professionals. (MF)

A study was conducted to analyze and describe faculty usage of the Georgia Center for Continuing Education at the University of Georgia and to determine the usefulness of using focus groups in such research. Focus group methods and survey questionnaires were used during a series of five dinner discussion sessions with a total of 31 participants…