Adult and continuing education has the dual function of contributing to employability and economic growth, on the one hand, and responding to broader societal challenges, in particular promoting social cohesion, on the other. Companies and families support important investments that have, to date, ensured important growth in both skills and the…

The constitutent parts of W. Germany, the Lander," have educational autonomy which reflect the fields of force in their areas and show substantial differences. It will be a difficult task to reduce these differences to the same common denominator. (Editor/RY)

The author applies the principles of social cost-benefit analysis to the recurrent education model and contrasts it with the conventional "apprenticeship" or "front-end" model of provision. Consideration is given to the implications of redistributing education and training over the lifespan of the individual, and of utilizing…

Starting programs for new kinds of adult students without delay is one of the urgent actions recommended for the college by a college president widely known for his success in this area. (Author)

Speakers at the Coombe Lodge study conference covered a wide range of subjects related to the continuing education college and the community. They include: adult education: the Russell Report, the community, and the college (D. J. Moore); the FE college and the community (A.N. Fairbairn); the Abraham Moss Centre (R. Mitson); the community college…

Suggests looking at adult continuing education as a product in a buyer's market. First presents four questions that should be asked about the consumers of adult education, then lists questions designed to view the product from the consumer's standpoint in terms of quality, assortment, location, and time. (EM)

Examines those characteristics of the community college that enable it to successfully compete in an educational environment marked by declining enrollments in traditional college programs and increasing demands for local, part-time, continuing education opportunities. Provides recommendations for the further development of lifelong learning…

Discusses problems, conflicts, and opportunities concerned with providing adult education as a result of the prospective and dramatic decrease in the projected number of high school students between 1977 and 1984. (TA)

Argues that contemporary interest in lifelong learning can be seen as a mechanism of social control. Compares strategies for the promotion of lifelong learning designed for those in "included social categories" with the policies designed for those in marginal and excluded positions. Concludes by citing positive learner experience in each case.…

Following an outline of education, particularly secondary education, the French system of tertiary education is described. The orientation of studies offered in the three two-year cycles of study is described. The differences between the national institutes and the universities are explained. The remainder of the report contains admission…

Communiversity, a four-year institution of higher learning on the model of the community college, is proposed as a possible modification of the comprehensive two-year community college. Justification for conversion lies in the separate missions of the community college and the four-year college and in the strengths of both types of institutions…

Demographers point toward a growing population in the over-25 age group, whose higher educational needs are also growing. Several approaches that universities, business, and government can take together to meet the demand are discussed. (Author/LBH)

Suggests that the 1980s will see a trend toward lifelong education and a resulting emphasis on educating older people. Identifies four groups of elderly educational consumers based on their interests and needs, and discusses problems inherent in meeting their needs. (Author/JAC)

The article is a survey of services offered by the Division of University Services and Continuing Education at Florida International University. Provisions are made for a wide range of non-credit educational programs tailored to meet diversified needs of the metropolitan community. (Author)

Although it is true that education is an investment, there are risks associated with relying too strongly on the metaphor of education as investment. The main problems with the investment metaphor are as follows: (1) it pushes aside the notion of education as a consumption good that people want for its own sake; (2) the human capital approach can…