Higher education programs are rapidly transitioning online in support of a broader geographic base, working professionals, and, recently, emergency contingencies such as COVID-19. The flexibility of online courses makes them attractive to adult learners; as such, there is much academic discussion about online learning for adult learners and the…

As the COVID-19 pandemic caused severe disruption to education enterprises throughout the world, the main response by educational institutions was to move to online learning environments. The purpose of this study was to understand better how instructors could improve online learning for a professional-level week-long short course in a highly…

Skills Bootcamps were introduced to support adults to upskill and retrain in priority high-growth sectors with skills shortages. Skills Bootcamps are short, flexible courses, that are co-designed with employers and run for up to 16 weeks. Most are equivalent to the National Vocational Qualification (NVQ) levels 3-5 in the national qualifications…

Skills Bootcamps were introduced to support the 2019 UK Government's manifesto commitment to giving adults the opportunity to build sector-specific skills and to help employers by giving people the skills they need to move into jobs in sectors with skills shortages. Skills Bootcamps are short, flexible courses, co-designed with employers and run…

Postsecondary education and middle-skills occupational training are viewed as important paths to higher-paying jobs and careers. Lifelong learning pathways geared toward working learners aged 25 and older also seem essential for career advancement and professional growth in the current job market. However, many learners face financial and other…

Competency-based higher education focuses on workplace competencies and often enables students to progress at their own pace. The university in this case study decided to pursue competency-based education (CBE) to offer working adults a convenient, self-paced way to earn a bachelor's degree. The mission of the university--to provide open access to…

The purpose of this study was to test the effectiveness of the readiness assurance process of team-based learning (TBL) in virtually isolated settings. Many Internet sites offer courses for adults to use on their own without access to mentors or other learners. However, educational theory suggests that people learn better with others than by…

A reference to Syracuse University's Continuing Education Programs summoned a lively interest in mini-courses, seminars, and workshops. Responses attest to the need for publicity on all continuing education programs. (DS)

Report on a 20-hour course designed to introduce prospective adult students to study skills and materials. (SP)

The author describes students' and lecturers' reactions to a five-day residential course for older adults. The course was designed to develop competence at word processing and familiarity with other computer applications. (CH)

The author describes Adult Preparation Training, a short-term course sponsored by the Manpower Services Commission. The course is designed to help unemployed people find their way into satisfying employment. (Author/CH)

The trend toward weekend colleges, started to meet professional needs for career advancement, has evolved into the combination of social recreational, and educational enrichment activities at all levels. (MB)

Describes a mini-educational program at Montana State University (MSU) designed to encourage adult women to enter or return to higher education. The program was a joint effort between MSU and the local branch of the American Association of University Women. Presents the results, lessons learned, and areas for further work. (Contains 12…

Describes the Focus on Mature Learning program offered to senior citizens by Clark College (Washington). This series of mini-courses on topics ranging from the politics of aging to the geography of the Northwest involves no grades, no tests, and no term papers. Reactions from students and teachers alike have been overwhelmingly positive. (DC)

This article places on record some reflections about The Grange, Tasmania's residential college-its history and its acquisition by the National Trust, its early use by the Adult Education Board of Tasmania and its subsequent evolution. (Author)