Excerpts from a lengthy paper whose main thesis deals with the role of the adult administrator as the key ingredient for a successful adult education program, despite generally poor financial resources. Emphasis is on need to have full-time adult education administrators of the same professional stature as day administrative staff. (Editor)

This handbook, produced by a project of the Office of Public Libraries and Interlibrary Cooperation (OPLIC), provides planning, topic, funding, and resource information to help public libraries in Minnesota, in collaboration with other education and community agencies, provides public adult programming in the humanities. Information was gathered…

The Community Learning Center (CLC) evaluation is based on on-site visits and interviews with staff and students of widely differing ethnic backgrounds. Teaching resources are varied. The Model Cities program is the basic source for CLC funding; the Cambridge Public Library is the center's local sponsor. The external bureaucratic framework needs…

U. S. Office of Education funding has been provided to Region Nine for fiscal year 1973 for an Adult Basic Education (ABE) staff development effort, aimed at improving the delivery of adult education services to meet target population needs and Federal program goals through preservice and inservice training of personnel engaged in adult education…

Developed as part of a study of the education of adults at community colleges being conducted by the Center for the Study of Community Colleges, this report provides the results of informal telephone interviews with high-level state administrators in 36 states regarding adult education funding and control. For each state, a profile is presented…

This model for a cost effective management and evaluation system is intended to help the administrator of an adult basic education (ABE) program (1) to gather data on a monthly basis, (2) to maintain a monthly data review, (3) to modify program costs and/or student enrollment and class size, and (4) to prepare the following year's budget.…

Guidelines are formulated for State directors of vocational-technical education and of continuing education, State and city supervisors of consumer and homemaking education, local public school superintendents, curriculum directors, college and university teacher educators, and other leaders, to help direct program planners in the expansion of…

This report contains the preliminary findings and recommendations of a study of the New York City Board of Education adult education programs, which was initiated in order to find ways of continuing to provide educational programs for adults in the face of budget cuts. Key objectives in a restructuring of adult education programs are identified…

Aspects of the relationship between education and work (career education) for youths and adults and directions for future federal policy in this area are identified in this document. Part 1 examines the problems that youths face in making a successful transition from school to work, including knowledge of the labor market, self-knowledge of…

Self-help among low-income people is vitally important. In no area is self-help more important than in overcoming poverty's burdens and energizing the escape from poverty. This document comprises an inventory of self-help and mutual-help programs that feature active involvement of members of the low-income population. The programs in this…