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| Adult Education | 3 |
| Educational Planning | 3 |
| Program Development | 3 |
| Continuing Education | 1 |
| Educational Philosophy | 1 |
| Educational Trends | 1 |
| Institutional Advancement | 1 |
| Interaction | 1 |
| Marketing | 1 |
| Models | 1 |
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| Adult Learning | 3 |
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| Caffarella, Rosemary S. | 1 |
| Coates, Julie | 1 |
| Dobmeyer, Edward | 1 |
| Hansman, Catherine A. | 1 |
| Mott, Vivian Wilson | 1 |
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| Journal Articles | 3 |
| Opinion Papers | 1 |
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Peer reviewedCaffarella, Rosemary S. – Adult Learning, 1999
This 12-step interactive model for adult-education program planning is based on four assumptions: (1) educational programs should focus on what participants actually learn; (2) program development is negotiated among numerous stakeholders; (3) parts of the model should be used only when applicable; and (4) planners should be ethical. (SK)
Descriptors: Adult Education, Educational Planning, Interaction, Models
Peer reviewedMott, Vivian Wilson; Hansman, Catherine A. – Adult Learning, 2000
Reflects on the process of planning programs for adults; discusses how outcomes were influenced by planning models, personal educational philosophies, and negotiation among leaders and participants. (SK)
Descriptors: Adult Education, Educational Philosophy, Educational Planning, Program Development
Peer reviewedCoates, Julie; Dobmeyer, Edward – Adult Learning, 1990
Ten trends in marketing adult and continuing education are long-range planning, targeted programs, seasonality, better brochure design, spinoff brochures, tracking, database marketing, alternatives to direct mail, retention, and teachers' image or reputation. (SK)
Descriptors: Adult Education, Continuing Education, Educational Planning, Educational Trends
