This bulletin is designed as a how-to-do-it workbook and guide to help young people plan and implement crime prevention projects to make their communities safer and healthier by using a five-step Success Cycle. Some examples of programs around the country provide a starter list to show the sorts of programs young people can develop. A wide variety…

Movement toward a more flexible health manpower regulation system encourages these educational improvements: imaginative implementation of multiple entry points; training programs which provide for upward and lateral mobility; more meaningful competency examinations (toward the development of national standards); and developing continuing…

Discusses the needs of communities and the guide they provide for colleges and universities in developing relevant continuing education programs for their communities. (Author/RK)

Proposes three concerns for an effective professional development program. First, both the institution's and individual's goals must be incorporated. Second, the program design should be grounded in adult development theory. Finally, implementation strategies must capitalize on the adult staff member as a self-directed learner. (Author/RC)

Examines working forms of the adult education system in Finland, including municipal adult education, boarding schools, national education organizations, distance studies and educational services, administration of adult education, university teaching and research of adult education, and adult education organizations. (CT)

Offers practical suggestions for the design and implementation of peer counseling programs for older adults. General suggestions include trainee selection, setting goals, and providing followup. Also presents specific recommendations on group size, format, leadership qualities, and conducting training. (Author/JAC)

Noncredit humanities seminars presented by North Carolina State University to diverse adult audiences throughout the state are described. The purpose of the program is to bring together small groups of people to discuss humanistic issues in a format that reflects the intellectual background and discipline of a university. (Author/MLW)

The Learning Exchange System, or Learnxs, was created in Toronto in 1973 as a three-year demonstration project concerned with the use of informal community-based learning resources for individual and group learning. The system produced a detailed directory of organizations, places, and individuals which could offer learning experiences. (JN)

Adult educators should be concerned with interpreting the concept of adult education to significant others. The newcomer to adult education needs to be aware of the following eight themes for a basic understanding: social and cultural climate, philosophical roots, program structure and forms, institutional bases, implementation processes, planning…

In what has become a major new trend in adult education, community colleges, seeking to attract new students, have started labor studies courses. Unions often support the programs and pay for members to attend but the programs are controlled by the colleges. Focus is on such a program at Manhattan Community College. (JMD)

This report describes the Transition to Work Simulator (TWS), a computerized model of the important career decisions which people make from youth through midcareer. The implications of TWS as a planning tool for human resource development at the national level are discussed. (Author/SJL)

Discusses successes and problems of the Adult Performance Level (APL) project funded by the U.S. Office of Education in 1971 to identify the skills necessary for an adult to function successfully in today's society. (TA)

The growth of adult basic education (ABE) is reviewed and projections are made as to its role in the future of providing services to the educationally disadvantaged adult. (TA)

Describes a training program sponsored by the Coordinating Council of Senior Citizens, Durham, Inc. (North Carolina), which is aimed at upgrading the skills of older persons who wish to give practical help to the fragile elderly. Acceptable applicants are described and some effects of participation in the program are considered. (WL)

Two issues are discussed: (1) The responsibility of adult education in the development of the poor, disadvantaged, and underprivileged small farmers, tenants, and landless agriculture laborers in rural areas, and (2) the methodology that would be most appropriate for adult education concerned with the development in rural society. (TA)