This manual offers guidelines for developing adult programming in Vermont public libraries as a means of bringing many people together to exchange ideas, knowledge, backgrounds, and experiences. Sections cover reasons for providing adult programming; the need for well-chosen and organized book collections; the persons who should be responsible for…

Systematic guidelines for evaluating programs in adult basic education are presented in the document. Program activities in adult basic education involve four main levels of activity (classroom, local, State, and Federal), each of which can profit from appropriately focused evaluation. Patterns of association among personnel and activities are…

The document examines the need to develop and implement more adequate evaluation methods for broad-aimed adult education programs, and presents some suggestions. Broad-aimed adult education programs are described as those which seek to affect the quality of the learners' lives through education and to help learners cope more effectively with their…

The 1976 annual report of the National Advisory Council on Adult Education (NACAE) summarizes council activities and recommendations on problems in the following areas: (1) parent/early childhood education, (2) program/administrative review, (3) adult education clearinghouse, and (4) State advisory councils. Recommendations for the reorganization…

The Wyoming State Department of Education interviewed as many students as could be contacted who had enrolled in any of the Adult Basic Education programs in the state between fiscal 1966 and 1968. Respondents had a generally favorable attitude toward the programs and most expressed a desire for further study. Little change in reading habits was…

This is the final report to be issued with a 1956 grant to the City Colleges of Chicago for the development of instructional television. The 18 years of the TV College's operation are covered under the following topics: (1) Making the Walls Fall, (2) The Overall View, (3) Education Continuing--and Available, (4) Students and Teachers, (5) Getting…

Shows that adult education objectives must be evaluative propositions rather than descriptive propositions; as evaluative propositions they cannot be used as "evidence" to defend the cancellation or repetition of programs. Presents a possible solution to the "is-ought-is" dichotomy as it relates to the use of evaluative…

The purpose of the study is to describe the status of literacy training programs in the military services during the summer of 1971 and develop suggestions for more effective training. A prologue provides information on the scope of the general literacy problem. Data were obtained through questionnaires, interviews, record search, and observations…

The article discusses the evaluation and findings of studies on various literacy projects in India. (BP)

Inappropriate uses in continuing education of Scriven's (1967) concepts of formative and summative evaluation are described by the author, and guidelines are presented to suggest when formative and summative evaluations are appropriate in continuing education programs. After clarifying what is meant by formative and summative evaluation, the…

THE FRAMES OF REFERENCE FROM WHICH THE EXPERIMENTAL DESIGNS WERE DISCUSSED WERE--(1) THE PRODUCER (AND HIS SITUATION) IN THE STATION AND (2) THE VIEWER (AND HIS PERCEPTION) OF EDUCATIONAL TELEVISION PROGRAM (ETV) STRUCTURE. ETV PROGRAM STRUCTURE, PROGRAM ORIGINATORS, AND THE DECISION-MAKING PROCESS WERE STUDIED TO DETERMINE THE INFLUENCE OF…

Describes the evaluation process as it was applied at the Life Office Management Association (LOMA)-the first organization to have a nationally conducted adult education program evaluated. Information about other noncollegiate sponsored programs for college credit is also provided. (ABM)

The authors present a method for translating assessed needs into goals and objectives for program development and evaluation. The outline of a six-step process is followed by specific suggestions for the use of an adult basic education advisory committee to carry out the procedure. (Author/SK)

The arguments for the monitoring and evaluation of adult literacy and basic education programs are no different from those justifying monitoring and evaluation of any other educational program. The priority and status accorded different programs are likely to determine commitment to their internal and external evaluation and the form that these…

The article presents the results of an application of the authors' economic model for evaluating general interest adult education programs. Available from: Extension Division, University of Saskatchewan, Saskatoon S7N OWO. (MW)