Art Ellison is longtime advocate for adult education, having managed numerous advocacy campaigns over the past forty years on the state and national levels. Prior to his employment in 1980 as the NH State Director of Adult Education he worked for many years as a high school teacher and as a community organizer. In this article, Ellison offers some…

Adult educators know that adults and families change their lives through adult education. Adult education also positively impacts a host of social and economic issues. Yet this fact is largely unknown or misunderstood by the general public. Resources have become increasingly scarce, while at the same time adult educators are asked to do more with…

Discusses situations through which citizens of all ages can come to understand in detail the issues and processes which inform our lives and our society, thus increasing awareness not only of the large variety of issues in government but of technicalities and processes of their resolution. (WL)

The Centre for Civic Education has as its chief objective educating the populace of Ghana in social, economic, and political subjects. To effect this, the country is divided into 9 regions, made up of 51 districts, with 2 organizers per region. A board of Trustees acts as the Centre's governing body. The work of the Centre is organized into…

Wisconsin Cooperative Extension's use of strategic planning to develop programing resulted in the following conclusions: (1) strategic planning can create fears; (2) some will change and others will not; (3) county involvement reaps local rewards; (4) not everything gets done; and (5) the process must be institutionalized. (SK)

Available data and selected literature were examined to identify key questions to guide future research and practice in community leadership development. Questions pertaining to (1) how programs influence participation in public affairs, (2) institutional advocacy in public affairs education, and (3) the design of rural and agricultural leadership…

Adult educators can succeed as public policy educators with these principles: (1) trust in democracy, (2) believe that effective policy improvement can be taught, (3) teach about policy issues, (4) develop a knowledge base, (5) do not advocate a particular policy, (6) promote local leadership, (7) cultivate a supportive institution, and (8) be…

Post-World War II adult civic education sought to promote citizen participation, individual development, and the creation of an aware and informed citizenry. The objectives were the creation of a public opinion able to assess critically the accomplishment of government, and citizens able to identify and solve common social problems. (Author/AG)

A comparison of urban planners and adult educators; the findings were interpreted as suggesting major differences between the two groups." (Author/SP)

Describes Public Issues Education, a term used in the Cooperative Education Service for a range of multiparty approaches for addressing public issues, from formal conflict resolution procedures to coalition-building and collaborative problem solving. (JOW)

This booklet was designed to increase awareness about the metric system. Why the metric system is being used increasingly is described. Pictures illustrate simple comparisons of the most commonly used units of the metric and customary systems. Calculations using both systems are compared through presentation of three problems. Next, everyday units…

Changes in the trade union education system in the United Kingdom include a hardening of the attitudes of employers and the state, a reemergence of political education, and increased demand for paid educational leave. (SK)

Extension home economists have a role in public policy education regarding the individual and family concerns of their constituencies. Examples of their involvement include the issues of housing for the elderly, prenatal care, child care needs, and waste disposal. (SK)

The hourglass model approach to public policy issues in extension education includes (1) selection of mega-issues; (2) formation and reporting of study groups; (3) a symposium; (4) synthesis and revision of symposium and study group outcomes; and (5) extension/outreach to broader audiences. (SK)

The papers presented in this volume were prepared for the ninth national conference of the Australian Association of Adult Education. The Conference was mainly a gathering of professional adult educators from Australian departments and institutions created for the purposes of adult education. The education of adults on a voluntary basis and…