Describes the developmental stages of Operation 1000, Virginia Tech's program to increase enrollment in adult marketing and distributive education. The program consists of a series of prepackaged competency-based courses designed with built-in quality controls. (SK)

Guest columnist Paul D. Healey discusses World Wide Web as an Internet reference tool for librarians in adult reference services. Discussion highlights include an examination of Web uses in retrieving hypertext documents, a review of Web uses in law libraries, an analysis of quality control problems, and challenges faced by users. (JMV)

This document suggests the following eight model indicators of quality in adult education programs: (1) learners demonstrate progress toward attainment of basic skills and competencies that support their educational needs; (2) learners advance in the program or complete program requirements that allow them to continue their education or training;…

Indiana's Comprehensive Action Plan (I-CAP) provides a framework for program excellence, accountability, and continuous improvement in adult education. The action plan includes guiding principles and benchmarks for quality programs. Adult education programs are evaluated annually on these 10 established principles of program quality: educational…

Eight goals are presented that are intended to provide a framework for the development of adult learning in New York in the next two decades and that are targeted for implementation by the year 2000. Each goal is preceded by background information that also spells out the intent of the goal. Goal 1 formulates the public interest in the various…

This document examines adult and community learning (ACL) and quality programs across England. The difficulties faced by local education agencies' ACL services in delivering quality are noted, along with ways quality improvement has been supported. Quality programs--whether internal or external, based on awards, or used as diagnostic tools--are…

This document is designed to introduce practitioners in the United Kingdom's learning and skills sector to the principles and practice of benchmarking. The first section defines benchmarking and differentiates metric, diagnostic, and process benchmarking. The remainder of the booklet details the following steps of the benchmarking process: (1) get…

The adult continuing education (ACE) programs provided under contract with the Gloucestershire (England) Adult Continuing Education Service were evaluated in January-February 1994. An evaluation team visited more than 60 venues, including main sites and a wide range of village halls, family centers, women's institute halls, and other outreach…

This document lists the Ohio Department of Education's Adult Basic and Literacy Education revised indicators of program quality. A chart details the measures and performance standards for the following quality indicators: (1) students demonstrate progress toward attainment of literacy skills at levels of proficiency necessary to function on the…

BETWEEN JANUARY 1962 AND JULY 1967, 164 INSTITUTIONS IN 44 STATES OFFERED, VIA MASS MEDIA, 1,244 CONTINUING EDUCATION COURSES TO 1,685,058 PERSONS. TELEVISION WAS THE MOST WIDELY USED MEDIUM, WITH MOST GENERAL SUBJECTS AIRED OVER COMMERCIAL STATIONS. WHEN DIALOGUE BETWEEN PARTICIPANT AND INSTRUCTOR WAS NEEDED, THE TWO-WAY RADIO CONFERENCE WAS…

This white paper outlines a proposed framework for post-16 learning in England. Chapter 1 discusses the principles underpinning the new policy, which are as follows: investing in learning to benefit everyone; lifting barriers to learning; putting people first; sharing responsibility with employers, employees, and the community; achieving world…

This document presents practical advice to help managers of adult learning projects in communities across the United Kingdom manage their community projects for change. The following topics are discussed in sections 1-12: (1) the benefits of adult learning projects; (2) characteristics of adult learning projects and quality assurance mechanisms;…

Denmark's career guidance system and policies were evaluated. The review team met with policymakers and guidance practitioners in the public and private sectors, analyzed data from a national questionnaire, and reviewed pertinent documentation. The evaluation focused on the following areas: coordinating mechanisms; the role of Denmark's National…

The Netherlands' career guidance system and policies were evaluated. Data were collected through meetings with policymakers and guidance practitioners in the public and private sectors, analysis of data from a national questionnaire, and a review of pertinent documentation. The evaluation focused on the following areas: markets and the role of…

Germany's career guidance system and policies were evaluated. Data were collected through meetings with policymakers and guidance practitioners in the public and private sectors, an analysis of data from a national questionnaire, and a review of pertinent documentation. The evaluation focused on the following areas: reviewing the role of Germany's…