Outlines a program offered by the University of Nigeria that emphasizes the need for adult education and shows how this program can be made available to all those that might find it beneficial. (Author/LF)

Looks at training practices in the business community to see how adult learning theories--individual differences in adult learners, positive environment for adult learning, personalization of adult learning needs, using adult learner's experience, and formalizing the use of practice in training--are being applied. (MBR)

The comments and profiles of four adult learners indicate that complex forces form a diverse population, and that institutions can build programs responsive to the individual backgrounds and motivation of this growing college audience. (MSE)

The author advocates the involvement of nursing school faculty in continuing education for nurses. Among the benefits to the teacher is the opportunity to integrate theory with practice and bridge the gap between nursing education and nursing service. (SK)

The origin of the responsibility of pharmacy schools to provide continuing education for pharmacists is examined. Characteristics of pharmacists as learners are identified in order to formulate the learning opportunities. Resources needed by schools to develop learning alternatives and strategies for meeting pharmacist needs are also discussed.…

The peer self-help group approach used by Alcoholics Anonymous can be a model for other types of adult learning. The group's power, solidarity, experience sharing, and values clarification can provide positive social and educational experiences to others such as the chronically unemployed, illiterate adults, and high school dropouts. (SK)

Addressed are questions raised during seminars designed to bring television station and college personnel into closer working relationships, including, among others, the nature of telecourses, formation and operation of a consortium, and use of cable to deliver telecourses. (Author/JN)

A review of research on obstacles to participation in adult education in Finland reveals that the chief hindrances are attitudes toward learning, time, geographic location, and family and work situations. The effects of these hindrances upon participants and nonparticipants vary according to employment status, age, and sex. (SK)

The editor of "Convergence" sets the stage for this special issue on women and adult education by discussing the Women's Programme of the International Council for Adult Education. ICAE's agenda includes research on women's participation in adult education and on a new kind of learning which reflects women's situations and viewpoints.…

The author maintains that traditional knowledge and curriculum has been male-centered. Work in women's studies fills in the absence of women's perspectives to create a more fully human knowledge. Adult education's emphasis on learner control can contribute to the construction of woman-centered learning. (SK)

Discusses a teaching/learning tool which combines a personal interview in which teacher and student share information and plan ways to meet mutual goals with a learning history guide which identifies learning needs and styles. (JOW)

Describes a continuing education program in mental health for practitioners working for and with aging individuals. The program aims at improving the care of residents in long-term care facilities and strengthening the relationships between the mental health centers, the state hospital, and long-term care facilities in Southeast Indiana. (CT)

Recounts the special needs and capabilities of adult learners that one teacher observed in her extension course on business communication. (RL)

Origins, traditions, and advantages of the "special delivery" schools are described. Home study schools offer individual instruction, relatively modest tuition fees, easy accessibility, and practical specialization. Increasingly, traditional schools and colleges are looking to learn from them. A resource guide is provided. (Author/MLW)

Participants aged 17-26, 39-51 and 59-76 solved concept problems to investigate intellectual correlates of concept identification as a function of stage of learning in adulthood. Differential ability-performance relations as a function of stage of learning were considerably less potent in the elderly v the young and middle aged. (Author)