Discusses the results of a 1981 Current Population Survey conducted by the U.S. Bureau of the Census. Concentrates on the adult education portion of the survey that reported on nonretired adults who participated in at least one organized adult education course or activity. Includes data on providers, participants, costs, reasons, content, and…

Discusses the need for, philosophy, and strategies of instructional gerontology and its application to the education of older adults. (SK)

A library instruction program for developmentally disabled adults was developed at Colorado State University, and taught in combination with a course in reading skills during the spring semester of 1979 at the University's College for the Living. The outline for the course describes its objectives for providing developmentally disabled adults with…

There is a highly compelling case for using technology on a large scale to increase access to and improve America's adult education and workforce skills enterprise. By the reckoning of the National Commission on Adult Literacy and others, the nation must reach many more millions of adults with effective college- and job-readiness skills programs…

The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the…

The program, methodology, techniques, and materials used at the Adult Continuing Education Center located at Danville (Illinois) Junior College are described. The program is divided into five levels from beginning or introductory through GED preparation. A non-graded, individualization approach is used with support for such an approach found in…

Available from: National Institute of Adult Education (England and Wales), 35 Queen Anne St., London W1M OBL England.

Program failure has been demonstrated to have both detrimental and enhancing effects upon individuals. Two detrimental reactions to program failures are those of self-doubt and embarrassment. The focus of adult and continuing educators should not be on condemning each other for failure, but on exploring program failure, how it personally affects…

This is a congressional hearing on the topic of adult education and proposed amendments to Public Law 97-377, the Adult Education Act. Testimony includes statements from individuals representing the United States Department of Education; director of adult education, Sheehan High School, Wallingford, Connecticut; American Association for Adult and…

Journal is available from the National Institute of Adult Education, 35 Queen Anne Street, London, WIM OBL.

The article examines the effect of international awards and measures of recognition of performance in literacy on literacy program improvement and expansion. (AG)

For adult education to be successful, teachers must understand the uniqueness of adult needs, and they must care whether the learner accomplishes his individual goals. The adult student's needs must be considered in choosing the learning environment. establishing the curriculum, and selecting teaching methods. (Author/AG)

All educational levels have been attacked by politicians and haunted by suspicion, and adult education has drawn more than its share. Interest groups have had a large effect on adult education. The construction of a theoretical model of the politics of adult education is suggested. (DS)

The responses of 68 out of approximately 150 adult educators in regions throughout Canada to a questionnaire regarding the importance and development of adult education in Canada are summarized. Their voting on the 14 most significant adult education programs are presented. (JB)