Research in three countries shows that Norwegian adults have far higher levels of educational qualifications, employment, and participation in learning than adults in Britain or Spain. Work-related courses are taken by 60% of Norwegians, 29% of Britons, and 14% of Spanish. Self-confidence is significantly related to participation in Spain. (SK)

A survey of 343 adult students in 7 universities identified barriers and facilitators. Many perceived their institutions as uninterested in their needs for services and scheduling. Students lacked awareness of policies and services, and institutions failed to assess their needs and communicate service availability. (Contains 50 references.) (SK)

Key issues in retaining adult students include precourse information and guidance, student induction, creation of an adult learning community, recognition of prior experience and adult concerns and aspirations, student support services, and attention to nonattendance. (SK)

In a continuing education program, 40 adults used 1 of 2 computer-assisted career guidance programs: System of Interactive Guidance and Information (SIGI) Plus or Career Builder 2. Scores on My Vocational Situation suggest either is appropriate with this population. Participants liked SIGI Plus better and found it easier to use. (SK)

Assessment of achievement seemingly conflicts with the adult education principle of the intrinsic value of learning. Assessment and accreditation can support adult learning if the curriculum is based on learner needs and if assessment and accreditation are based on the needs of the curriculum. (SK)

Grounded teaching and learning based on grounded theory involves continuous collection and analysis of data; hypotheses formed, rejected, and reformed during the process; and the data (learners' self-reporting of their learning experiences) as the focal point of activity. (SK)

Focus groups with adult students in noncertificate courses found that, compared to students studying for certificates, they focus on the wider benefits of learning. They want detailed and honest feedback on their progress, but few want written documentation of assessments. (SK)

Interviews with 40 members of an organization providing continuing education for retired professionals explored their sense of self and identity as an older student, the challenges of aging and learning, and the value and use of life experiences in learning. (SK)

Attitudes toward adults aged 40-59 and 60-79 were measured for graduate students in adult education (31 men, 61 women). Attitudes toward older adults were positive but became less so as the age of referents increased. Gender bias toward women over 60 was apparent. Males' attitudes toward both groups of older females and the 60-79 group of males…

Interviews and questionnaires elicited 40 learners' perceptions of collaborative assessment in an Internet course: 94% recognized benefits of self-, peer, and tutor evaluation; 82% thought the online medium appropriate; and 94% viewed collaborative assessment as a learning event and valued access to others' learning. The research shows that a…

Interviews with 169 adult learners in nonaccredited programs indicated that most enrolled because of interest rather than specific learning objectives; they wanted to be consulted about content and were negative about formal assessment. They felt they knew if they were progressing and valued tutor feedback for formative and affirmative purposes.…

Focus groups of distance learners in southeastern England found that learners were reluctant to contact unfamiliar guidance staff; they wanted staff to visit communities and the university to make its presence more visible. Although distance learning was the only option for many, the need for human contact remained strong. (SK)

Interviews with staff of institutions that received an award for meeting quality standards in adult guidance identified the impact on practice and on organizations. Results raised questions about the nature of guidance covered by the standards, the adequacy of assessment procedures, and the need for ownership of standards and related processes by…

Critically reviews the results of recent research evaluating the relationship between the age of college students and various aspects of their career development. On the basis of this review, several implications for career counselors who work with nontraditional college students are discussed, and ideas for future research are presented.…

The opportunities paradigm assumes that participation in lifelong learning is positive and voluntary, yet discourse analysis reveals pervasive pressure to be permanent learners. Recent research suggests that learners may switch between discourses of compulsion and self-realization, and they may combine participant and nonparticipant identities.…