Paper prepared for the CEA Short Course in Educational Leadership, Held at Banff, May, 1969.

The purpose of this chapter is to illustrate some of the emerging relationships between institutions of higher education and adults engaged in lifelong learning. (Author)

Presents essential elements and reviews the concept of client-centered planning as an approach to program development for continuing education in public health. Client-centered planning is aimed at the identification of individual practitioner needs and the development of educational interventions tailored to improve competency in selected areas.…

Major points made by the authors of this special journal edition are briefly reviewed. A shift from a general practice model of school psychology to a corporate model is noted. Differences between teamwork in schools and in industry and medicine are described, and team functioning in schools is equated with committee activity. (Author)

Lists seven requisites for the implementation of community college teleconferencing. Describes the development of a consortium comprised of 15 Iowa community colleges and Iowa State University designed to increase educational program offerings using the community college telenet system. Analyzes results and problems and offers recommendations.…

Responds to comments in March/April issue of this journal on use of microcomputers in elementary/junior high schools, focusing on use in elementary schools. Addresses issues of funding for microcomputer purchases, availability of software, and teacher/student training. Suggests that programing is not an essential requirement before purchasing…

Discusses two developments in 1982 serving as encouragement for those fearing that humanities education is being neglected: the American Association of Community and Junior Colleges "Concept Statement on Humanities" and the Associate Degree Research Project, which will redefine the associate degree. (DMM)

Cites the advantages of implementing formal planning strategies for community colleges and continuing education. Warns that goal setting for the enhancement of institutional quality must not be overlooked in favor of quantifiable emphases. Describes five phases of the planning process: preplanning, strategic planning, operational planning,…

Past predictions of radical change in schools have failed to materialize. The reforms that do take root are limited, specific, and acceptable to those who implement them. Schools in the year 2000 may be similar to those of today but could be made more effective through incorporation of small changes. (PGD)

Describes a step-by-step outline for an efficient curriculum program encompassing: curriculum responsibilities; plans for a revision schedule; and revision committees and their schedules. (AH)

The involvement of learners in planning their own programs is central to continuing education. The issues raised by the application of this principle are examined through case studies of several rural African communities. (SK)

A survey of local vocational education advisory councils in Nebraska determined that vocational teachers and other school staff should be more involved with councils in preparing the local plan for vocational education. Advisory councils need information and orientation to become more involved in the decision-making process. (SK)

Advocates the collection of data on faculty attitudes toward computers for use in planning for the implementation of microcomputers in a school district, and provides a questionnaire which elicits information on attitudes toward computers, level of computer expertise, and need for computer applications. (JJD)

The failure of education to influence economic growth and social and political equity has raised serious questions about the practice of educational planning. Four planning activities (logistics, techniques, politics, and research) are examined and suggestions for changing the ways planners can influence the social order are made. (Author/SK)

Specific marketing strategies for successful extension program planning include (1) assessing the nature and extent of demand, (2) assessing campus and community resources, and (3) identifying the institution's marketplace position. (SK)