Describes Rural Family Development (RFD), a demonstration project which takes adult education into the home by way of weekly TV shows, specially prepared instructional bulletins, and person-to-person contact with trained home visitors. (ML)

Suggests that present restrictive view of training advocated by federal authorities may lead only to short term economic gain and requests that counselors working with disadvantaged groups support a more liberal approach to human development in Manpower training programs. (Author)

Suggests that a limited, substantive theory inductively derived from comparative analysis of actual program operation can be practical. A comparative field study of public school adult basic education programs is given as an example. (Author/DR)

Purpose of this essay is to propose a better method for interrelating knowledge and action so that education is more relevant. The approach is called an Action Seminar. The success of any method will be greater if learners and mentors engage in activities that they consider appropriate and important. (Author)

Article is an excerpt from Mrs. Beagle's original analysis and includes such considerations as increases in enrollment, university admission policies, counseling, study skills, study facilities, and financial policies and practices affecting adult students. References. (RB)

Dade County, Florida, is developing seventy half hour programs in English as a Second Language to serve the thousands of adult Spanish speaking residents. (AN)

With the help of Federal, State, and private funds, the nonprofit Manpower Development Corporation has developed in North Carolina a model useful in planning national manpower policy. (BH)

The purpose of this article was to describe how linkage between home, school, and community could be achieved, to show how all education should be conceived of as an exercise in adulthood. (Author/RK)

As society ages, changes in education will include: the development of educational services for older people; the preparation of qualified personnel to serve the elderly; the education of the public about the processes of aging; and the acceleration of efforts to expand and deepen the knowledge base about aging. (MLW)

The author discussed the role of three international organizations--UNESCO, Council of Europe, and Organisation for Economic Cooperation and Development--in the development and diffusion of knowledge of educational thinking. Three conceptual models (lifelong education, permanent education, and recurrent education) associated with these agencies…

Describes the adult metric education workshops, instructional materials, and teaching approaches for adults developed by the American College Testing Program in Project Metric to provide the adult consumer with metric skills. Includes an example of objectives from the adult metric kit. (MF)

The authors present a method for translating assessed needs into goals and objectives for program development and evaluation. The outline of a six-step process is followed by specific suggestions for the use of an adult basic education advisory committee to carry out the procedure. (Author/SK)

A true-false quiz and detailed answers on education and the elderly. Cites 23 supporting documents from the ERIC database on the kinds of available programs, implications for communication educators, what professional educators are doing for the elderly, and what it is like to grow old in America. (JMF)

Reports on an international program involving a bilingual summer school program for the elderly. Curriculum topics included aspects of British and French cultural and social life, the role of grandparents, self-help, and health maintenance. Topics were taught via lecture/discussion, tourist visits, and physical/recreative activities. (CT)