This document describes a project conducted by Britain's Further Education Unit, at Cleveland Technical College in Redcar, England, to deliver adult education for the unemployed in local community facilities. The report is intended to help college administrators who are interested in delivering college programs for adults on an outreach basis. The…

The purpose of a project was to develop a comprehensive distance learning system for undereducated adults not being served through traditional adult education classroom instruction. Odessa College (Texas) developed and implemented a televised delivery system for General Educational Development that complemented and supplemented existing adult…

This resource book for slipcover construction is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are Safety and Machine Instructions, Estimates for Slipcover Yardage, Prepare Furniture…

This report describes the formation of the Literacy Coalition of Harrisburg, which sought to allow for the pooling of resources, elimination of service duplication, and establishment of a referral system. Chapter I focuses on activities prior to submitting a grant proposal and includes correspondence. Chapter II covers writing and submitting the…

This handbook is intended to help Adult Basic Education (ABE) volunteers in recruiting students for ABE programs. General information on the College of the Albemarle and on continuing education programs appears first. A glossary of adult learning terminoloqy and a brief history of ABE follow. The next section discusses four basic recruitment…

In a question-answer interview, a former national project director in Iran highlights some of the achievements in an experimental functional literacy project conducted in an agricultural area and an industrial region of Iran. (AG)

Reviewing the status and ideology of continuing education, patterns of administration and program development, faculty attitudes and behavior, and financing problems it is concluded that imaginative, low cost programs, integration with the faculty, meeting student needs, and improved relations with the community are needed to promote continuing…

A non-credit program that examines various aspects of death and dying has been developed and tested in the University of Georgia's Center for Continuing Education. (MW)

Frontier College in Toronto, Canada hires university students to work at laboring jobs during the day, and in their spare time to organize and help their coworkers upgrade their educations. The labor/teacher idea is Canada's finest contribution to adult education. (Author/PG)

Described are five programs currently serving over 400 mentally retarded or emotionally disturbed adults offered through the department of continuing education of Pontiac, Michigan. Each of the programs is briefly summarized including name, address, and phone number; number of students; courses offered; staff; and interagency cooperation. Also…

Article outlined a history of adult education and the change it has taken in California with a brief look at its future. (RK)

This report is an account of the 1977-1978 activities and actions taken by the National Advisory Council on Adult Education in efforts to contribute to adult education legislation. The publication contains eight sections: (1) a review of the dates, sites, and content of council meetings, (2) an outline of the priority agenda items of council…

To assist adult educators in finding meaningful ways to measure the effectiveness of instruction, this monograph provides selected illustrations of specific methods used by adult education instructors to verify student learning. Obtained from teachers in the field, the examples are from programs in (1) dental assisting, (2) instrument pilot ground…

In this group of presentations from the 1978 National Conference on Higher Education, three researchers examine the need for the educational community to become more creatively responsive to the learning needs of adults. K. Patricia Cross delineates the difference between "adult education" and "adult learning". She discusses findings on adult…