The median age of Americans has increased from 20.0 to 29.4 in the last six years, and, according to the Federal Bureau of the Census, it will reach 32.5 by the year 2000. Discusses the consequences for education of this rising change in student age and of having older teachers. (Author/RK)

Traces the historical development of interest in and theories about the process of adult learning, proposing "andragogy" as a unifying theory for the diverse institutions, clientele and activities of adult education. Discusses theories of Eduard Lindeman, American and European philosophies, and contributions from the Journal of Adult…

Discusses the application of the principles of andragogy, a learning system for educating adults, to the inservice training of child welfare workers, and briefly describes the seven-step model as outlined by Ingalls. (BR)

Describes a number of college programs for the elderly whose enrollment has grown significantly in the 1970s. Also discusses some noncollege organizations that offer educational programs for retirement-aged individuals. (RK)

The author tells of his experience in getting admitted to Harvard University as a freshman at the age of 63. He recounts the difficulty he endured in adjusting to a world of 20-year-olds, to learning how to study, do homework, and sit for exams. (Author/RK)

A dramatic shift in the age distribution of college students occurred between October 1972 and October 1976, according to reports released by the Bureau of the Census, U.S. Department of Commerce. Outlines the large increase in the percentage of older persons attending college, i.e., those over 25, as compared with those under 25. (Author/RK)

Using a survey method, the study examined barriers to participation for rural adult learners in the Northwest. Important factors found were family and community support, availability of reentry programs, geographic location, costs, and availability of information about adult education programs. Recommendations are included. (CH)

The author defines lifelong learning and discusses components of the process, including learners, providers, society, and public policy. He considers the role of higher education in lifelong learning. (CH)

Discusses some of the problems that arise when adult students are placed in composition classes with traditional college students. Suggests ways teachers can deal with these problems. (FL)

Describes a "Second Chance Program" offering adult learners the opportunity to reenter the educational environment on a part-time basis at the University of Lowell in Massachusetts. A high school diploma or certificate of equivalency is the only requirement. Informative interviews are offered. Support and individualized attention are…

The authors suggest an alternative approach to adult education composed of four concepts: (1) formation, (2) deformation, (3) reformation, and (4) transformation. They apply these concepts to a typical adult course and discuss the consequences of this application. (CH)

The author argues that adult students should participate in decisions relevant to their education and that adult education should be learner centered. (CH)

The decision to open a University College at Creighton University is discussed. A Task Force on Nontraditional Students was set up to review the possibility of establishing a continuing education program. A list of 18 issues and questions for discussion is provided. (MLW)

The Women's Institutes of Great Britain and Canada have for many years been important providers of education for rural women. The author shows how the scope of this educational work has come to extend beyond rural and domestic crafts to encompass the changing needs and roles of women. (Author/CT)

The author describes a scheme to use the adult basic education service to help people whose powers of communication have been damaged by accidents or strokes. Discusses establishing basic skills classes for dysphasic adults and linkage with other groups. (Author/CT)