Adult students are forced to choose between traditional courses and independent studies and the assessment of learning. An alternative is discussed--educational workshops that focus on the theories in a field and the relationships between those theories and practical experience. (Author/MLW)

Adult education, rather than being a means for people to freely study subjects of their own choosing, has become compulsory in many professions. In the zealous pursuit of lifelong education, liberty has been abandoned and, with it, much of the modest but real value of adult education. (IS)

Examines current research on the impact of radio on adult basic education in Western European countries, and discusses questions of the target audience, the effectiveness of reaching target audiences, and the achievement of program objectives. (JJD)

Prior learning assessment programs are characterized as having a highly individualized service or a more standardized pattern. Three model programs are described: Webster College in St. Louis, Adelphi University in Garden City, Long Island, and Sinclair Community College in Dayton. (Author/MLW)

Moving from an individualized to a group approach and introducing holistic education strategies and exercises into portfolio development classes have had dramatic effects on both students and faculty and lowered student attrition in the assessment process. Sinclair Community College techniques are described and examples are given. (Author/MSE)

Assessed demographic characteristics, attitudes toward lifelong education, and class format preferences of older adult students enrolled in credit classes. More respondents were employed, home owning, and younger than auditing and nonparticipant elders, with 16 percent having fewer than 12 years of education, and 4.8 percent no previous experience…

Suggests a number of lesson strategies that can be used with junior high, senior high, and adult students including the use of coupons, file cards, reading games, and newspapers. (HOD)

Presents an interview with adult education specialist, Malcolm Knowles, in which he discusses: the changing profile of college students; lifelong learning; definitions of "adults" and their implications for instruction; self-directed learning; models of educational planning; seven procedures for implementing adult education theories; and the…

Notes the goals that motivate adult students to attend college, and discusses support services needed by adult learners and how to integrate these students into the campus structure. Considers student needs for accurate information, counseling, and skill development. (RC)

Discusses the need for guidance and information services to help adults make educational and career choices, from an organizational and administrative perspective. Major innovations are needed in educational delivery systems for the adult public. Federal legislation can help. (JAC)

Institutions granting credit for life experience are faced with obstacles related to the complex, sensitive, threatening, and ambitious nature of the procedure. A three-step process for implementation of a plan for developing credit for life experiences is provided, along with a dissenting opinion. (MLW)

The Potter Model, a general, functional overview of the advising process, is discussed. The advising needs of a particular college student, it is suggested, are unique and rest upon the programmatic, developmental, and intrapersonal needs of that individual at a particular moment. (MLW)

Discusses open entrance/open exit programs designed to prevent attirtion in adult reading programs for students who have not completed high school. Offers suggestions for encouraging success within such programs. (FL)

Describes Honolulu Community College's Providing Options for Neglected Adults Program which prepares developmentally disabled adults for employment outside of sheltered workshops. Examines the need for such programs, the students' progress during 1979-80 and three program components--noncredit courses, work experiences, and student-peer support.…

Results indicate that students under 28 rate students over 35 a little more favorably than they do peers their own age. (Author)