Presents a history of prison adult education (PAE), describing it as a discipline in its own right with the serving officers being adult educators. Indicates that the history of PAE is an integral part of the history of adult education. (Falmer Press, Falmer House, Barcombe, Nr Lewes, East Sussex, BN8 5DL, UK) (JOW)

The British radical socialist tradition has been marginalized by the liberal tradition. The latter has claimed achievements in working class education that the former actually brought about. The socialist tradition should be revalued as a means of countering capitalism's economic determinism. (SK)

Discusses the involvement of British universities with workers' education and recent developments in university adult education. Reviews the ways in which university provision for trade unionists has developed in practice during the last decade, scrutinizing the degree to which the prescriptions of two recent reports have been implemented. (CT)

Finding that British researchers are believed to use qualitative methods while North Americans favor quantitative measurement in adult education enquiry, the author examines substantive research concerns and research publication in the United States, Britain, and Canada and concludes that there is some validity to the stereotype. (Availability:…

The author presents a selective but detailed account of the proceedings of the November 1986 conference of the German Association of Adult Education Centers, from a British point of view. A theme running through the proceedings is the political empowerment of adult education. A section comparing British and German adult education issues is…

Emphasis in trade union education has been on collective action for social change. In contrast, traditional adult education stresses personal development and use of leisure time for self-education. For social reform and justice, labor education should be supported. (Availability: Falmer Press, Falmer House, Barcombe, Nr Lewes, East Sussex BN8 5DL,…

Explores the nature and scope of internationalism in early 19th century adult education, using as a context the lyceums and mechanics' institutes of Britain and North America. The contacts involved newspaper and journal accounts, the personal advocacy of former members, written advice from promoters and administrators, and the contributions of…

The author attempts to identify the criteria and measures determining the early evolution of British governmental influence on the education of adults, particularly vocational education. He covers the period from the ending of Statutory Apprenticeship in 1814, to the role of the Science and Art Department by the 1860s. (CH)

Focuses upon the relationship between Paulo Freire's ideas and radical community education as a way of assessing the degree to which Freire's work may be applicable to western societies in general. (JOW)

Reports results from an analysis of news coverage of adult education between February 1 and April 30, 1985. Results indicate that certain facets of adult education achieved greater prominence than the rest, specifically those with which the government was preoccupied. News items about adult education tended to be very brief but quite positive. (CH)

Mutual improvement societies were at the forefront of adult education in New Zealand from 1870-1915. Although university extension and technical education were major contributors to adult education in Britain and Australia, they were less successful in New Zealand; thus the mutual improvement societies were predominant. (SK)

Comparison of nineteenth- and twentieth-century promotion of self-help learning shows that the aim and outcome can be socialization and order rather than social advancement and autonomy. Successful self-help schemes are rarely based on self-help alone, which calls into question the morality and financial wisdom of promoting a concept without…

Sketches the historical and contemporary context of special funding for university adult and continuing education in Britain. Examines in detail developments in extramural education since 1979. Considers the impact of the Thatcher government's decision to transfer funding to the new Universities Funding Council. (SK)

Interviews with adult education staff in British universities, further education colleges, local authorities, and voluntary organizations (n=41) show that the government funding shift to vocational education increased adult educators' workload; many feel it has endangered institutional ethos and adult learning. Part-time teachers were less…

Focuses on the curriculum, methods, and intellectual orientations of postgraduate training for adult educators found within British and American universities. It argues that we should regard the methods, curricula, modes of evaluation, and intellectual terrain of postgraduate adult education as sociocultural products. (CT)