Suggests alternatives to traditional methods of "dispensing" higher education to lifelong learners, focusing on changing teacher responsibilities, older college students, crediting experiential learning, extending services to private and public agencies, and learning contracts. Cites two examples of using contract learning. (JM)

Presents arguments in favor of competency-based general education within the context of a program developed at Central Technical Community College (Nebraska) which utilizes an open entry, open exit approach for all programs. Outlines suggested competencies in the areas of communications and oral communications. (MB)

Discusses examples of community-based, performance-oriented community college programs, those emphasizing mastery of identified competencies, rather than grades or degrees. Outlines requirements for developing performance-oriented modules, which include establishing course scope and units of knowledge to be progressively mastered. (AYC)

Discusses competency-based education and its implications for lifelong learners. Describes the program at Alverno College, the Metropolitan Area Nursing Education Consortium, and the Personalized Learning and Teaching Opportunity (PLATO) program, focusing on the favorable response of adults to the self-discipline required and evidence of an…

A variety of responses to lifelong learning issues are contained in these essays by 12 practitioners directly involved in non-traditional educational alternatives. Sheila Gordon and Augusta Souza Kappner analyze the demographics, motivation, and environment of returning adult students. Peter Smith looks at the educator as facilitator rather than…