Despite the clear and obvious need for adults to be proficient in numeracy, international studies suggest that many continue to struggle in this area. In Ireland, one of the main challenges continues to be the availability of effective adult numeracy education. This is a diverse sector, and little is known about the varied provision of adult…

Apprenticeship is an internationally recognized model of learning receiving increased attention as it evolves to meet the needs of modern workers, employers, and the labor market. As apprenticeship expands, and new industries explore the model, adult educators are being asked to help develop programs and pathways, write curriculum, serve as…

The Baha'i Faith, which was founded in 1863, holds as its purpose the awakening of humanity to invisible possibilities, providing humankind with conscious direction and hope vis-a-vis the challenges and perplexities of time (Rosen, 2010). The Baha'i writings explain that spiritual forces are the foundation of reality and that the Word of God is…

The key to successful adult vocational education is an appropriate system of recruitment and delivery in an adult environment. Other considerations include program environment (both within the learning situation and within the parent institution) and professional development of adult education staff. (CT)

Examines the following issues: Options of and barriers to professionalizing the adult basic education (ABE) position, gaining status and respectability in the university and college environment, making ABE a viable part of the adult education program, and future role of the professor in ABE. (Author/SH)

Throughout 1993-94, a team of adult education practitioners and state staff from the Kentucky Department for Adult Education and Literacy developed a staff development system for adult educators in the state. Input was gathered from the staff development advisory committee, from student and teacher focus groups, and through other public and…

A comprehensive guide is provided to journal articles, government publications, pamphlets, and books in liberal adult education and related areas during 1945-57 in the United States, Great Britain, and Canada. The 1,027 entries are categorized as follows: (1) educational philosophy and trends; (2) research and bibliography (including research…

Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

Literature that presents a complete program planning model was described and analyzed using explicitly defined and uniformly applied descriptive and evaluative dimensions. Several observations about the current state of the program planning literature are made, and recommendations designed to strengthen the literature are offered. (Author/CT)

A comparison of urban planners and adult educators; the findings were interpreted as suggesting major differences between the two groups." (Author/SP)

A project in adult basic education was established in the Model Neighborhood of Wilmington, Delaware. A delivery system of services using paraprofessionals was created to give eligible adults individualized instruction in their home or a nearby center. The results showed that most of the project enrollment and performance objectives were met. Data…

The growth of adult education programs has created a corresponding growth in the need for competently trained adult education practitioners. This paper describes the early development of teacher training programs at the University of Zambia from 1970 through 1980. (JOW)

During the past 20 years there has been an explosion of literature related to adult education. A survey research tool was designed to reveal perceptions of the value placed on various adult education publications. The first part contained a list of 393 English language books related to the adult education field. Respondents were encouraged to…

The author discusses six possible future events that will affect society. He presents five imperatives for adult educators: (1) regain a sense of mission, (2) broaden curriculum and programs, (3) help the helpers, (4) conduct research, and (5) be a learner. (CH)

The CEU provides a systematized measuring mechanism useful to both the participant and the sponsoring institution in adult noncredit programs. Seven criteria for developing a CEU program are recommended, and the need for more adequate recordkeeping, uses in professional relicensing, and the development of additional guidelines are discussed. (MW)