Adult continuing education instructional activities in higher education are and will continue to become even more difficult to describe and define. The Western Interstate Commission on Higher Education Program Classification Structure, designed to provide a consistent means of identifying and organizing the activities of higher education in a…

America is becoming a less educated nation (National Commission on Adult Literacy, 2008). While this is frequently measured through comparisons of the number of adults with college degrees, strategies to address sagging educational attainment statistics in the United States are typically focused on K-12 reforms--mostly through expanded definitions…

Literacy and work force preparedness are two of the most important issues facing education today. Findings of nationwide studies show that reading and writing performance of students is inadequate. One of every eight current workers reads at the fourth-grade level or lower. The nation's economic future will be determined by the quality and…

Directed to Canadian directors of centers for adult education, this document describes what constitutes quality in a center for adult education and tells how to develop a high quality center. The document consists of three chapters and two appendices. Chapter 1 explains the five dimensions that determine the quality of a center and the 5 factors…

Depicted in this article is an "Instructional Development Model for Adult Education". The key components of salesmanship are enumerated. Accountability for new programs in adult education can be fostered through increased planning and salesmanship. (PS)

The present policies and standards for the approval of separately-administered adult high schools were drafted by a task force appointed in 1971 and were adopted in March 1973. It is anticipated that the standards will aid all adult high schools to move forward to new levels of effectiveness. Policies stated relate to definition, school…

Public education has both political, or social, and personal, or self-improvement objectives; in addition it provides much of the moral quality of a democratic society. Each function--personal, political, and moral--has special significance for continuing education. Adults continue their education to update their job skills or to seek satisfaction…

This document suggests the following eight model indicators of quality in adult education programs: (1) learners demonstrate progress toward attainment of basic skills and competencies that support their educational needs; (2) learners advance in the program or complete program requirements that allow them to continue their education or training;…

Arizona funding for adult education is authorized by Arizona Revised Statutes; federal funding is received under provisions of the Adult Education Act. The mission of Arizona adult education programs is to ensure adults' access to high quality educational opportunities to support them in their employment, job training, and higher educational…

Two federal laws with broad impact on adult basic education (ABE) have compelled the ABE system to contend with significant shifts in policy. Enacted in 1998, the Workforce Investment Act (WIA) integrated ABE into the federal workforce development system. Historically, ABE had been funded through education-oriented legislation. The Personal…

Indiana's Comprehensive Action Plan (I-CAP) provides a framework for program excellence, accountability, and continuous improvement in adult education. The action plan includes guiding principles and benchmarks for quality programs. Adult education programs are evaluated annually on these 10 established principles of program quality: educational…

This monograph contains eleven exemplary articles that focus on topics related to competency-based adult education. Among the articles included are (1) Competency Based Education: Is It Applicable to Adult Education Programs?, by James E. Hertling; (2) What Adult Performance Level Is--and Is Not, by William G. Spady; (3) Competency Based…

The first year report of the Health Education and Welfare (HEW) Region 2 Adult and Continuing Education Staff Development Project administered by Montclair State College reflects the objectives and activities of New Jersey, New York, Puerto Rico, and the Virgin Islands as they sought to improve their staff development capability in 1972-73. The…

In the California Community Colleges (CCC), noncredit adult education courses provide remedial, developmental, occupational, and other educational opportunities for students who do not need to obtain unit credit at the time of enrollment. Of California's 107 community colleges, 95 offer noncredit instruction. Community colleges, together with high…

This program improvement guide is designed to assist district and school level interdisciplinary planning teams to improve career/vocational programs for students with disabilities. Its focus is on the integration of best practices within the educational program continuum to achieve positive student outcomes. The guide includes three sections.…