A report to assess the effectiveness of an adult education program that would demonstrate the relationship between enhanced educational skills and promotions and salary increases for entry-level employees. (Author)

Objectives, priorities, and program quality guidelines which have been developed as a result of knowledge gained from grant experience since 1966, changed societal conditions, and altered expectations of funding resources, and which are designed to guide the Continuing Education Branch of the National Institute of Mental Health in its allocation…

This handbook was written as a tool to acquaint teachers and trainers with the numerous existing programs to train the under-educated adult. Part I: People and Programs deals with looking at clients in Adult Basic Education programs and becoming acquainted with some Federal efforts in the field. Part II: Approaches to Teaching the Undereducated…

A TABULATION SHOWS STUDENT CHARACTERISTICS OF 30,951 STUDENTS IN 15 COMMUNITY COLLEGES LOCATED IN THE STATE OF WASHINGTON IN FALL 1964. TABLES INTERSPERSED WITH THE TEXT CALL ATTENTION TO PATTERNS AND TRENDS IN STUDENT TYPES (ACADEMIC, VOCATIONAL, OR ADULT), SEX AND AGE GROUPS, STUDY LOADS, RESIDENCY, COMMUTING DISTANCE, PREVIOUS EDUCATION, AND…

A 1-year project undertaken for World Literacy of Canada to survey the Canadian Literacy scene attempted to identify and describe the adult population in need of literacy activities in Canada, to identify and describe the literacy activities being undertaken by existing organizations, communities and individuals in Canada, and to share the…

Suggests that community colleges are in a strong position to provide diversified women's programs. (JH)

Describes the five-phase CAP (Competency Analysis Profile) system for developing competency-based training programs for adults. The five phases are development of the profile, validation of the profile, specification of competencies, preparation of learning resources, and establishment and management of delivery systems. (EM)

Challenges adult educators to provide the educational experiences and resources necessary for adults to handle life tasks. Introduces the "teachable moment", as part of a lifelong curriculum, which relates the tasks associated with each developmental life stage to appropriate adult education program responses and possible outcomes. (TP)

The article describes a vegetable gardening project for the elderly (age 65 or older) sponsored by a community action agency and the New Mexico State University horticulture department. A student director and two instructors provided technical management, and the students (young and old) learned about production agriculture and each other. (MF)

Describes an Australian university experiment providing adult students with an alternative to high school equivalency tests as an entry route to university studies. (EM)

Expanding the adult business education program, course organization, business courses, rationale for adult evening programs in a high school, and suggestions for teaching adult evening students are among the topics presented by the authors. (MF)

The author discusses the promotion of basic general education as a main area of adult education, the adult population's level in basic general education and the desire to study school courses, the procedure for studying and passing school examinations, studying for and passing school courses, and the future of Finnish education. (CT)

Institutions prarticipating in the Higher Education for Adult Mental Health Project created model programs to enhance the quality of their responses to growing numbers of adult students. This article describes the project and summarizes the efforts of 18 participating institutions located in the southern United States. (PGD)

Describes a study involving two surveys of users and non-users of adult vocational education in the state to determine (1) whether enrollee and public needs are being met and (2) the financial equity of adult education in relation to regular local level programs. Findings are grouped into 16 categories and 15 recommendations are presented. (SH)

The telecourse education program created by Barry University in Florida was evaluated by use of a questionnaire designed to measure students' overall satisfaction or dissatisfaction with the telecourse process. The questionnaire contains questions about how students heard about the telecourses, whether services were accommodating, what they liked…