This article serves as a concluding statement to the preceding articles on ways to improve conferences. The author pulls together themes of successful conference planning and participation and reviews the literature base for readers who wish to inquire further. (CT)

This article outlines major aspects of the planning of large conferences. These major aspects are a well-planned and well-structured organizational system and a detailed budget. Although conferences sponsored by voluntary associations are emphasized, many of the same principles apply to other types of large conferences. (CT)

The effective delivery of continuing professional education is becoming increasingly dependent on collaboration among diverse agencies and institutions. A case study identifies key factors in the development of successful linkages. (Author)

This article is concerned with short-term residential adult education conferences of four to five days duration--approximately the time normally allocated to large-scale national conferences. The author offers suggestions for enhancing the effectiveness of short-term residential conferences and touches on some of the theoretical concepts that…

An experimental study of the impact of a prevocational literacy program on subsequent occupational education for military personnel yielded findings that led to a major redesign of the literacy program. (CT)

Learner-centered literacy programs in the United States have developed a range of participatory practices for instructional and management purposes. Participation can occur on a number of levels; learner participation can serve any of three purposes: efficiency, personal development, or social change. (Editor)

This article explores the various constraints on student involvement in the process of planning adult literacy programs. It examines the cultural traits of illiteracy and the traits of continuing education professionals in order to find the limits of their effectiveness. (Author/CT)

If educational programs for adults are to have greater impact and fulfill their promise, more attention must be given to comprehensive programs and their potential for achieving major benefits for organizations, communities, and society. (SK)

Examines three major decision elements in the program design process: (1) learner participation patterns, (2) educational provider characteristics, and (3) instructional design models. Each shapes and directs the actions of the program designer and the program outcomes. (JOW)