Review of both aboriginal and nonaboriginal literature elicited principles for aborigine adult education: enabling learner control; supporting and reflecting culture, values, and experience; conducting learning in places familiar to learners; and using culturally appropriate content and teaching strategies. (SK)

Learners' preferred perceptual modalities--the means through which they obtain information--need to be considered in instruction design. Two strategies to individualize instruction are a multisensory approach and point-of-intervention approach. (SK)

The systems model of team learning grew out of a case study of one company. The model's four phases are fragmented, pooled, synergistic, and continuous learning. (SK)

To address older adults' learning needs in United Kingdom, the Carnegie Inquiry into the Third Age was established in 1991. Paper reviews current adult education situation, provides framework for further policy analysis, and provides list of policy options. Paper calls for development of a "social economy of the third age" that would…

Summarizes the process undertaken by the Alberta Teachers of English as a Second Language (ATESL) in developing standards for adult ESL programs across the province. The paper outlines various stages involved in this government-funded project, highlights the outcomes and learning from each stage, and raises questions related to the future…

Examines selected aspects of the theory and practice of learning in groups; discusses how the history of groups in adult education has influenced perspectives about learning in groups; considers the nature of learning in groups; and discusses power and the role of the facilitator. (JOW)

Discusses the changing role of technical-support personnel in higher education and corporate training as they are asked to serve as corporate trainers and advisors for distance-education programs. Suggests that technologists focus on three areas of study to help with their new roles: adult education, adult learning, and program planning.…

Reviews the cultural and global context of the fifth International Conference on Adult Education; assesses the conference declaration and agenda for the future; and questions whether the recommendations are bold and radical enough to address wider intellectual and ideological issues. (SK)

Interviews with seven working-class adults suggest a need to understanding adult-learning patterns within the life context; they demonstrate how gender and class experiences affect learning and attitudes toward education. Pressuring adults into formal credentialing education would not necessarily be appropriate, and may be seen as oppressive. (SK)

At Winthrop University in Rock Hill, South Carolina, an innovative program promotes lifelong literacy skills for university physical-plant employees and, in turn, helps these adult learners support their children's education. Instructional activities link families through children's literature, work-related readings, and personal literature. To…

Evaluation anxiety can have a significant impact on adult learning, and it is a generally inescapable part of teaching-learning transactions. Too much evaluation anxiety can be devastating. This paper examines the effects of evaluation anxiety on adult learning, discussing the causes, the control measures, and the implications for adult educators.…

Describes phases of project-based learning (PBL): diagnosis, data feedback, and organization of learning projects. Compares PBL to other action-based learning methods. Provides four examples of PBL, underpinned by learning network theory. (SK)

Describes two projects: an employee development consortium of small and midsized enterprises in Nottinghamshire and the National Development Project, testing development strategies of further/higher education providers. The projects demonstrate the need for a wider view of workplace learning that recognizes the value of different types and styles,…

Graduate students (n=134) used the analytic hierarchy process, which weights expressed preferences, to rate four learning activities: lectures, discussion/reflection, individual projects, and group projects. Their preferences for discussion/reflection and individual projects were independent of auditory, visual, and kinesthetic learning styles.…

Biographical insights from general practitioners suggest that, for many, initial training was inadequate for work in marginalized, multicultural communities. A split between personal and academic ways of knowing evidences distrust of experiential and emotional learning, which are essential for effective medical practice. (SK)