The writer argues that, contrary to common assumptions, certain dimensions of adult leadership require no followership. Three negative types of leadership are discussed followed by three positive approaches (discovery learning, creative problem solving, and empathy) for educational leadership in continuing education. (MF)

If colleges are to be relevant to the needs of India, they must plan and implement programs of direct benefit to the community and thus contribute to the nation's resolve to extend adult education programs within the next five years to combat illiteracy. (LBH)

To strengthen the research in adult education, tools and expertise from other disciplines should be utilized, research results disseminated, and research priorities set. Problems directly related to adult learning needs should be investigated on a priority basis. (EM)

Many older adults will seek additional education during their lifetimes. Since these persons differ widely in their physical, social, intellectual, and psychological characteristics, it is important that these programs be humanistic in design and implementation. (Author)

An exploratory study of the effects of sex differences, career choice, cognitive style, and personality characteristics on the effectiveness of language learning strategies for adult learners indicated that these variables affect learners' levels of strategy use and had implications for language teaching and student counseling. (CB)

The author argues against the assumption that models of educational research that appear "scientific" must be correct. To illustrate this, he points out that teaching and learning in adult education are obviously related activites, yet, because of adherence to the "scientific," they are rarely related to each other in research. (CH)

Focuses on the adult education needs of those with hearing impairments. Describes the psychological implications of deafness, outlines the educational development of the hearing-impaired person, identifies the professionalization of the hearing impaired, and suggests present and future adult education issues for this population. (CT)

Describes the Educative Leadership Project, a British program attempting to generate a new synthesis of experience, research, and theory on leadership and to develop complementary inservice and postgraduate learning materials for administrators. Discusses adult learning principles, relevant issues, project phases, and workshop procedures involved.…

This article looks at the factors that have fostered the adoption of a needs-meeting ideology in community education and argues that the concept of need used in an educational context can never be value-free. (CT)

Five priorities on the national agenda are detailed: language competency among adults, the need for a common metric for language skills, determination of the most effective language teaching method, more integrated language instruction, and critical examination of the practice of teaching European languages to the neglect of other languages. (AMH)

This study investigated the prevalence of learning disabilities among 189 male inmates in a county jail setting. If inmates scored below the sixth-grade level, they were further tested. From this procedure, it was concluded that there is a much higher rate of learning disabilities among the adult offender population than among the general…

Identifies predictors of participation in educational activities by active older adults and describes the educational needs addressed by their present participation and their future learning needs. Awareness of sites where educational activities were available was found to be the best predictor of participation. (Author/CT)

This study investigated whether using learning contracts in higher education enhances adults' readiness and competencies for self-directed learning. Findings suggest that the use of learning contracts has little impact on developing readiness for self-directedness, but does have some impact on developing competencies for self-directed learning.…

Reports on a study to examine learning styles as they interact with learning environment. Learning styles included convergers, divergers, assimilators, and accommodators. Environments were conforming or independent. Two levels of learning, rote and understanding, were measured. (CH)

The Women's Institutes of Great Britain and Canada have for many years been important providers of education for rural women. The author shows how the scope of this educational work has come to extend beyond rural and domestic crafts to encompass the changing needs and roles of women. (Author/CT)