Discusses learning strategies that, if adopted, will ensure the continued success of the learning disabled in a variety of higher education settings. The framework consists of support, time management, technical, and comprehension strategies. (JOW)

Explores the directiveness/nondirectiveness dilemma as experienced by community development practitioners. Discusses strategies used in attempts to deal with this dilemma and concludes with implications for practice. (Author)

Since education is a process, all education is continuing education and not a new phenomenon. What is new is the idea that the university is responsible for providing opportunities for lifelong learning. (JOW)

Examines the balkanization of adult education and the creation of barriers to communication within the field, suggests a typology of organizations, reviews the functions of a representative selection of organizations, and comments on the strengths and problems in the present arrangement. (JOW)

Describes a process for determining priorities within a university extension unit that involves pooling the judgment of extension programmers to produce a valid "average" judgment even where considerable diversity of opinion exists. (JOW)

Distance educators should be aware of the advantages and disadvantages of new technologies as they design new programs. Two papers discuss a model for understanding the nature of the teaching and learning interaction and present a case study of the use of computer-mediated communication technology in the delivery of a graduate credit course. (JOW)

Suggests a model to identify variables and measure influence upon the management of a continuing education department. Identifies relevant variables and suggests methods for measuring variables quantitatively. Includes responses from two adult educators operating in a university continuing education program. (JOW)

Three trends that are pervading society are an increased emphasis on quality of life, demand for continued learning opportunities, and an increase in personal responsibility. These trends are the basis for a need for programs in career/life development or planning. (JOW)

There is growing support for the view that the andragogical instructional approach is a necessary but not sufficient model for adult educators to utilize. It is effectively complemented by the pedagogical instructional model. This paper proposes a need for a complementary view of andragogy and pedagogy. (JOW)

Describes the community adult education activities at the Westerra Institute of Technology in Stony Plain, Alberta, Canada. Demonstrates the utility of Stephen Brookfield's conceptual model of community adult education. (JOW)

Results of a study of 1,275 individuals receiving undergraduate degrees at the University of Victoria in May 1986 showed considerable shifting between full- and part-time status among all students during degree completion and a pronounced shift toward part-time status as graduation neared. (JOW)

Adult education is facing not just indifference, but also hostility. This thesis is examined under four headings: (1) an historical perspective; (2) with respect to the institutional setting; (3) in the context of international development strategy; and (4) in light of contemporary philosophical or value debates. (Author)

Wagner and Yerbury identify six theoretical constructs for international development of continuing education programs. Shute's response indicates that the lack of international content in continuing education is not so much a reflection of the programs as on the struggle to internationalize Canadian universities generally. (JOW)

Among constraints to achieving their vision perceived by 10 deans/directors of continuing education in Canada were staff resistance to change, the Pareto principle (80% of the work done by 20% of the staff), little staff understanding of the "university," and staff fear of marginality. (SK)

Interviews with 45 priests/ministers identified 6 career development themes: control, burnout, role confusion, isolation, mixed messages, and inadequate seminary preparation. Professional continuing education for clergy requires collaborative involvement of seminaries, church headquarters, and congregations to alleviate the apparent crisis of…