The Canada-Asia Partnership, a community development project of Canadian, Thai, and Filipino universities, included continuing education workshops. Their cross-cultural, participatory nature successfully promoted learning and skill development and resulted in holistic knowledge production. (SK)

Advisory committee meetings and surveys of students (n=175) and employers (n=30) were used to revise the human resources and personnel management certificate programs at the University of Calgary. Revisions were done in the context of resource constraints, postsecondary competition, and declining enrollment. (SK)

Examines economic trends of digitization, downsizing, globalization, and privatization and their relationship to virtual education. Urges educators to consider social and cultural values and the contrast between the social-bonding model of communication underlying the public culture of education and the transmission model underlying the culture of…

Data from interviews with 20 Canadian continuing educators confirmed a praxis model, which depicts the interactive relationship of three kinds of practical knowledge: declarative, procedural, and conditional. The educators engaged in deliberative planning, an intentional, systematic process informed by practical knowledge. (SK)

The delivery of courses via videoconferencing from the University of Alberta to remote sites was evaluated by students, 70% of whom were Canada Natives. They expressed a need for more course information, advising, counseling, and access to students. The program had a 51% completion rate. (SK)

Nursing students taking courses via audio-teleconferencing (n=24) gave their perspectives on factors facilitating trust in a distance education environment. Students trusted teachers who believed in their ability to develop and who provided experiences that enabled students to control their own learning. (SK)

Describes an organizational learning course based on transformative learning theory that illustrates approaches to developing constructive learning environments, enhancing team learning, examining mental models, supporting systems thinking, and achieving personal mastery. (SK)

Suggests that, in order to respond to change, adult educators should cultivate a broader perspective through vision-logic, a stage of consciousness beyond the rational that is more encompassing, coherent, and integrative. (SK)

In postmodern societies, oppression shifts from centralized, explicitly coercive forms to decentered, subtle processes, inducing individuals to regulate themselves. Foucault's concept of power can assist adult educators in moving from empowering individuals to escape or transform oppressive structures toward helping them resist the disciplining of…

Collaboration between Simon Fraser University and the Shuswap Nation Tribal Council resulted in an extension program that enhances Native students' knowledge of history, language, and culture while they acquire academic credentials. The program enables them to stay in their communities, although it limits their experience of campus life and…

This section's thematic heading includes "University Continuing Education Units' Commitment to Research: Program Development as Scholarly Work" (Blaney); "An Invitation to the Dance: The Importance of Practitioners Undertaking Research in Adult and Continuing Education" (Thompson); and "Research in University Continuing Education Is Dead: Long…

Shopping malls are environments in which many adults find community. They are potentially ideal for adult learning, especially via the Internet, because they can offer pacing, flexible hours, and self-direction and interaction. (SK)

In a continuing education program, 40 adults used 1 of 2 computer-assisted career guidance programs: System of Interactive Guidance and Information (SIGI) Plus or Career Builder 2. Scores on My Vocational Situation suggest either is appropriate with this population. Participants liked SIGI Plus better and found it easier to use. (SK)

Arguing against the agenda of economic globalization, the author describes its impact on Canada. Interviews with nine extension and two university adult educators suggest ways to challenge it: educate on public policy issues, examine the impact of the new economic order through discussion and debate, and link with other social movements. (SK)

Efficiency in continuing education is of limited use without awareness. The goal of effectiveness helps avoid "efficiencies" that subvert program objectives. Effectiveness cannot be separated from an ethical view of lifelong learning as collaborative and based on high standards. (SK)