In Eastern Europe, Poland has the longest history of folk high schools. Although closed in Hungary during the 1950s, folk high schools have recently reemerged. There were attempts to establish them in Estonia, Lithuania, and Latvia following independence. Although the residential aspect of folk schools is desirable, economic and social conditions…

Recent work in new archival sources reveals that Christian Kold did not merely implement Grundtvig's ideas about folk high schools in Denmark, but had his own philosophy. He disagreed with Grundtvig on several aspects, such as appropriate starting age and the religious basis of folk high schools. (SK)

Introduces adult educators to the major research directions and institutions in Eastern Europe. Indicates the need for increased contacts, joint research projects, and debates between researchers in Eastern Europe and those in other parts of the world. (JOW)

Portrays the changed context of adult education in Central and Eastern Europe; social and individual learning needs such as training, retraining, upgrading, education for responsible citizenship, and adult educator training; and assistance needed from abroad. (SK)

Trends in Canadian adult education include outreach to new target groups (the undereducated, poor, ethnic groups, retirees, women), growth of teleconferencing, lack of government support for nontraditional clientele and formats, vocationalization and institutionalization of adult education, and shift from adult education to adult learning. (SK)