Continuing higher education has undergone a significant transformation in recent years, illustrated by such innovations as MOOCs, globalization, strategic collaborations with government and industry, and increased entrepreneurship. As a result, continuing education (CE) units have experienced a fundamental shift in the way they conduct business in…

In the concluding chapter of this volume, the author critically reflects on the important implications outlined by other authors, and through raising questions, invites us to envision and work toward a more compassionate and humane world.

Central to many of the current developments in higher education is prior learning assessment (PLA). In the past several years, with new and ambitious degree completion goals for adults, the United States is witnessing what can only be called a surge of interest in PLA.

In American universities, early distance education needed both continuing education and academic departments for establishing institutional cooperation, developing quality standards, adapting to change, and finding a funding model. Today, the Internet and the need for additional revenue are driving new distance education models.

The aging and longevity of the U.S. population presents challenging opportunities for adult and continuing educators in higher education.

This chapter expands on the role of community colleges in economic development, workforce development and training, and even job creation. Practical examples from the field are included.

Noncredit programs help to define continuing education programs. Current trends indicate that change in noncredit programming will continue, and likely accelerate, as a result of new audiences, technologies, and institutional expectations.

The "Hamburg Declaration" (UNESCO, 1997) is perhaps most quixotic and prescient in laying out the changing world of work as envisioned in 1997. It includes particular commitments to promote the rights to work and to work-related adult learning, to increase access to work-related adult learning for different target groups, and to diversify "the…

The environment is now a common theme in adult education. However, conversations that swirled around the United Nations Conference on Sustainable Development (Rio+20) in June 2012 suggested major environmental challenges persist, demanding that education, learning, advocacy and activism be augmented to ensure the survival of the planet. In adult…

This chapter considers Theme 4 of the "Hamburg Declaration": Adult learning, gender equality and equity, and the empowerment of women. It has a fourfold purpose. It begins with a review of the balance of progress to date in conceptualizing gender. Second, it examines the objectives of CONFINTEA V and VI from a gender perspective. Third, it…

Theme 1 of the "Hamburg Declaration on Adult Learning" boldly proclaimed that active citizenship and full participation of all citizens was the necessary foundation for "the creation of a learning society committed to social justice and general well-being" (UNESCO, 1997, p. 4). The "Declaration" advocated that future societies create "greater…

At its founding in 1946, UNESCO put literacy at the top of its education and human rights agenda. More than six decades later, UNESCO maintains the mission statement: "UNESCO is at the forefront of global literacy efforts and is dedicated to keeping literacy high on national, regional and international agendas." This chapter briefly describes how…

At the time of the fifth UNESCO international conference on adult education (CONFINTEA V) in Hamburg in 1997, it seemed that a resilient alliance of governments and civil society organizations had been created. This alliance would have the commitment and cooperation needed to pursue the ambitious aspirations captured in the 10 themes of the…

As the "Hamburg Declaration" makes clear, adult education (AE) is a key component of development strategies that seek to ensure the long-term well-being of nations. Yet, with few exceptions most countries systematically underinvest in AE. Of course, it is no easy task to achieve adequate investment levels that reflect an appropriate balance…

The "Hamburg Declaration on Adult Learning and Agenda for the Future" (UNESCO, 1997) is perhaps the most utopian statement about adult learning and education (ALE) in recent times. Grounded in the ideas of radical educators Paulo Freire and Ivan Illich, it built upon two earlier influential and inspiring reports that promoted general adherence to…