The purpose of this chapter is to illustrate some of the emerging relationships between institutions of higher education and adults engaged in lifelong learning. (Author)

In the first part of this article, author discussed some essential elements of a lifelong learning system and then identified some roles appropriate to government in bringing such a system into existence. (Author/RK)

The purpose of this article was to describe how linkage between home, school, and community could be achieved, to show how all education should be conceived of as an exercise in adulthood. (Author/RK)

The purpose of this paper is to review the social and philosophical setting for illiteracy programs and examine program considerations. (Author/RK)

Article addressed itself to the question of whether adult education is a profession, considered terms associated with occupational professionalization, and discussed some alternative stances to lifelong learning and lifelong education on the part of adult educators. (Author/RK)

Article discussed educational programs for older persons and their behavior toward participating in them as well as their natural abilities for achieving mental growth. (RK)

Article focused on the desirability of an organization's developing a rationale for applying technology to instruction and the recognition of the need for the learner to develop a rationale for the use of technology in self-determined learning projects. (Author/RK)

This article identified some data about adult participation in religious orientated programs, and examined briefly the role of churches and synagogues as sponsors of adult education programs. (Author/RK)

Discussed adult education programs, the development of adult, continuing and lifelong education, and the abilities of older adults to develop their intelligence through participation in learning programs. (RK)

Article focused on the involvement of parents in the classroom and how their attitudes affected the effectiveness of the educational program. (RK)

Article considered reasons why projects are attempting to involve parents in child development. (Author/RK)

This discussion proposed to describe components of training and roles parents can assume in a language development program and to describe a model program in which parents assumed a major role in their language-handicapped child's rehabilitation. (Author/RK)

Article focused upon the shared knowledge and perspective about child development and the needs of children necessary to build a partnership between school and home. (Author/RK)

This article's theme was that programs dealing with parent involvement, while they may be based on sound theoretical grounds in child development, are actualized as symbolic gestures rather than producing educational "profits". (Author/RK)

Article reviewed recent literature on parental attitudes and behavior related to the culture of poverty and education, and suggested ways that programs could be analyzed and developed so parents could be meaningfully involved in selecting and interacting with the educational program of their choice. (Author/RK)