The long history of metaphorical teaching and examples of the use of metaphors are presented. The effectiveness of metaphors in helping students adapt to change and continual learning and process increasingly large amounts of information is explored. (SK)

Features of the Australian educational system are examined: the evolution of postcompulsory education, continuing education and training within employment from 1950-80, issues and options faced in the mid-1980s, and decisive changes in the structure of higher education at the end of the 1980s. (SK)

Completion of the Vocational Preference Inventory by 97 British continuing educators showed their vocational interests were primarily creative and intellectual and least preferred activities were administration, marketing, and accounting. Because the latter are increasingly part of the job, conflicts and barriers to change could arise. (SK)

Transitional learning--a process of adaptation, growth, distinction, and resistance to changing circumstances--is illustrated through research on women's biographical learning related to work and on socioeconomic integration of young adults. Transitional learning is aimed at creating meaningful connections between individual life and society…

As a voluntary learning movement, adult education finds expression through a search for values. Continuing and community education provide support for both hospice and palliative care workers as well as families and friends of terminally ill persons in dealing with death and dying. (SK)

The discourse of the Learning Society has a vocationalist/managerialist thrust, is oriented toward the global economy, and is market driven. A counter-discourse that rejects emphasis on "performativity" could clash with postmodernist objections to master narratives. (SK)

Attempts to explore the epistemological dimensions of postmodernism. Develops a less problematic post-postmodern perspective, influenced by Wittgenstein. Notes how this perspective is consistent with theory and practice in adult and continuing education. (SK)

A study of funding models for continuing education in France, Ireland, Italy, and Scotland shows that cost-benefit analysis (CBA) is generally implicit and not articulated in technical terms. Course providers' value systems or ideologies militate against simplistic use of CBA. (SK)

This article concerns recent developments and current trends in lifelong education in Greece, specifically those related with funding from European Social Fund (ESF). The analysis undertaken focuses mainly on (a) the expansion of continuing training activities in Greece during the past ten years and the development of new training organizations as…

The relevance of the teacher to the success of any education innovation is not open to contention. Equally incontentious is the relevance of education and training to the success of the teacher in the attainment of his/her professional goals. It is against this background that this paper examines the continuing education imperatives in the present…

An innovative scheme known as Project Yi Jin that provided an alternative route for students who failed in the Hong Kong Certificate of Education Examination (HKCEE) to gain an academic status for, and access to, higher education was evaluated after one year's implementation. A survey of 2416 students via telephone found that students who…

France has more than 30 years of experience with continuing education and training. Thanks to the 1971 law and subsequent reforms, enterprises are obliged to pay for education and training activities. What are the results after three decades? Did the law fulfil its initial objectives? As recently as this year, a new agreement has been signed…

This article is concerned with the politics of lifelong learning policy in post-1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as 'lifelong learning', is to be the cornerstone of the post-Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents.…