A research review identified major adult/continuing education trends in Britain: vocational education/training, university-business-industry interaction, educational needs of the disadvantaged, nonformal settings, life-cycle analysis, access to education, articulation, social purpose and radical adult education, and analysis of adult education in…

Explores ways in which predominantly female voluntary organizations are empowered to take on roles and responsibilities. Considers significance of volunteerism under a shift from state to free-market social services, through the eighteenth-century "civil society" concept, and an emerging "third-way" alternative. (SK)

According to cross-sectional and longitudinal analysis of the impact of state characteristics on participation in adult literacy education (1970-87), structural features such as program availability and state support have a demonstrated effect on the rate of participation. (SK)

A conceptual framework of adult participation in higher secondary education has six features: social origin, normative group, comparative group, age, gender, and supply. The features closest to Cross' Chain of Response model should form the primary basis for development of theories about participation. (SK)

Proposes that life, including such aspects as educating, is best conceptualized in terms of such story-telling elements as role, author, mystery, metaphor, crisis, climax, and sequel. Suggests that today's global crisis can be understood as an event in one version of a universal story. (Author/SK)

Rural-to-urban migrants in developing nations may be differentiated from nonmigrants by individual personality or motivation characteristics. Group learning processes that build on their networks, motivation, and coping skills may be effective. (SK)

Lindeman began the tradition of pragmatism (a learner-centered, problem-solving focus) in adult education philosophy. Knowles preferred a technological emphasis. Brookfield, Cervero, and Mezirow revivify Lindeman's tradition, although each has a different perspective on social action. (SK)

An experimental teleconference on experiential learning demonstrated the usefulness of distance education in developing adults' critical thinking skills and attacking the undereducation of the scattered, oppressed adult population of South Africa. (SK)

The perspectives of four feminist discourses (liberal, radical, Marxist, and socialist) analyze the role of adult education curriculum in reinforcing gender relations. The transformation of gender relations requires a combination of radical strategies such as women-centered, women-only methodology and the theoretical framework of the…

Observation, questionnaires, and interviews at a South London adult education center showed that adult education offers a number of alternative examples but within a predominantly middle-class atmosphere. The dimension of equal opportunities and social justice is present but not yet a significant force in adult education. (SK)

An overview of literature that purports to be an introduction to adult education sociology and contributes to the liberal-radical debate concludes that there is no distinct, developed sociology of adult education. Causes of the lack include the wide range of practices, curricula, and institutions and the gap between theorists and policymakers and…

The risk society characterized by reflexive modernization features individualization; rather than being controlled by social conditioning, individuals make their own life decisions. The ambiguous nature of this process is a challenge to adult education and applications of traditional life course theories. (SK)

Informal and incidental learning are based on learning from experience, embedded in organizational context, focused on action, governed by nonroutine conditions, concerned with tacit dimensions, delimited by the nature of the task, and enhanced by proactivity, critical reflection, and creativity. (SK)

Andragogical activities in Estonia seek the achievement of competence and participation by all adults. Adult education must contribute to the renewal and stabilization of society in the transition to democracy. (SK)

Literacy efforts in China have the following characteristics: (1) awareness of the necessity to eliminate illiteracy; (2) active participation of all levels; (3) combination of literacy education with skills acquisition; (4) emphasis on efficiency; and (5) compulsory schooling and prevention and follow-up efforts among the young. (SK)