Dutch human-resources professionals (n=161) identified trends affecting the future of human-resource development. Compared to a U.S. study by the American Society for Training and Development, Dutch professionals rated the following most important: integration of learning and work, importance of organizational innovation, and measurement of…

Considers what U.S. dominance of the World Wide Web means for smaller nations and non-English-speaking people, especially in terms of Web-based education. Advises Web users to consider the positionality of Web course developers and cautions against uncritical use of U.S. courses, links, and learning materials. (SK)

Outlines theoretical perspectives of neo-Piagetians (Kohlberg, Peel, Labouvie-Vief), synthesizers (Kolb, Biggs, Pascual-Leone), and alternative theorists (Perry, Gilligan). Considers their applicability to adults and the implications for adult and higher education. (SK)

Describing incidents of racial tension on college campuses, the author presents the efforts of University of Memphis's Office of Diversity to increase dialog, critical thinking, and a democratic environment among students. Shows how Freire's conscientization and the philosophical perspectives of Mezirow and Lindeman were used in the process. (SK)

A first-year philosophy of education course encouraged students to challenge definitions of education as "schooling" and of relevant learning as that with an institutional or vocational focus. Critical analysis of the individual's social learning was the first step toward personal growth and social transformation. (SK)

"Education" is being displaced by "learning" and it is becoming increasingly difficult to isolate educational policy from socioeconomic policy. Analysis of progressive social democratic policies shows that lifelong learning may be another name for expansion of education and training systems. (SK)

Systematic study of education since the 19th century has led to a prevailing view of education as restricted to the upbringing of children. Adult educators have sought academic recognition of their own field and legitimation of lifelong learning as a process and habit for all people. (SK)

Evaluation of distance-learning materials was conducted through a national survey of 1,000 British pharmacists and focus groups of 40-50. High users were motivated and undeterred by design issues mentioned by mid and low users. Portability, storability, and relevant topics were valued. (SK)

Assessment of a participatory rural appraisal project in Ethiopia indicated that decentralization of extension in sub-Saharan Africa is an opportunity for farmers and extension agents to collaborate. The congruence of experiential learning and participatory approaches can contribute to the transformation of "top-down" extension…

Observations and interviews of 20 parishioners in Catholic rural parishes led by female lay pastors in the absence of priests elicited themes about informal and incidental learning: learning content included understanding the Eucharist, the Church, and pastoral leadership; and barriers to learning included priest intervention, history of parish…

Case studies of apprenticeship in the Japanese tea ceremony, traditional crafts, and strategic thinking illustrate novices' growth in internal knowledge through reflective practice of skilled processes. As skilled experts, adult educators are engaged in continually improving the skilled processes they model. (SK)

Clarifies the relationship of Antonio Gramsci to Leninism and his insistence on this form of socialism for political work with the working class. Discusses the relevance of these ideas for radical adult education. (SK)

Interviews with 31 men and 43 women in Scotland indicated that most felt participation in adult education had direct or indirect effects on their labor market progress. A significant number had unintended labor market outcomes. Although many women were in low-paying jobs, only 10% had reservations about job satisfaction compared to one-third of…

Describes the adult and higher education system in France in terms of institutional boundaries, increased proportion of adults in universities, and the chaotic system of qualifications. Examines procedures for articulation and transfer between the various components of the educational system. (SK)

Reviews the history, ideology, patterns of development, and effectiveness of U.S. community colleges. Concludes that, despite criticisms, their multiple mission and outreach service make them a useful guide for British further education colleges. (Author/SK)