This article presents the International Council of Adult Education (ICAE) 8th World Assembly Declaration (June 2011). This declaration focuses on adult educators' conviction in the possibility of a "world worth living in," and their declaration of their collective determination to work towards making it a reality all around the planet.

Discusses the increasing importance of peace studies and the role of adult educators. (JOW)

Discusses Bonaro Wilkinson Overstreet's philosophy of adult education and the role of the adult educator to contribute a positive, stabilizing influence to the creation of order, rationality, and opportunity. (JOW)

Describes a transactional model of distance education and suggests activities that will assist in transforming the role of teacher in distance education from a dispenser of knowledge to a facilitator of learning. (Author/JOW)

Principles are (1) develop a philosophy; (2) understand the uniqueness of adult learners; (3) eliminate load factors; (4) provide vision; (5) be authentic and credible; (6) provide challenges; (7) foster praxis; (8) know how learners experience learning; and (9) encourage independence. (SK)

Four issues to be considered when critiquing the use of portfolio assessment are (1) change in teacher and learner status, (2) problematic nature of teacher authority, (3) what counts as work products in a portfolio, and (4) effect of the educational environment on the freedom of choice that portfolio assessment entails. (JOW)

Offers suggestions for spreading ownership of a prior learning program: sharing the program's philosophy; conducting workshops; arranging informal gatherings; assigning tutors; establishing a faculty committee; soliciting ideas; recruiting faculty; acting as liaison; publishing guidelines; convincing others of the program's value; and revealing…

Role expectations, ways of learning, and styles of verbal and nonverbal interaction are culturally acquired. Adult educators bear responsibility for understanding the dynamics of cross-cultural interaction and conflict in teaching diverse groups. (SK)

Adult/continuing education should exploit instructional technologies to provide equity of access to and success in education at a cost equal to or less than that of instruction without media. Technology changes the role of learners, facilitators, and institutions. (SK)

An action plan for adult educators working with students with disabilities includes (1) getting to know disabled people and observing their physical and psychological barriers; (2) examining curricula and facilities for accessibility; (3) using speakers with disabilities as subject experts; (4) recruiting disabled students; and (5) working with…

Three factors affecting the paradigm shift in adult education are the exponential growth of information, changing demographics, and emergence of a philosophy of adult development. The focus is changing from adult education to adult learning, from adult education practitioners to facilitators. Professional organizations must convince funders and…

In a time of social transition, adult educators must define their role, starting with personal experiences, and find multiple ways to help adults make sense of the discordant world around them. (SK)

Public affairs education must help generate mutual understanding of all sides of an issue. Balance or fairness may be a better standard than either end of the education versus advocacy debate. (SK)

House argues that education, especially about public policy issues, should objectively present and teach facts, not values. Cunningham argues that there is no neutrality; educators must be advocates for learners, understanding the hidden curricula of learning situations. (SK)

In this article, the author provides an overview of the best instructional design and delivery practices for facilitating online courses. Many factors that contribute to effectively facilitating an online course are discussed, including student expectations and experience with technology, understanding the types of technologies used, effective…