Discusses the evolution of the education system in Africa from the 1970s to the present. Looks at the link between schools and local institutions, the value that communities place on education, and the role of the community school regarding adults and out-of-school youth. (JOW)

The mission of lifelong learning encompasses a holistic, universal, educative framework embedded in acts of self-directed, self-initiated learning. Key to these lifelong learning actions are both facilitative environments and resources for individual learning activities, as well as the development of individual structures and processes to create,…

Open learning offers a coherent methodology and a range of practical techniques for developing continuing education. (JOW)

As presently constituted, open learning suits the ideology of privatization, being narrowly vocational and skill oriented. However, open learning should be genuinely flexible, encourage a liberal approach, and develop critical detachment. (SK)

To help in the exploration of developments in increasing learning flexibility in Great Britain's further education system, this paper suggests the development of learner flexibility profiles as devices for analyzing and recording the nature and extent of student choice or discretion. The introductory section reviews developments in open learning…

The author examines the background and purposes of open learning in Great Britain. Political motives are emphasized. The distinction between distance education and open education is made. The author calls for more focus on individualizing instruction in distance education. (CH)

Adult education should be a resource-kit, refreshment, retrainer, revitalizing agent upon which citizens may call. For some, it will have instrumental purposes for individual improvement like new jobs or social change through community action. University adult education has the role of influencing the realization of creative human potential. (MLW)

Discusses the use of technology-based learning materials in open and distance learning approaches for adult education and training. Highlights include conceptions of the purposes of education; concepts of learning; fundamental values and attitudes of society; an the interrelationship of technology-based materials and educational support systems.…

Discusses Jewish adult education and suggests incorporating a university crediting system into existing synagogue adult education programs. Describes the open learning system and presents reasons for developing properly accredited adult education programs within synagogues as a viabe lifelong education alternative. (MF)

Open learning systems require the development of learning materials. Potential economies of scale and quality control advantages argue in favor of the central development of materials packages. Instructors would be free to concentrate upon the provision of tutorial and counseling support and laboratory and workshop hands-on experience. Some method…

Includes "Introduction" (McCaffery, Edmond-Smith); "Celebrating Achievements" (Hancock); "Building for Future" (Coleman); "Women in Community" (Patel); "Education/Training for Older Women" (Cooper, Kennedy); "Women with Disabilities" (Goddard); "Open/Distance Learning"…

Irrespective of how learning is done, all learning includes common elements. Learning philosophy may be discussed in terms of settler and pioneer philosophies. Settler philosophy attempts to answer all the questions and to define and tame the educational establishment. Pioneer philosophy, on the other hand, is an attempt to provide education in…

This collection is intended to show what public libraries can and would like to do to support adult learning, encourage understanding and cooperation among libraries and adult and community educators, and publicize the work already being done by libraries. The following papers are included: "The State of the Art in 1985," by Robert…

The 18 papers presented at the conference reported in this document are grouped into four major sections. The first section, on the nature of open learning, includes "How Open Is Open Learning?" (H. Temple); "Open Learning and Community" (I. Cunningham); "Are We Really Open--With Our Learners and Ourselves?" (W. J. K.…

Distance education's use of the instructional systems design model has been challenged by critics who suggest that the learner is passive and learning is superficial. A suggestion is that distance education should be structured so that learners assume a more active role in the development and use of autonomous and self-directed learning…