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This volume contains 19 papers that were presented at a conference addressing critical issues related to employment options for older persons. They are arranged in four sections that cover early retirement policies and their implications; older workers of Asia and the Pacific; the impact of technological change on the employment prospects of older persons; and the reorganization of work, leisure, and education over the life cycle. The papers are: "Work, Aging and the Life Cycle" (Xavier Gaullier); "Early Exit and the Employment of Older Workers in the 1990s in the United Kingdom" (Frank Laczko); "Early Retirement Policies and Practices in the United States" (Denise F. Loftus); "Early Retirement and the Middle-Aged" (Malcolm H. Morrison); "Ageism in the British Labor Market" (Alan Walker); "Older Workers in Asia and the Pacific" (John McCallum); "Work, Retirement and Income Security" (Lita J. Domingo); "Older Workers in a Developing Economy" (Nii-K Plange); "Older Japanese Workers" (Michiko Naoi); "The Impact of Technological Change on Employment Prospects for Older Persons" (Harvey L. Sterns); "New Technologies and the Aging of the Labor Force" (Marie-Noel Beauchesne-Florival); "The Impact of Technological Change on Employment for Older Persons from a West German Perspective" (Gerald A. Straka); "Older Workers and Technology" (Robert A. Harootyan); "Implications of Technological Advances for Canadian Workers" (Neil Charness); "The Reorganization of Work, Leisure and Education over the Life Cycle" (Jack Habib, Charlotte Nusberg); "Flexibility and Free Choice in Working Life" (Gosta Rehn); "Does Flexible Life Scheduling Have a Future?" (Fred Best); "Emerging Changes in the Structure of the Employment Relationship and Their Projected Effects on the Distinction between Work and Retirement" (Dan Jacobson); and "Leisure and the Structure of Our Life Worlds" (Jon Hendricks, Stephen J. Cutler). (KC)

The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it "(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself." In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) "The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)

Basic elements of the higher education system are considered, along with variations across nations (the United Kingdom, Sweden, Japan, Italy, France, the Federal Republic of Germany, Australia, Canada, the United States, Poland, Yugoslavia, Mexico, and Thailand). Three basic elements of the organization of higher education system are identified: the way work tasks are arranged, primary norms and values, and the distribution of legitimate power throughout the system. Attention is directed to: national support structures for academics; the organization of academic work around knowledge; the division of academic labor by discipline and by sectors/institutional types; the foundations of academic beliefs and disciplinary points of view; integration in higher education through bureaucracy, politics, professions, and the market; and the way in which change occurs, including the contradiction between discipline and system, and the process of differentiation. The efforts of internal interest groups to do their work, protect their functions, and react to pressure are also addressed. It is concluded that the clash of social values in higher education will require considerable adjustments, and the systems most likely to prosper will be those that divide power, support variety, and allow ambiguity. (SW)