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One of the most important recent developments in comparative adult education (CAE) has been the formation in 1987 of the Committee for Study and Research in Comparative Adult Education (CSRCAE), jointly founded by the International Council of Adult Education and the International Congress of University Adult Education. The Committee continues to be active in a number of ways: through a series of communications mailed by the Secretary; through face-to-face communication at meetings and conferences CSRCAE members have attended; and through ad hoc sessions held at various international sites. One of CSRCAE's contributions is a definition of the field of CAE which is broadly acceptable to practitioners and which distinguishes it clearly from the field of International Adult Education. CAE has some antecedents in Comparative Education and both may be seen within the paradigm of lifelong education. The first international conference on the comparative study of adult education was held in 1966 at Exeter, New Hampshire. The Exeter group's definition of the main subject matter for comparative study has proven helpful through the years. Since Exeter, a number of events have nurtured work in CAE. There has been a growth in the activity of international bodies with an interest in adult education either from a policy or academic standpoint. UNESCO has sponsored a series of international conferences on adult education. The World Bank has stimulated an interest in adult and nonformal education. Professional international bodies have provided a dynamic thrust through meetings and conferences that provide opportunities for face-to-face meetings and that facilitate networking. Scholarly contributions on CAE have increased significantly. Furthermore, the studies and research in this emerging field are becoming increasingly vigorous. (YLB)

This paper looks at independent housing needs of persons with disabilities and presents a policy statement developed by the Center on Human Policy in December, 1989. Noted are the results of a research review showing that housing needs are similar for all disability groups, that supports are a critical factor in housing provision, that housing problems are less related to disability than to economic and social factors, that differences exist between professionals and people with disabilities regarding perceptions of specific housing and support needs, and that choices and control are critical elements. Encompassed within the institute statement are three major themes: (1) the importance of living in one's own home; (2) the context of the broader community in people's lives; and (3) the extension of the independent living movement's concept of personal assistance to people with severe developmental disabilities. A chart compares the rehabilitation, independent living, and support paradigms for such dimensions as problem definition, social role/s, control, and desired outcomes. (23 references) (DB)

This monograph presents excerpts from discussions with participants in the Pennsylvania Developmental Disabilities Planning Council 1990 retreat, which focused on the creation of effective safeguards for people with developmental disabilities. The discussions note: the increased vulnerability of such people to neglect, abuse, and mistreatment; the shortcomings of unregulated relationships between people with disabilities and their caretakers; and the limitations of systematic efforts to keep people safe through professional, bureaucratic methods. David B. Schwartz in "Quality Assurance in the Asylum" looks at historical aspects of this question. The discussion first focuses on identifying what makes people vulnerable (e.g., lack of power, isolation, lack of alternatives, poverty). Next the contrasting approaches of administrative regulation and related legal advocacy versus lifesharing and other personal commitments are analyzed in terms of their contributions, limits, costs, and effectiveness. Covered next are strategies for increasing safety (such as supporting the contribution of families and friends) and options for actions that make families more powerful, reduce isolation, demonstrate effectiveness, yet minimize the costs of regulation. (DB)

Present thought on professional library and information science education for the future is largely focused on improvements and modifications of present programs. However, more radical changes must be made to prepare professionals to cope with future information needs. Course content, structure, and methods should be altered to deal with new and diversified information forms and techniques, and professionals will need continuing education on a regular basis to keep informed. Librarians and information specialists should be competent in management, communication, counseling all aspects of information science, instructional program development, media production and use, research, subject knowledge, systems analysis and design, and technology. The library and information professional of the future should not be characterized by conformity, timidity, and rigidity, but rather by originality, boldness, flexibility, and enthusiasm for new ideas. (LS)

This paper consists of six short articles concerned with different facets of student articulation programs and a brief background description of Syracuse University's Project Advance, an experimental effort to improve program articulation between the senior year of high school and the freshman year of college. The articles, which were prepared by staff members of Project Advance for a seminar on articulation analysis, include "A Review of Literature Related to Secondary/Post-Secondary Articulation: Cooperative Programs and Practices Linking Secondary and Post-Secondary Curriculum"; "An Investigation of Student Articulation Programs: A Design for a Study"; "Dissemination and Implementation of Project Advance: Factors Affecting Adoption"; "Two Issues in the Evaluation of Student Articulation Programs"; "The Evaluation of Project Advance: Theory and Practice"; and "Report of Grades: Distribution, Assignment, and Variance." (JG)

This report comes out of the 1974 Teacher Corps Conference, which was held to acquaint Teacher Corps personnel with new ideas to enhance their abilities to train interns to work with children with special needs. The first part of the report is composed of 18 speeches on topics such as: community involvement in education, ethnic diversity, discrimination, performance-based teacher education, handicapped children, and the past and future of Teacher Corps. The next part consists of seven reports based on small, informal skill sessions held to give participants opportunities to learn about competency-based teacher education and diagnostic-prescriptive teaching. The majority of the presentations stress the problems and issues which have contributed to the imperfect functioning of the public schools, and represent a commitment on the part of speakers to try to show how the Teacher Corps can be a tool in improving the public school system through creating effective models of what can be done. (CD)

In order for adult education to be successfully applied in other countries, it is important that an understanding of the people's traditional background and educational attitudes is acquired. A continuing educator must also be a continuing learner. In Africa, education is considered a continuing or recurrent process throughout life serving to fulfill social needs, to foster community awareness, and transmit basic values. Adult education offers a chance for a country to develop and strengthen its population, not only in terms of economic advancement, but in terms of acquiring literacy and skills in the areas of politics, health, agriculture, and economics. Educational problems exist for African women since men are usually provided more educational opportunities in the school system which is patterned after the western model. In planning adult education programs, the important role women already have in the areas of agriculture and trade should be taken into consideration. Adult education, for men and for women, promotes national and cultural cohesion by raising the consciousness of the people to a sense of development and change. (EC)

The first quarter's activities and accomplishments of the Educational Policy Research Center in conducting an assessment and policy analysis of the Education Satellite Communication Demonstration are described and defined. Revisions of the study's original design are provided as background. Discussions of how to achieve the right conceptual mesh between data gathering and policy analysis are reported, along with start-up problems of organizational structure and assignment of responsibilities. Meetings with National Institute of Education representatives and others are listed. Tasks for the next quarter are outlined. (SK)

This report describes family support through the experiences and testimony of eight families. The eight families, who had children with very difficult health and behavioral problems, were participants in the Macomb-Oakland Regional Center's Family Support Program, near Detroit, Michigan. Interviews were conducted to give voice to the families who were using family support, to understand their perspectives on their experiences with it, and to see its positive aspects and its dilemmas. The report examines the family situations, by looking at the conditions of the children, the parents' view of their child-rearing role, the family's acceptance of the children's handicapping conditions, leisure time activities, and foster parents' views of their work as both a job and a responsibility to a child they grew to love. The families' perceptions of the role of the family support program are also examined. Families indicated that they wanted: an alliance between caseworkers and families; a caseworker that helps with the child but does not intrude on the family; recognition from the caseworker that parents are knowledgeable sources of information about the child; an ally with whom to transform the system; and provision of equipment, medical care, cash, and respite care. (JDD)

This paper challenges the traditional view that, in families of children with disabilities, mothers have the primary responsibility for child care because they are the "natural" caregivers. Family support services are an emerging way of delivering services to families of children with disabilities, and they seem to operate within a framework that accepts the traditional view of women as the "natural" caregivers. The rationale for family support programs focuses on the cost savings of providing care at home and the support of traditional family values. Caring, in its three identified forms (taking care of the child, caring about or loving the child, and caring about what happens to people with disabilities in general), is considered women's responsibility. Cultural stereotypes of men and women have significant influence on the way family support services are provided, and on the way that service providers view mothers and fathers of children with disabilities. The paper concludes that the disability rights movement and the women's movement may be in serious conflict, and that the disability field needs to develop a more sensitive perspective on women's issues to further efforts to achieve full community integration of people with disabilities. (JDD)

Family support services are systematic efforts to support natural, adoptive, or foster families who have a family member with a disability. Programs vary in the types of services offered, goals, and number of families served. The most promising approaches to family support provide services that are flexible and individualized, build on informal sources of support and existing social networks, maximize community participation, provide children with permanent homes, and place control in the hands of families themselves. Barriers that hinder the development of family support services include funding mechanisms that favor institutional care, administrative confusion, role of public agencies versus private responsibilities, traditional service models that substitute for rather than support the family, pressure to maintain the status quo, unequal access to services, and lack of federal policy. Family services can be supported on the grounds that they are based on current service ideology and research-based literature, are consistent with existing legislation, save money, and reflect traditional American family values. To fully implement family support services requires adoption of social change in three spheres: the sphere of ideology, the sphere of practice, and the sphere of legal initiative. (JDD)

This report summarizes the proceedings of a Leadership Institute seminar to identify the current state of knowledge and practice in community integration for people with developmental disabilities and to recommend directions for future efforts. The Leadership Institute was organized around four work groups, covering community living, families, school, and work. The work groups synthesized current research and practice; identified priorities for research in community integration, priorities for technical assistance and training, and priorities for information dissemination; and determined key ideas to guide thinking about community integration in the future. Four themes emerged: major progress has been made in community integration; attention should be directed to achieve full integration and participation; a tremendous gap exists between the best practices and practices found in most communities; and an insufficient policy and economic base exists to support community integration efforts. Appendices list the conference participants and additional proceedings papers and reports available from the Leadership Institute. (JDD)

This paper describes the Family Development Research Program, a program combining quality infant day care services with a home visitation component. Particular emphasis in this paper is on the day care center curriculum. Primary goals of the program are: (1) the design and maintenance of optimal environments which nourish an infant's development at different stages of growth, and (2) development of techniques for providing infant learning experiences and language lessons within the daily routines of caregiving. Goals of the home visitation component are to maximize family functioning, contribute to parental knowledge of child development, and foster parental involvement in their children's cognitive and psychosocial development. Included in this paper are the program's goals and rationale; criteria used for selecting participating infants; case findings and selection process; day programs for infants 6 to 15 months and 15 to 18 months old; the family style day program (or multi-age differentiated-environment groupings) for children 18 to 36 months old; staff qualifications and training; curriculum planning and activity guidelines; the infant curriculum; curriculum for the family style day program; processes used to generate curriculum activities; relationship of curriculum to child functioning; and measures used to assess family and parental functioning, teacher effectiveness and children's language, cognitive and social-emotional development. (SB)

In recent years, higher education has been subject to the criticism that the pervasive lecture method is impersonal and ineffective. The individualization of instruction using instructional technology can help to answer that criticism by facilitating the optimal combination of professor-determined objectives and processes with student-determined needs and goals. New technologies and methodologies can be used to adapt the instructional process more precisely to the needs of students. Because there is a natural tension between student-determined objectives and those of the professor, it is important that any new system provide flexibility and choice so that institutional harmony can be preserved. (EMH)

The 19 papers in this conference report examine the formative period of the field of adult education, the development of workers' education, and the interrelationships of the two fields. The four papers in Section I, on defining adult education are: "Challenging the System: The Adult Education Movement and the Educational Bureaucracy of the 1920s" (Rose); "The American Library Adult Education Movement: The Diffusion of Knowledge and the Democratic Ideal, 1924-1933" (Rachal); "A Primary Source for Everett Dean Martin's Agenda for Adult Education" (Day); and "The Danish Folk High School and Its Reception in the United States: 1870s-1930s" (Stubblefield). Section II contains two papers on adult education as a new academic field: "Early Ideas on the Training of Leaders for Adult Education" (Brockett) and "Social Science and the Making of Adult Education Theory: Influences on the Study of Participation, 1930-1960" (Courtney). The 10 papers in Section III address the questions of whether workers' education and adult education are separate topics. They are: "Early Interpretations of Workers' Education" (Keane); "Education and Working Class Culture: German Workers' Clubs in Nineteenth Century Chicago" (Schied); "Workers' Education as Counter Hegemony: The Educational Process at Work Peoples' College, 1907-1941" (Altenbaugh); "Dangerous Knowledge: Canadian Workers' Education in the Decades of Discord" (Welton); "Fannia Mary Cohn: An Education Leader in Labor and Workers' Education, Her Life and Times" (Long, Lawry); "Eduard Lindeman and Workers' Education" (Stewart);"Workers' Education and Adult Education" (Bloom); "The Women of Summer: The Bryn Mawr Summer School for Women Workers, 1921-1938" (Heller); "Workers' Education and the National Urban League" (Morgan); and "Building for a Long Future: Workers' Education in the Progressive Era" (Casey). Section IV provides three papers on adult education, workers' education, and national policy: "New Deal Teacher-Training Centers, 1934-1935" (Kornbluh); "Education in the Work Place: A Brief Overview" (Carlson); and "The Morale of the People: Reflections on Adult Education in British Columbia in the Great Depression" (Selman). (YLB)

Reported are proceedings of a conference on competency based teacher education (CBTE) and the preparation of special educators. Papers on the following topics are included: CBTE and the education of the handicapped (H. Saettler); models for coalitions in special education teacher training (M. Reynolds); principles and practices for designing special education CB programs (W. Houston); practical considerations in implementing CB special education training programs (A. Blackhurst); delineating, training, and evaluating particular competencies in special education (J. Strauch); the affective development of teachers (E. Schultz); the City University of New York's CBTE module project (P. Kay); parent involvement in the education of young handicapped children (S. Cohen); interpersonal perception (L. Ruderman); and professional certification and CBTE in New York state (V. Gazzetta). Included are summaries of a discussion on teacher preparation and certification, role-alike group discussions, and consortial group discussions. Also provided are a statement of the New York State United Teachers' position and guidelines on CBTE, a bibliography of selected and annotated CB references and curriculum materials, and lists of conference planners and participants. (GW)

The 1976 Rural New York Conference focused on unresolved social problems in rural America, with particular attention to needs of rural women in New York. Growing out of a course on rural poverty and social change at Syracuse University, the conference was initiated and planned primarily by students. Proceedings include "Commentaries" by: (1) the director of the New York State Migrant Center on migrants and education, transportation needs, education, day care, and human services; (2) a rural planner on local planning, rural human resources, and consumer cooperatives; (3) a public administration graduate student on human services planning; and (4) a social work graduate student on illiteracy. A "Discussants" section touches on topics such as migrant education, Indian education, rural schools, family planning, health services, sex education, social isolation, transportation, and parent education. There are summaries of workshops on: migrants and farm workers; youth, family planning, and health services; education and illiteracy; and minorities and housing. A "Conclusions" section offers specific issues pertinent to state and federal policy formation under headings of revitalization of rural areas, health care, transportation, housing, human services, research, and rural humanism. The publication also includes a list of resource persons for the conference. (RS)

This report of a two-day workshop on non-traditional careers in librarianship provides the text of five major presentations as well as summaries of the three alternative sessions which followed. Each of the speakers described a different type of career: (1) Alice S. Warner of Warner-Eddison Associates is an information broker; (2) Robert E. Herz is a political research assistant; (3) Ruth Ann Barrett is in charge of information services for the Association of Junior Leagues, Inc.; (4) Celeste Silvers is a researcher for FIND/SVP, a firm which supplies information-on-demand; and (5) Eugene Garfield is in information publishing. The second day of the workshop was given over to sessions on career assessment led by John C. Crystal, Life Management Services, Inc.; how to start a free-lance business led by Susan Klement, INFORMATION RESOURCES; and making the move into management led by Joyce DeHaan, Center for Organization Development. Moderator and coordinator of the program was Maxine Davis of INFORMATION ACCESS. A directory of librarians in alternative careers with brief descriptions of their responsibilities and lists of participants in the various workshop activities are included. (Author)

Proceedings of a workshop on the information broker--a person or organization that provides information on demand for a fee, usually to make a profit--includes edited transcripts of the following presentations: "Introduction," Maxine Davis; "The Free-Lance Alternative: Turning Traditional Skills New Directions," Susan Klement; "Fee-Based Information Services within the Public Library," Carol Vantine; "The Role of the Information Broker in Today's Business and Industry," Christopher Samuels; and Panel Discussion. Included in the appendices are: (1) directory of free lance librarians and information brokers; (2) services provided; (3) sample advertisements, information and forms for Inform and Information Access; (4) a list of information sources for running a small business; and (5) a bibliography. (KP)

To have an impact in the adult education field, adult educators must improve their competencies through professional development. Although adult education academic programs exist, many agencies hiring adult educators do not require this background and frequently are unaware that the field exists. The Coalition of Adult Education Organizations has appointed a committee to study and take action in the professional development field. Professional development is needed for those preparing to enter the field, those entering with insufficient preparation, those requiring training to continue working effectively, and those preparing for professionally related roles. Development programs can improve adult educators' competencies, such as the ability to relate theory to practice. Adult educators should be involved in assessing their own needs, which are transformed into agency, sponsor, and individual objectives that influence the development of learning opportunities. These opportunities can involve many types of programs, activities, and resources which may be part of a diploma, research, or professional development program. To facilitate program and productivity evaluation, performance objectives must be clearly stated. Adult education agencies should have professional development policies and should indicate competencies required for higher positions. Those sponsoring professional development must recognize that financial support and recognition are important motivational factors. (A Spanish translation of this paper is available--see note.) (CSS)

A typology of time-related concepts is put forth as a step toward the building of comprehensive theory in aging. The concepts derive from statistics (age, cohort, period effects), the theoretical writings of Sorokin (life course role sequences, durations and rates), the writings of Riley (on the synchronization of life course socialization and role allocation processes) and the life cycle planning literature (the use of time over the life course in the areas of education, work and leisure). The utility of the typology for resolving the "cohort analysis problem" (the confounding of age, cohort and period effects) in life planning research is outlined. (Author)

National policy makers have put forth different life cycle planning proposals for the more satisfying integration of education, work and leisure over the life course. This speech describes a decision making scheme, the Time Paradigm, for researched-based choice among various proposals. The scheme is defined in terms of a typology of time-related concepts of sequence, duration, rate, rhythm, recurrence, routine, synchronization, age, period, and cohort in an integrated method. The model's comparative analysis of: the Sugarman Sabbatical Plan, the Gosta Rehn Public Insurance System, the Santa Clara "Cafeteria Plan" and the Marziale Flexible Retirement Plan test its practical applicability. The Time Paradigm selects the Santa Clara Plan because of its potential for dealing with the life course problems of all age groups, as well as those of the elderly, as the preferred plan for national implementation. (Author/LS)

This document presents an overview of the Jamesville-DeWitt-Syracuse University Teaching Center. Founded in 1975, the Teaching Center has two major foci--the provision of personalized and individualized field experience for the preservice university student and ongoing inservice teacher staff development. The paper describes the conceptual bases underlying both of these missions and methods developed for bringing these concepts into actuality. Organization of the Center Directing Council and Consortia Coordinating Council are described. Recommendations drawn from Center experience are offered as guidelines for the development of other successful centers. (MJB)

This report of a conference for school administrators and media staff provides the text of the keynote address presented by Evelyn Daniel, as well as reports from small group sessions on the following topics: (1) policy making and budget setting; (2) centralized technical processing or commercially available technical services; (3) cable television; (4) planning, programming, and budgeting systems; (5) interpersonal communications; (6) reading at the elementary level; (7) language arts at the elementary level; (8) elementary level programs; (9) English at the secondary level; (10) social studies--secondary level; and (11) science/math at the secondary level. The names of group discussion leaders are included in the conference program. A collection of library instructional games designed to increase students' knowledge of library materials is appended. (AWP)

These proceedings contain 58 papers. Selected brief titles are: "Teaching Reading in Advanced English to Adult Chinese Students" (Bao); "Analyzing the Training of Trainers and Adult Educators" (Boshier); "Knowledge Utilization in Social Work Practice" (Baskett); "Adult Education in the U.K." (Bright); "Developing Media Literacy in Adults" (Brookfield); "Ideological Orientation and Attitudes toward Professionalism among Adult Educators" (Brown); "Self-Directed Adult Learning" (Caffarella, O'Donnell); "The Psychosocial Development of Women" (Caffarella, Olson); "Adult Education and Social Equality" (Cervero, Lin); "Adult Education and Cultural Determinism" (Clarke); "Two Successful Prison Education Programs" (Collins); "The Canfield Learning Style Inventory" (Conti, Fellenz);"Measuring the Social Environment of Adult Education Classrooms" (Darkenwald, Valentine); "Models of Adult Participation in Informal Science Education" (Dimmock); "The Psychosocial Content of Teacher Talk" (Dirkx); "Literacy Usage among Older Adults" (Fisher); "Clandestine Learning among Slaves" (Gainey); "McClusky's Concept of Margin for Predicting Adult Dropout" (Garrison); "Open Learning" (Haffenden); "Serving Adult High-Risk Students" (Haskins); "Deterrents to Participation in Adult Basic Education" (Hayes, Darkenwald); "Adult Education and Government Repression in the U.S., 1919-1920" (Hellyer); "Adult Learning Styles: Auditory, Visual, and Tactual-Kinesthetic Sensory Modalities" (Hoffer); "Literacy Voluntarism" (Ilsley); "The Identification and Management of Student Stress" (Jones);"Locus of Control and Values of Adult Learners in Schools of Business and Education" (Londoner, Linder, Bauer); "Grassroots Computer Education" (Ludden); "Adult Readers of Fiction" (Mathney); "Innovative Learning" (McIntosh); "New Students and Returned Students" (McLaren); "Black Re-Entry Women" (Meyer); "Education in the Workplace" (Munnelly); "The Small Adult Education Centre" (Pemberton); "Women's Learning: A Perspective from Jungian Individuation" (Rannells); "Forces Influencing Women's Decisions to Return to School as Undergraduates" (Ross); "Learning about Leadership from Experience" (Rossing, Russell); "Workers' Cooperatives: Freirean Opportunity in the Workplace" (Schulman); "Librarians and Self-Directed Learners" (Smith); "Building Inductively-Derived Planning Theory" (Sork);"Learning How to Learn: Adult 'Eductive' Learning" (Stanage); "Social Transformation through Nonformal Education" (Stalker-Costin); "Locus of Control Expectancies of Two Groups of Older Adults in Relation to Participation" (Strickland-Drobnies, Korhonen); "Equipping Adults for Learning: Participation Training" (Stubblefield); "Adult ESL Program Holding Power" (Tanner); "The Influence of Learning Style and Teaching Style on Achievement among Nontraditional Health Professional Students" (Welborn, Conti); "Perspective Transformation and Male Spouse Abusers" (Williams); "Assessing Impact of Literacy Education Programs" (Copeland, et al.); "The Ends and Means of Adult Literacy Education" (Hiemstra, et al.); "Using Research on Women to Reshape Concepts about Learners and Learning" (Karlovic, et al.); "Exploring the Value of Aging" (Hanson, Rugh); "Entering a Nursing Home as a Life Transitional Period" (Parsons). (MN)