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These papers, produced for a graduate seminar at the University of Wisconsin, Madison, represent an attempt to devise a methodology for the comparative study of adult education. "Introduction," by G.S. Bains, provides a justification for the study of comparative adult education. "Comparative Philosophies of Adult Education," by Donald Verwayen, and "An Exploration of the 'Developmental/Rationalistic' Dichotomy for Comparative Adult Education Studies," by Michael J. Heus, examine basic philosophies. "The National Establishment of Adult Education," by Barbara D'Onofrio, concerns the status of adult education. "The Organization of Adult Education," by A. Brian Calhoun, "A Comparative Adult Education Inventory," by Marianne Maynard, and "The Arrangement of Study Activities," by Thomas C. Smrcka, present different forms of arrangement. "Cultural Differences and Evaluation," by D. Merrill Ewert, explores cultural influences creating differences between countries. (KM)

The papers in this volume were presented at the ninth annual conference of the Australian Association of Adult Education. Included in the program of the conference were discussions on "Recent Projects in Adult Education" and "Research in Adult Education." These were dealt with by two syndicates which met throughout the conference and presented reports on their discussions to a final plenary session of members. The material for Syndicate 2 consisted of papers prepared by a number of adult educators who described one or more projects included in their programs. The basis for discussion by Syndicate 3 was a paper on "The Clientele of Adult Education." The papers and other material in this volume provide a record of the work done by these syndicates. (Author/CK)

The papers presented in this volume were prepared for the ninth national conference of the Australian Association of Adult Education. The Conference was mainly a gathering of professional adult educators from Australian departments and institutions created for the purposes of adult education. The education of adults on a voluntary basis and without provision of qualifications is as yet a very minor social institution within Australian society. It is an institution which responds to a wide range of other more dominant social institutions, such as the political system. It is particularly in the political sense that all the papers which are included have relevance for teachers in whatever setting they work. (Author/CK)

These conference papers on prospects for the future of Australian adult education concentrate on issues in rural adult education, postsecondary education by colleges of advanced education, international cooperation to meet the educational and related needs of developing nations, the future contribution of New Zealand universities to residential and other forms of adult education, and approaches to program research and evaluation. Educational impacts of trends in rural social relationships and groupings are discussed with reference to work, employment, and rural and nonrural community participation. Also considered are influences on innovation in community education and agricultural education, developmental tasks, orientations toward adult education and participation or nonparticipation therein, influences on participation, and different adult educator job orientations. Commentary on the background paper on colleges of advanced education is also reproduced. The document includes 86 references. (ly)

Existing official and unofficial colleges of advanced education (CAE) including numerous technical, paramedical, and agricultural colleges in Victoria, a few institutions in New South Wales, and other schools and institutes in Queensland, South Australia, and Western Australia, are described; and plans for future colleges or the upgrading of existing institutions, are noted. Next, in a background paper and commentary, are somewhat divergent opinions on such questions as the balance between vocational and general education in CAEs and overlapping between CAEs and university extension. Evaluating both the background paper and the commentary, Section three stresses the view that a broad, extensive program at the subuniversity academic level has an important place in Australian adult education and that CAEs would be well fitted to the task. Detailed comments from six administrators and other educators also appear. (ly)

These papers cover planning, organization, and administration of programs conducted by the Department of University Extension of the University of New England (New South Wales); they are concerned primarily with rural extension. The first paper reviews elements of program planning and program implementation in general. The second evaluates an extension program by applying a model of the program planning process developed by Boyle. Papers three and four describe in detail the planning and organizing of non-residential and residential schools for adults, with emphasis on the challenge these techniques hold for the adult educator. The fifth paper is a reappraisal of the place of the arts in the education of adults. The sixth paper stresses the importance of thorough program planning and draws some implications of the present monograph for the adult educator. (Editor/NL)

Papers presented at a conference organized by the Indian University Association for Continuing Education of India and the University of Madras are reproduced in these proceedings, as are case studies relating continuing education efforts in seven countries and Hong Kong and Singapore. The papers are as follows: "The Necessity and Strategy for Continuing Education in Asian Countries" by Raj Krishna, "Continuing Education and the University in a Developing Country" by J. E. Jayasuriya, "A Note on Continuing Education" by K. N. Raj, "The Role of University in Continuing Education" by V. V. John, "Programmes of Continuing Education in Universities" by B. H. Crew and S. C. Dutta, "Problems of Organisation, Finance and Structure in Universities" by Amrik Singh, "The Financing of University Adult Education in a Developing Country" by John Lowe, "Broadcasting in Continuing Education" by Laksiri Jayasuriya, "Continuing Education: A Challenge to the University" by A. J. A. Nelson. The countries reporting in the case studies are Australia, India, New Zealand, Phillippines, Papua and New Guinea, and Thailand. (DB)

Public librarians met at a workshop in Albury, Australia on September 19 and 20, 1970 to discuss areas in which they tend to undervalue their responsibility to the community. The following papers were presented, and appear in this volume: (1) Extension activities for children, (2) Youth, (3) The film society and the public library, (4) The provision of books in foreign languages, (5) Libraries and continuing learning, and (6) Extension activities and the council. (SJ)

The seventeen papers following the Introductory Address by P. H. Sheats are: Literacy in Territory of Papua and New Guinea by A. Tavai; The Role of the Teacher in Community Advancement by W. Hatton; Financial Education and Community Advancement in Papua and New Guinea by E. V. Fleming; Army Education in Papua and New Guinea by R. T. Jones; Aboringinal Adult Education in the Northern Territory with Particular Reference to Literacy by P. M. C. Turnbull; Aboriginal Adult Education and Community Advancement by A. T. Duncan; Adult Education Amongst Central Australian Aborigins - Some Principles and Methods by Rev. J. H. Downing; The Teacher's Role in Community Advancement by A. Grey; The Maori Leadership Conferences Community Advancement of an Ethnic Minority by S. R. Morrison; The Disadvantaged - Problems of Special Provision by C. Duke; Education and Disadvantage by N. Haines; Education in Prisons by N. F. Nance; The Rural Depressed by N. D. Crew; The Two-Way Processes of Migrant Assimilation by D. Buckland; An Approach to Migrant Education by P. Arblaster; Trade Union Education by P. Mathews; and The Postal Course Scheme for Trade Unionists by E. Williams. (LS)

This collection of readings was compiled to provide background information on adult education in Australia, as well as to indicate future aims. The papers discuss goals in adult education; the government's part in adult education; and institutionalizing adult education in universities and in other bodies. Institutions that offer adult education programs are named and their programs discussed. Methods used for teaching these programs are described, and standards utilized in these programs are presented. Surveys of the students who participate in adult education classes are described as to results. Appraisals are made of adult education programs from 1944 to 1965. A subject index is provided. (DB)