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This book synthesizes both the theoretical and practical perspectives of experienced practitioners of the craft of adult education. The book contains 14 chapters. "The New World of Continuing Education" (Alan Thomas) clarifies common terms in historical context. "We Have with Us Yesterday: Teaching Lessons from the Past" (Michael Welton) presents the achievements of some pioneers in Canadian adult education. "Valuing What We Do as Practitioners" (James Draper) describes and compares five philosophical stances and their link to adult education. "Women as Learners" (Dorothy Mackeracher) provides commentary from feminist research to illuminate and enhance the teaching of adults. "The Health Educator: Nurturing the Learning Link" (Thelma Barer-Stein, Carmen Connolly) provides a brief introduction to adult education principles within the framework of Barer-Stein's Five Step Learning Process. "Holistic Learning & Teaching: 'Would You Play a One-String Guitar?'" (Virginia Griffin) explores how the capacities of the human mind may be applied in any learning situation. "Application of Learning Theory to the Instruction of Adults" (Donald Brundage et al.) provides more views of the differing ways that people learn as well as a look at some differences between teaching children and adults. "Culture in the Classroom" (Barer-Stein) explores the meaning and place of "culture" and "ethnicity" in the teaching-learning situation. "Planning for Learning: A Model for Creative Decision-Making" (Reg Herman) offers practical ways to place the adult's needs and learning experiences into the planning and evaluating of programs. "Program Evaluation for Adults" (Lynn Davie) explores the what, how, and by whom of evaluative processes. "Compared to What? Comparison Studies as an Added Dimension for Adult Learning" (J. Roby Kidd) explains the meaning and implications of comparisons. "Adult Distance Learning: Challenges for Contemporary Practice" (Elizabeth Burge) outlines statistics and lists the challenges of balancing science and craft while thinking holistically. "The Future of Adult Learning" (Allen Tough) describes changes in process now and their future implications. Finally, "Advice and Empathy: Teachers Talking with Teachers about Adult Education" (Draper) presents insights from part-time teachers of adults. Appendixes include a listing of names and addresses of selected international associations in adult education. Contains 140 Canadian references. (YLB)

These case studies of the experiences of literacy practitioners and their students from all regions of Canada contain descriptions and reflections that provide a critical and revealing commentary on effective practice in literacy education in Canada. Each case study chapter begins with introductory information that provides a synopsis of who, what, and where. Discussion questions at the end of each case study are intended to provoke further reflection and debate. Section 1 on Foundations of literacy contains three chapters: "Looking at Philosophies for Literacy Education" (Draper); "Understanding the Principles Guiding Our Literacy Practice" (Taylor); and "Learning about Learning" (Barer-Stein). Section 2 consists of four case study chapters on community building: "Training Literacy Practitioners for Community-Based Settings" (Norton); "Community Strengthening" (Goldgrab); "Linking Literacy and Health: A Popular Education Approach" (Norton); and "Outreach" (Goldgrab). In section 3 are five case studies focusing on special needs: "Peer Tutoring in the Classroom" (Goldgrab); "Literacy, Welfare, and Popular Education" (Norton); "Preparing Psychiatric Patients for Independent Living" (Goldgrab); and "Les Pas des Mots" and its English translation, "Promoting the March of Words" (Blais). The six case studies in section 4 are on activating student participation: "Sharing Power and Authority" (Norton); "Les Murs de Papier" and its English translation, "Dialogue with Social Decision-Makers" (Blais); "Activating Student Participation" (Goldgrab); and "S'alphabetiser pour posseder une cle'" and its English translation, "Literacy Training as a Key" (Blais). Section 5 contains five case studies on language and culture: "The Whole Person Approach" (Goldgrab); "Theater as Literacy" (Walker); "The Preservation of Franco-Ontarian Language and Culture" and its French translation, "La preservation de la langue et de la culture franco-ontarienne" (Goldgrab); and "Promoting Language, Literacy, and Culture in an Arctic Community" (Norton). Section 6 consists of four case studies on workplace literacy: "Collaboration in Workplace Literacy" (Darville); "S'alphabetiser en milieu de travail" and its English translation, "Literacy Training in the Workplace" (Blais); and "Collaborative Learning in Times of Change" (Wells). An epilogue is "Continuing the Debate" (Draper). Contains 178 references. (YLB)

This book, intended to serve as a professional reference work, proposes to define the field of Adult Basic Education in its evolution, its contribution to professional education, and the principal problems and issues. The volume contains the following treatises: "Definitions and Evolution of the Concepts" (Thomas); "Selected Chronology of Literacy Events" (Draper); "Language of Experience and the Literacy of Power" (Darville); "Federal Legislation and Adult Basic Education in Canada" (Thomas et al.); "Literacy--'Autonomous v. Ideological' Model" (Street); "Historical View of Literacy" (Draper); "Case of the Franco-Ontarian Illiterate" (Roy-Poirier); "Adult Basic Education Programs in Canada" (Anderson); "Conscious Romantics" (Martin); "Implications of Technological Change for Adult Education" (Jean); "Community-Based Literacy Programming" (Gaber-Katz, Watson); "Generous Supply, Barred Demand" (Hautecoeur); "Creating Curriculum" (McBeth); "Approaches to Reading Instruction for Adult Beginning Readers" (Askov); "Computer Assisted Instruction" (Wiener); "Life Skills" (Conger, Cameron); "Role of Literacy in Methods of Teaching English as a Second Language" (Burnaby, Bell); "Literacy for Participation" (Brown); "Rubic Cube" (Lafleur); "Tests for Adult Basic Education and Adult Literacy" (Jones); "Assessment of the Basic Dimensions and the Concept of Instrument Readability" (Taylor); "Field Study of Community Literacy Methodological Questions" (Wagner); "Applying Naturalist Evaluation in Basic Education" (Fellenz); "Remedial Reading Procedures for Adult Learners" (Singh, Singh); "Adult Disabled Reader" (Thistlethwaite); "Remediation in Mathematics" (Chapline, Newman); "Remediation in Adult Education Using an Individualized Microcomputer Program" (Vacc); "Remedial Learning" (Lohnes); "Student Concepts of Literacy Learning" (O'Brien); "Teaching Styles and the Adult Basic Educator" (Conti); "Voluntarism in Community Based Literacy" (Moore; Westell); "Basic Job Retraining and Paid Educational Leave" (Burton); "Learning through Research" (Draper); "Reflections on Literacy and the Universal Learning Process" (Barer-Stein); "From the Learners' Voice" (Horsman); "Women and Literacy" (MacKeracher); "Economics of Adult Basic Education" (Rubenson); "Administration of Adult Basic Education Programs" (Rachlis); "Adult Basic Education in the Prisons" (Isabelle); "Literacy and Illiteracy in the Workplace" (Chang); "Issues, Trends and Implications in Adult Basic Education" (Pearpoint); "Adult Basic Education and Community Development" (Shuttleworth); "Adult Literacy in the Development of Nations" (Bhola); "International Communication and National Development" (Draper); "International Sharing" (Clarke); "Final Eradication of Illiteracy" (Belanger); and "Youth's Participation in Literacy Work" (Gillette). (NLA)

The chapters and authors in this volume are as follows: "The New World of Continuing Education" (Thomas); "Compared to What? Comparison Studies as an Added Dimension for Adult Learning" (Kidd); "Culture in the Classroom" (Barer-Stein); "Planning for Learning: A Model for Creative Decision Making" (Herman); "Application of Learning Theory to the Instruction of Adults" (Brundage, Keane, MacKneson); "Program Evaluation for Instructors of Adults" (Davie); "Holistic Learning/Teaching in Adult Education: 'Would You Play a One-String Guitar?'" (Griffin); and "Advice and Empathy: Teachers Talking with Teachers" (Draper). Each chapter begins with a practitioner's summary and ends with a bibliography. The book concludes with the names and addresses of Canadian and international adult education organizations and an annotated bibliography of 107 selected Canadian writings on adult education. (CML)

In this document, leading educators from 12 African Commonwealth countries trace the development of adult education in Africa and show how providers of adult education outside the formal education system (including government and nongovernment organizations, trade unions, women's groups, and religious organizations) have met the needs of their nations by providing various types of education and training, including agricultural extension and literacy, health, and political education. The following papers are included: "Introduction" (Edwin K. Townsend-Coles); "Purpose and Method of the Project" (James A. Draper); "Looking Back: Acquiring a Historical Perspective" (James A. Draper); "Botswana" (Frank Youngman); "Ghana" (Miranda Greenstreet, Kofi Siabi-Mensah); "Kenya" (David K. Kirui); "Lesotho" (Lois Anne Sebatane, Bill Moore); "Mauritius" (Prem R. Hurrynag); "Nigeria" (Michael Omolewa); "Seychelles" (Alain Daniel Lucas, Marguerite-Marie Mondon); "Sierra Leone" (Edward D. A. Turay); "South Africa" (Cathy Gush, Shirley Walters); "Tanzania" (Philemon A. K. Mushi, Yosiah D. M. Bwatwa); "Zambia" (Elizabeth Mumba); "Zimbabwe" (Clara Sipiwe Nondo, Evison James Muti); "Observations" (James A. Draper); "Introduction [to a Selected Chronology]" (James A. Draper); and "Regional Chronology" (Ekundayo J. D. Thompson). (MN)