Continuing and Recurrent Education: Problems and Developments in the U.S. Efforts at Serving the Poor.

Due mainly to the cultural reverence for the baccalaureate degree, there is a growing pressure from low income and minority groups to expand programs in continuing education. Various approaches to the problem have been tried (talent searches by colleges, open admissions) but have not proved successful. Although success and financing are problems, the major problem seems to be the development of skills and competencies in low income students. Researchers are still divided on the question of whether intellect is genetically or environmentally determined. However, there is abundant data relating to school achievement and school inefficiency and neglect in disadvantaged populations. Studies of desegregated schools indicate that achievement levels tend to rise with desegregation. Equality of education can only be reached if schools and society accept responsibility for developing conceptual, technical, social and political competence in the whole population. Three problems must be faced to equalize continuing education programs: modification of mental postures and learning patterns in inefficient young adult learners; the development of professional competence; and the necessity of involving the student in the developmental task. (Author/WI)