The Needs of Non-Traditional Learners and the Responses of Non-Traditional Programs.

Autor/inn/en	Cross, K. Patricia; Zusman, Ami
Institution	California Univ., Berkeley. Center for Research and Development in Higher Education.
Titel	The Needs of Non-Traditional Learners and the Responses of Non-Traditional Programs.
Quelle	(1977), (177 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Learning; Bibliographies; College Students; Educational Demand; Educational Supply; Females; Higher Education; Literature Reviews; Needs Assessment; Nontraditional Education; Nontraditional Students; Part Time Students; Program Descriptions; Student Motivation; Student Needs + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adulte education; Adult training; Erwachsenenbildung; Collegestudent; Bildungsanforderung; Bildungsnachfrage; Bildungsangebot; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Non-traditional education; Alternative Erziehung; Part-time students; Teilzeitstudent; Schulische Motivation
Abstract	The state of knowledge about adult part-time learners and the programs designed to serve them are reviewed. The primary sources of information were recent data collection projects sponsored by state and national agencies to determine the characteristics and needs of adult learners and potential learners. Selected program descriptions were also studied to determine current program responses to learner needs. Major findings include: (1) Interest in adult education is related to socioeconomic status. (2) Participation and interest in educational activities show considerable regional variation. (3) Adults have a pragmatic orientation to eudcation. (4) The kind of education desired is related to adult life stages. (5) Education for adults must have high credibility. (6) Women are closing the educational gap between men and women, but there is some evidence that today's voluntary and largely self-supporting adult education is widening the gap between Caucasians and ethnic minorities and between the "haves" and "have nots." (7) There is a high correspondence between the "needs" identified in assessment studies and the component responses offered by nontraditional programs. (8) There is a great variety in the nontraditional programs studied, making it difficult to group programs into typologies. (9) The trend is toward different forms of education and services for nontraditional learners as opposed to an expansion of traditional education to include adult learners. (Author/LBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01