This paper examines the integration of nonformal and formal education at the level of higher education, specifically for the training of nonformal education fieldworkers. Several patterns of possible linkages between these two educational spheres are defined and described. These patterns explain strategies ranging from programs centrally planned to rural level university programs. From this overview of linkages, seven conditions favorable for the development of integrative linkages are identified. An in depth study of a formal-nonformal integrated program in Indonesia is presented. Underlying this program are linkages between teacher training institutes and a government community education organization for the traning of nonformal education fieldworkers. Central to the program is a one-year diploma course in nonformal education. This paper examines the balance and merger of practice and theory in the curriculum, describes the field practicum, and evaluates staff development workshops and administrative relationships between these two educational organizations. The outcome of the study is an analytical framework that intersects the conditions favorable for integrative linkages with input and design factors. The framework provides a check list of program areas where integrative development might occur. Educational program planners can use the analytical framework as a tool to help design, examine, evaluate and transform programs that involve linkages between formal and nonformal education. In conclusion, nonformal education, while more reflective of community participation and needs, has neither gained the institutional stability nor credibility of formal education. Moreover, nonformal education fieldworkers have usually been poorly qualified and/or transient. More expensive and in greater social demand, formal education takes up the major portion of most developing countries' budgets. This study advocates that educational planners look towards the integration of nonformal and formal education at the level of higher education in the hopes of minimizing the weaknesses inherent in their separateness and capitalizing on the potential strengths of integration.

This explorative study sought to examine the educational experiences of older adults (from 60 to 80) who were participating in adult education programs. The study used a phenomenological model; three in-depth interviews explored the motivation, experience and meaning of late life participation in educational programs. Informed by psychosocial developmental theory, the study emphasized the task of life review within the last stage of adult development. The study found that in a small sample of ethnically diverse older adults personal motivation, experience, and meaning of adult education exhibited themes related to continuing early life constructs such as social class identity, family goals and early educational experiences. Hence, motivations for formal learning at this point in life were related to individual personal constructs; in several participants these included the phenomenon of life review. Many of the older adults returned to school to complete life goals which had not been satisfied at younger ages, others wanted to "compete" with younger versions of themselves, to prove that they were still capable of learning, to make clearer their own personal histories, or to find contributory outlets. Individual motivational themes were reflected in the participants' experience of adult education and in the personal and historical meanings they made of it. The study presents in detail the stories of six participants and attempts to tie together their motivation, experience and meaning within the larger population and within a psychosocial developmental framework. Implications for education are explored.

This paper examines planning considerations for universities' participation in nonformal education. The main purpose of the study is to help guide the policy-makers and planners in Korea who are engaged in the formulation of strategies which will lead to a greater involvement of Korean universities in nonformal education. This involvement is in keeping with the full intention of promoting nonformal and lifelong education in Korean society under the provisions of the new constitution as revised in 1980. The methodological approach combines a critical survey of literature, of three case studies and an analytical survey of needs assessments. The survey of literature incorporates a comprehensive review of educational dilemmas in the world context, the potentials of non-formal education in promoting people's lifelong learning, and the roles and values of higher education in the world as well as the Korean context. The case studies highlight the models appropriate for adoption within the Korean higher education system in order to maximize Korean universities' involvement in nonformal education. The survey of needs analysis, which is the most central aspect of this study, was designed for utilizing ideas and issues related to Korean universities' participation in nonformal education as major needs components for the formulation of the Nonformal Education Act. The several data gathering approaches suggest these major recommendations for increasing coordination between the Korean universities' and the nonformal education's efforts: establish a system for preparing specialists in nonformal education in universities; arrange for university representation in national nonformal education policy bodies; provide financial support to universities for nonformal education efforts; and increase the effective dissemination of university findings concerning nonformal education. This study supports the thesis that the tensions between formal and nonformal education in Korea can be a creative source of energy and ideas, building on the strengths of both systems.

Adult education is for all people in all time. The expression of its workings le diverse, determined by locality and tradition. The study of adult education in northern Europe since the World Far is based on the belief that "the world is in need of stronger and more clearly conceived ideals of conscious effort In the service of humanity. The salvation of society must be mined from its depths".

In the early 1980?s teacher induction programs were introduce widely in the US in order to support novice teachers, and to stem the rising trend in teacher attrition. However, 9.5% of all teachers continue to leave teaching within the first year, and up to 50% leave within five years. Mentoring is the basis of most induction programs therefore, in order to understand the impact of induction programs, it is important to understand the role of mentoring within induction. Induction programs tend to be generic in their approach and do not specifically, and intentionally acknowledge the individual and diverse needs and expectations of novice teachers as autonomous, rationale self-directed adult learners. This phenomenological case study research utilized adult learning as the theoretical framework to explore novice teachers? perceptions of mentoring supports as they learned to teach. This research focused specifically on their perceptions of the formal and informal mentoring and interactions that they experienced in their first four months of teaching. The analysis revealed that the supports received by novices could be conceptualized as a mosaic of mentoring interactions that take place in a number of conceptual spaces, two formal (formal induction programs and schools as ecological systems or school ecologies) and one informal (informal networks and interactions within and between two formal conceptual spaces). The analysis also revealed that each conceptual space comprised three levels where mentoring took place namely, the macro (systemic and institutional) level, the meso (departmental and school geographic) level, and the micro (individual or interpersonal) level. The findings indicate that induction is a multi-faceted process that should include all stakeholders, both district and school, in order to provide initial and sustained support to novices. School ecology is an untapped resource in providing support to novice teachers. The strategic use of physical space, the physical presence of people and systematic organizational inclusion of strategies such as creative scheduling, all provide additional organic support for novice teachers. Both formal induction programs and school ecology should be strategically structured to allow informal networking to occur, as these networks emerged as the most effective ‘mentoring’ support experienced by the participants.

The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the support, services, and assistance that they require to successfully engage in the full range of activities for their daily living. Additionally, the study explores how PHPS describe their experiences with support, services, and assistance available to them. The study was conducted using a qualitative, phenomenological in-depth interview methodology. The study sample consisted of 10 helping professionals with learning disabilities that work in helping professions. Data was collected using audiotaping of interviews and field notes. Audio tapes were transcribed and data from the transcriptions was analyzed for this study. Nine major themes emerged from the analysis of the study data the themes were disability, daily living, oppression, self-esteem, self-reflection, creative management, creative management adaptive behaviors, services and support. Key findings from the study suggest that professionals in helping professions (PHPs) with learning disabilities are creative, strong willed and persevere despite the odds. Most of the PHPs went through school without accommodations and relied upon their own abilities and determination to pass. Two out of the ten PHPs were diagnosed with learning disabilities when they were children. Three of the PHPs were born before learning disabilities were formalized and labeled as a disability. The data suggests that people with learning disabilities need support, services and assistance in all areas of their daily living. Recommendations for change are provided for addressing the problematic themes that emerged from the data.

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