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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those the Commission serves. The Commission holds its annual meeting in conjunction with the AAACE conference. Following a message from the AAACE President, Jean E. Fleming, these proceedings contain the following papers presented at the 2015 CIAE International Pre-Conference: (1) Tools That Matter: The Assessment of Online Resources for International Students (Valeriana Colón); (2) Faculty Development and Teaching International Students: A Cross-National Study of Faculty Perspectives in a Global Era (Joellen E. Coryell, Monica Fedeli, Jonathan Tyner, and Daniela Frison); (3) Comparing Italian Pre-Service and In-Service Teachers' Beliefs on Competence Based Learning (Mario Giampaolo, Alessio Surian, Federico Batini, Marco Bartolucci); (4) Cutting Edge Discoveries for the 2015: Capsule of a History and Philosophy of Andragogy (John A. Henschke); (5) Yes I Need Help! A Day in the Journey of Adult Learners Pursuing Higher Education: A Caribbean Perspective (Yvonne Hunter-Johnson and Sharlene Smith); (6) Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea (In Tak Kwon, Junghwan Kim, and Doo Hun Lim); (7) Education Interrupted: Kosovo 1980-1999 (Gjylbehare Llapi and Claudette M. Peterson); (8) Diversity to Inclusion: Expanding Workplace Capability Thinking around Aboriginal Career Progression (Kaye Morris); (9) So Much More Than a Humble Hall: World War One Memorials in NSW Schools of Arts & Mechanics' Institutes (Roger K. Morris, Robert J. Parkinson, and Melanie J. Ryan); (10) Implicit Attitudes of International and American Adult Students toward Black and White Teachers (Eunkyung Na, Tony X. Tan, Travis Marn, and Rica Ramirez); (11) Designing and Implementing Neighborhoods of Learning in Cork's UNESCO Learning City Project (Séamus Ó Tuama and Siobhán O'Sullivan); (12) Learning Lives of North Korean Young Defectors: A Preliminary Study of Reconstructing Identity in Career Development (Hyewon Park, Junghwan Kim, and Fred M. Schied); (13) Andragogy through Social Enterprise: Engaging Students in the Learning Process Is Borderless (Victoria Queen); (14) Leadership outside the Box: The Power of Nurturing the Human Spirit at Work in an Era of Globalization (Nancy Kymn Harvin Rutigliano and Alexandria S. Frye); (15) Lifelong Learning and Vocational Education: Institutional Requirements and University Didactical Concept of a Master Degree Program "Teaching Qualification for Vocational Education in the Field of Health Care and Nursing" at the Otto-von-Guericke-University (Germany) (Astrid Seltrecht); (16) Teaching Nonliterate Adults in Oral Cultures: Findings from Practitioners (LaNette W. Thompson); (17) Evolution and Revolutions of Adult Learning: Capacity Building in Adult and Non-Formal Education in Nigeria (Chinwe U. Ugwu); and (18) Evolution and Revolution of Adult Learning: Exposition of Open and Distance Learning in Nigeria (Nneka A. Umezulike). [Individual papers contain references. Rashmi Sharma provided editorial assistance.]

Penal systems of European countries vary in educational programs and humanizing efforts. A high percentage of Soviet prisoners, many incarcerated for ideological/religious beliefs, are confined to labor colonies. All inmates are obligated to learn a trade, one of the qualifications for release being evidence of some trade skill. Swedish institutions, leaders in humanizing efforts, offer vocational/industrial training, continuing education, and follow-up educational programs. The Finnish penal programs, although limited to elementary instruction, indicate a strong progressive strain. Education is a feature of all penal institutions in England. Of the French inmates involved in education, about one-fourth are enrolled in correspondence courses. Italy, prohibited by legislation from organizing schools in prisons, provides vocational training. Elementary academic education is provided in Portugal, Yugoslavia, Poland, Greece, and Hungary; vocational training is emphasized in Belgium and Poland. Dutch penal staffs provide impressive group therapy experimental programs. In the United States, programed instruction and college education provision are current trends. Although a national strategy for adult basic educational training exists, General Education Development (GED) research is lacking. Vocational training, which is often provided, is weak. (EA)

Drawing on findings from a recently completed locality study in the UK (The Kendal Project), this paper considers the "softness" of mainline liberal churches. It is commonly held that such churches have "accommodated" to liberal modernity (Berger, Bruce, Kelley etc.). This paper draws on qualitative and quantitative data to consider the nature and degree of such accommodation by the turn of the millennium. It suggests that these churches have "humanized", moving towards a position in which the human is divinized and the divine is humanized. Far from softening to such an extent that their assumptions have now become inseparable from those of mainstream culture, however, these churches have failed to "subjectivize." That is, they have failed to register what Charles Taylor speaks calls "the massive subjective turn of modern culture" whereby the unique individual self--rather than universal humanity--becomes focal. Insofar as Christianity in the UK has subjectivized, it tends to be the evangelical churches where this is most in evidence. The paper concludes by considering why liberal mainline Christianity in the UK has failed to subjectivize, and makes comparisons with the situation in the USA and elsewhere in Europe. [ABSTRACT FROM AUTHOR]