John A. Niemi

Information technology systems and the learning organization

Several authors have depicted the learning organization as a model of organization survival in the global economy. Learning organizations are able to adapt to their environments and learn effectively from their actions. This article explores the relationship of information technology systems to learning organizations. The article discusses ways that information technologies may be used to enhance individual, team and strategic‐learning.

Book Reviews : Beder, Harold and Smith, Franceska. Developing an Adult Education Pro gram Through Community Linkages, Washington, D.C.: Adult Education Association of the U.S.A., 1977, 79 pp.

cover the field comprehensively. While Knowles’ documentation is commendably based largely on primary sources, his analysis is almost exclusively on the plane of national institutions. Hence, the various personal and even institutionally localized views of those directly involved in forwarding adult education efforts are conspicuously omitted, much to this reader’s dismay. Malcolm Knowles deserves thanks for both updating and republishing his earlier work. The book is perhaps his most scholarly. It is readable and informative. It will be of use to adult educators in furthering their understanding of the historical development of adult eductaion as a field of study and practice. The book should result in increased recognition of the values and assumptions that have guided adult education, and it should increase our awareness of both historical and contemporary societal issues and the responses adult educators have made to those issues. It is a valuable resource.

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The Dean of Adult and Community Studies at Goldsmith’s College, University of London, has written a book on comparative adult education that should bring fresh inspiration to American adult educators, who tend to ignore contributions from abroad. The case study approach is used to scrutinize significant patterns of adult education in eight countries: the United Kingdom’s community colleges and the Open University; West Germany’s evening and residential folk schools; Sweden’s voluntary associations, study circles, and municipal adult education; France’s concept of &dquo;socio-cultural animation&dquo; (education for all the people) and vocational education; Norway’s adult education legislation and correspondence study courses; the Netherland’s local educational networks; Denmark’s folk high schools; and Italy’s &dquo;150 hours&dquo; agreements, which give Italian workers legal right to individual educational leave. Each chapter opens with an account of the historical and geographical factors, especially legislation, that shaped the development of adult education. The chapter on the United Kingdom is excellent, particularly the treatment of university adult education, the Open University, and literacy education. So is the chapter on Sweden, where municipal adult education receives state support, an idea that American adult educators might ponder. The chapter on France is