A Procedure for Evaluating Institutional Readiness for Non-Traditional Education Page: 1
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CHAPTER I
INTRODUCTION
Non-traditional education during the third quarter of the
twentieth century has become a matter of increasing interest to
institutions of higher learning. This interest is prompted by several
circumstances, among which are: the four-fold increase in colle-
giate non-degree-credit courses during the ten-year period of
1962-72, 2,680 schools reporting (24, p. 517), and the 18.9 per
cent increase between 1969 and 1972 in the number of persons
participating in adult education programs offered by four year
colleges and universities (14, p. 10).
Reflective of the growing interest in non-traditional education,
there have been produced within recent years a sizable number of
reports, studies, policy statements, and books of particular signif-
icance. These have been sponsored or prepared by organizations
such as the College Entrance Examination Board, the Educational
Testing Service, the Southern Association of Colleges and Schools,
the Carnegie Commission on Higher Education and the Commission
on Non-Traditional Study. A number of critically-acclaimed authors
have made substantial contributions to the growing volume of
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Mahoney, Vernon Lloyd Mike. A Procedure for Evaluating Institutional Readiness for Non-Traditional Education, dissertation, August 1976; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332147/m1/10/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .