{'fraction_non_alphanumeric': 0.022691292875989446, 'fraction_numerical': 0.005804749340369393, 'mean_word_length': 5.116129032258065, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Marx and Education

adult education: the first century’——which focuses on the origins of university extension inaugurated by James Stuart——to have preceded the current chapter one. It also seems unusual that chapter one, which introduces the book, explaining the scope of the study and the terminology used in the book, is written by a set of writers other than the editors. Perhaps the rich introductory first chapter should have been part of the lean preface. There is also a need to explain the reason for the adoption of the subtitle ‘twenty five turbulent years’, as turbulence in the sector preceded 1981 and has continued long after 2006; justification should also be given for the inclusion of an afterword in a book that does not have a foreword. Finally, it would have been helpful to resolve the issue of the publishers and explain the status of the University Association for Lifelong Learning (UALL), which stands on the cover page beside NIACE, the publisher. Are these co-publishers or is NIACE publishing for UALL? These criticisms by no means distract from the quality of this readerfriendly book, which is excellently written, accompanied by a quality index, and addresses issues that remain topical to the promotion of global university continuing education. The book does not merely serve as a catalogue of experiments; it goes further to offer useful lessons for the development of university continuing education. As Dunne observes, the case studies reported ‘paint some interesting, and different, pictures of how individual departments have developed to their present state, and point to some consistent messages about why some have survived, some prospered, and others have disappeared’ (191). That comparative approach makes this book invaluable to those of us in the wider world seeking to identify the basic principles and practice of university continuing education.