Program planning models abound in the literature, but what is absent is a framework in which models can be related to one another and to the organizations which perform program planning. This study borrows and reformulates the concept of technology from organization theory and applies it to program planning in an attempt to explain variability in practices examined in three adult education units. A framework of adult education technology is developed and then compared. A combination of interviews, organization history, and record and report analysis provided the comparative data. It was found that program planning (technology) did vary among organizations, however, the framework of technologies employed was not sufficient to describe the mixed types of technology encountered.
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