The 2008 EFA Global Monitoring Report recognises adult literacy as the most neglected of the EFA goals. It is neglected most obviously in respect of the financial allocations made by governments and donors. This shortage of financing creates a dangerous situation in which adult educators seek to convince politicians to invest, based on false…

Demise of single-party rule in many African nations presents an opportunity for adult educators to influence development of liberal democratic states. The need for adults to be integrated into economic and social structures points to a role for adult education. (SK)

In Russia International Adult Learners Week highlights the democratization process the country is undergoing. Government attention to rural development and training and agrarian policy is needed. (SK)

Explores reasons for the mismatch between Australian government policy and funding for vocational education and training and occupations not in industries defended by national standards, which receive no funding. Suggests the need for redefinition of terms and training pathways as well as recognition of prior learning. (SK)

Political changes in Poland are affecting the educational sector. There is a need for regulation in adult education, and the polycentric model is shifting government responsibility for education from financial support to political and moral oversight. (SK)

Social divisions of gender, class, race, ethnicity, and religion constitute a structure of power disparities that influences the form and content of literacy programs in developing nations. Adult educators have a social responsibility to identify how literacy activities may be reinforcing unjust or unequal societies. (SK)

Both the state and nongovernmental organizations (NGOs) are instrumental in adult education in Latin America. However, NGOs fear being coopted by the state, and the state fears losing social control. Improving relations between the two sectors is vital to the progress of adult education. (SK)

Reviews a number of issues from the Namibia World Literacy Consultation (October 1990): the legitimacy of nongovernmental organizations, definitions of functional literacy, mother tongue versus bilingual and bicultural literacy, funding, and war and occupation. (SK)

Contrasts the purposes and methods of government-sponsored literacy programs in Latin America, which seek to improve the lot of the poor by developing better skills, with those of popular education movements, which attempt to empower people to change social structures. (SK)

This article stems from the author's personal experience promoting processes in favour of youth and adult education as Secretary General of the Latin American Council for Adult Education. The author draws from the analyses and considerations presented in documents developed over the past seven years that reflect collective thinking and the…