This study explored practices that Canadian soil scientists use to educate postsecondary students, K-12 students, and the general public. The most commonly used type of educational activities described by survey respondents, regardless of the settings and the type of target audience, were field-based hands-on activities. The other two commonly…

Despite a highly developed U.S. adult education system, 90% of adults aged 20 years and older considered the least educated did not participate recently in formal or nonformal education. What are nonparticipants' characteristics, learning backgrounds, and skill levels? What predicts their likelihood of "not" participating in recent…

Adult and Non-formal education provides the opportunities of responding to individual and societal needs through relevant training and education especially, as being challenged by constant technological change and novel knowledge. Adult Education is thus, problem solving. A major problem solving component of Adult Education is the potentials…

Inclusive education is critical for nation building. The government of Ghana has put in measures for promoting inclusion from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop…

A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada's workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner…

A profile of the range of lifelong educational services and activities for adults in New South Wales is developed, based upon a six-part classification by degree of formality and purpose of the activity. Urban-rural differences are also discussed. (SK)

Analyzes the co-operation in environmental education at the tertiary level with regard to sub-regions, which include North-East Asia, South-East Asia, South Asia, and the South Pacific. (Contains 17 references.) (YDS)

The present study was undertaken to highlight the gender disparities of Pakistan as well as at regional and international level. The study, measured the comparative outcome of formal and non-formal system of education in Pakistan. To achieve the desired goal, documentary analysis was considered appropriate. The number of schools and enrollment…

Discusses the importance of organization and finance in developing nonformal education programs (those outside the formal primary-secondary-tertiary system and its variants). Notes goals, six aspects of organization, and discusses the problems of financing programs: the lack of money; coordination between money and programs; implementation. (JOW)

To encourage efforts for furthering the UN DESD agenda in Latin America, a meeting titled "Building Education for Sustainable Development" was held in Costa Rica from 31 October to 2 November 2006. Plenary sessions were interspersed with working groups to look at how ESD can be integrated in formal and non-formal education systems, and…

Women in most countries suffer job discrimination in terms of sex role stereotyping and lower paying jobs. The author discusses various nonformal training programs giving directions, targets, and strategies to overcome the problem and suggesting that women must be strongly motivated to improve their quality of life. (JOW)

Examines the conceptual frameworks and substantive ideas of three authors--Lawrence Cremin, Neil Postman, and Christopher Lasch--all of whom view technologies as educators. Focuses on television as an educator and the relations between television's education and the education of schools, families, and communities. Contains 19 references. (DDR)

Population education programs are discussed relative to their impact on the social, cultural, and economic aspects of rapid population growth in the Asia Pacific region. (MCO)

Examines the changes in agriculture from 1900 to the present, the increase in productivity, and the role of education, particularly vocational education, in this development. Discusses the switch from nonformal to formal education, the effect of the land grant college movement, and the increase in farm management programs. (CT)

Among nonformal education programs in Thailand is the General Education Programme (GEP), in which adults complete the equivalent of 12 years of formal schooling in six years. This article describes the objectives, content, methodology, and evaluation of a training program for GEP instructors. (SK)