In spite of many nonformal educational programs for women in the Third World, few seem to be working constructively towards improving women's position in life. This article asks why this is so and suggests some guidelines for progress. (Author/JEG)

Twelve literacy goals include new attitude toward illiteracy; clarification of the concept; articulated child-adult strategy; attention to women's needs; updating the field; attention to pedagogy; a literate environment; quality; better data; attention to preschool literacy; literacy in the context of basic education; and international cooperation…

In mainstream U.S. culture, the idea of gender as a philosophical or spiritual value independent of sex is notably absent, and the presence of the masculine and the feminine in all of us is overlooked. In contrast, the concept of balance and compensation between the fundamental gender-defined energies of the universe is deeply rooted in American…

Reports on experiences and insights gained from organizations in the Philippines and Thailand that are involved in various aspects of nonformal education and that are also involved in discussions with people about what is being done and why. (JOW)

Describes networking from the perspective of rural women in the Pacific Islands. Distinguishes between a network and an organization. (JOW)

Suggests four characteristics that any training programs for women in developing countries must share if they are to be effective: (1) they must utilize adult learning principles and (2) participatory methodologies; (3) train for action; and (4) build self-confidence. (MBR)

Folk tales and indigenous material can be used as a resource when developing teaching technology for poor women in India. (JOW)

There was no need for feminism in the Navajo matrilineal culture. The author remembers growing up on the Navajo reservation, where her female relatives were valued, honored, and respected, and where women passed on to their daughters not only their strength, but also the expectation to assume responsibility for the family and therefore act as…

Presenting an international perspective on non-formal education development efforts for women, this booklet contains (1) an article on women in development, (2) highlights of nonformal education projects for women, and (3) a bibliography of documents and journals on world-side issues related to women in development. The article is an overview of…

The editor of "Convergence" sets the stage for this special issue on women and adult education by discussing the Women's Programme of the International Council for Adult Education. ICAE's agenda includes research on women's participation in adult education and on a new kind of learning which reflects women's situations and viewpoints.…

This issue contains materials, about and for women, which have been produced as part of the United Nations Decade for Women. Included are presentations made at the Asian-South Bureau of Adult Education Conferences and other congresses, conferences, and meetings held to discuss women in developing nations. The first three papers deal with the…

This issue contains an editorial, "Empowering Women through Education" (Elizabeth Cruzada), and eight articles. "Women and Education" (Swarna Jayaweera) presents the status of women and girls' education in Asia vis-a-vis the goals set in the Nairobi Forward Looking Strategies. "Education Reforms and Development of Chinese…

Bhasin argues for a clear and scientific analysis of the structure of poverty and exploitation that keeps Indian women illiterate, unequal, hungry, and ill. Ellis explores ways of linking women's issues with adult, nonformal, and literacy education to help women meet the challenges of development. (CT)

Stories handed down from Dakota grandmother to granddaughter were rooted in a kinship responsibility to relay the culture, identity, and sense of belonging essential to a child's life. Conveyed by Native storytellers rigorously trained in oral tradition, historical "stories" have a reliability not found in mainstream oral history.…

Seven Native American women (including Mohawk, Bolivian, Apache, Nicaraguan Miskito, and Hopi women) discuss women's responsibilities and roles within the family and community, spirituality, birth and puberty ceremonies, child rearing and traditional education of the young (particularly girls), the healing of men through women, union organizing in…