Seven internationally known educators were asked to assess lifelong learning especially in relation to lifelong education and (1) revision of educational thinking and (2) educational practice. The authors addressed several key questions on lifelong education: For and by whom? Of and for what? How can it be achieved? The editor's overview and…

The European Centre for the Development of Vocational Training (CEDEFOP) supports the aims of European Community (EC) activities and initiatives to promote lifelong learning and access to training. To promote competencies and lifelong learning, CEDEFOP has monitored development of lifelong learning skills, clarified main differences in the…

Indigenous knowledge is a critical factor for sustainable development. Empowerment of local communities is a prerequisite for the integration of indigenous knowledge in the development process. The integration of appropriate indigenous knowledge systems into development programs has already contributed to efficiency, effectiveness, and sustainable…

Melanesian education systems generally reflect the biases of their former Western colonial masters in that formal education is regarded as a means of preparing for employment in a formal market economy. This bias is evident in resource allocation, with formal education getting the lion's share of education spending. Focusing on the market economy…

Drama and non-formal education (NFE), with their links to real life, can be effective partners in achieving developmental goals. The freedom in NFE from some of the structural features of formal schooling presents a dynamic opportunity for the arts, with their affective characteristics, to help in achieving affective goals of education and…

A theory, anchored in a socialist feminist perspective, is presented about the state and the education of women. Propositions of the theory are compared with data from a study of 31 international development agencies about the behavior of the state regarding the education of women. The study focused on basic education, defined as the first 4 or 5…

The International Institute for Educational Planning (IIEP) selected three areas of inquiry as its focal concerns for the years 1984-1989. The first of these centered on the influences on each other of education and technological development, and on the implications of these mutual influences for educational planning on a national scale,…

The article describes how folk educational programs in the United States and in the Scandinavian countries work toward behavioral and social change efforts. The conditions under which collective change efforts create their own educational programs, the most effective pedagogical processes, and the variables associated with successful attempts to…

These proceedings are divided into two major sections. Section I contains papers based on original research and thought and are intended as examples of products of rigorous scholarship. This section is subdivided into three subsections covering the future, the present, and the past. Papers appearing in this section were reviewed by at least two…

Topics in this special journal issue are research suggesting television encourages higher behavior standards among children; processes British broadcasters use to decide what to show or not to show on television; the role of broadcasting in nonformal adult education; the influence of international television; and neglected issues regarding…

Traditional education in Micronesia has been informal and experiential, with a communal orientation. Certain knowledge is secret, and much folklore and mythology is sacred. For over 100 years, Western-style education has been imposed on Micronesia by the Spanish, Germans, Japanese, and Americans. Western education has focused on instruction in the…

Lifelong learning and lifewide learning describes the concept of learning in which individuals learn throughout the life-span from formal, non-formal, and informal sources. It is an issue for educational policy, labor market policy, and the workplace, as well as for civil society. Key issues in lifelong learning include the following: (1) lifelong…

Recent research on adult education and literacy development (AELD) programs in workplaces that teach English, reading, and mathematics skills integrated with job knowledge indicates they contribute to improved job-related literacy and mathematics skills, improved job productivity, and increased reading to children at home. AELD programs can help…

Examines problems in coordination between nonformal adult education and national development programs in India and suggests management structures for institutionalizing coordination. Notes the difficulty with which influential political and administrative groups will allow changes in the system and suggests possible alternative development and…

A new model of learning communities based on lifelong learning is emerging. The approach integrates nonformal and formal learning so that all learning is recognized. The expertise and learning resources that exist in every community are mobilized so that community purposes are achieved. Examples are given of learning communities in rural British…