Gives a background on the various adult/non-formal education programs drawn up since Indian independence, and discusses the needs, aspirations, and problems supported by facts and figures. (Editor)

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)

Examines the traditional liberal adult education thesis of educational externalism: that the role of the educator must be undertaken by a person other than the learner. Argues that this requirement is without defensible grounds in the management of the educational event or through singular contribution to its content. (Author/JOW)

Today educators may feel the need to contemplate community-based education when (1) well intentioned citizens try to figure out what they can do to support or reform school art programs; (2) arts administrators seek to advance their enrollment figures; (3) citizens try to eliminate art education from school curriculums; (4) teachers try to figure…

This article revisits and reinterprets my previous paper. It is a snapshot of the lifelong learning system building in selected Asian countries, reflected in the mirror of the Asian Financial Crisis in the 1997s and the aftermath of that event. I reconsidered the arguments (1) the economic recession had delivered a global dimension of lifelong…

Explores the concept of community and the difficulty of defining the term. Explains how adult education is a vital component of community structure. Suggests that community is best defined as a natural setting for formal, nonformal, and informal adult education, providing the basis for lifelong education. (SK)

Describes behavioral patterns and learning processes that illustrate the function and nature of learning during the inventive process. Presents a learning process that describes this adult learning project. (JOW)

In the Asia-Pacific region, innovations in nonformal adult education rarely become mainstream policy and practice. Effective adult education policy advocacy requires assertion of a lifelong view and a common position of advancing learning for the most marginal groups. (SK)

Contrasts the modern definition of education (schooling) with the traditional indigenous view that focuses on education as a natural process occurring during everyday activities. Argues that traditional indigenous education ensures cultural continuity and survival of the mental, spiritual, emotional, and physical well-being of the cultural unit…

Nonformal continuing education may be one of the major challenges of the decade. This points out the critical need for formal training for adult educators, requiring leadership from governments and national associations. (SK)

Three categories of learning structure are examined: formal, nonformal, and informal. Other possibilities for grouping the structures are also indicated, including learning for society and learning for oneself. Various modalities of articulation are presented, and a distinction is made between those appropriate for school level and those useful…

Rapid technological change is inevitable, and employees must develop some means of coping with such change. Two means of coping are suggested: an extension of industrial democracy, and an entirely new initiative to extend education to the place of work. (CT)

Some new concepts are introduced for describing the individual's resolution of environmental policy issues. (Author/RE)

A critical review of the epistemological foundations of free-choice learning (FCL) theory was undertaken to evaluate how this theory treats knowledge, whatever importance we might attach to it. It is argued here that free-choice learning has great promise yet would benefit from theoretical adjustments that modify Vygotsky's learning theory by…

To provide another perspective on evaluation within nonformal settings, "New Directions for Evaluation" recently interviewed David Smith, the coordinator of the Professional Learning to Close the Achievement Gap program for the Kansas City, Kansas, Public Schools, who has extensive background in education and educational research. He formerly held…