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)

Reviews literacy campaigns, continuing education, and other programs for adults in China, Vietnam, and the U.S.S.R. (SK)

Apathy, indifference, and neglect has characterized adult education for women in India. The National Adult Education Programme must focus attention and funding on women if the extremely low percentage of female literacy is to be improved. (SK)

In South Africa, adult literacy is vaguely acknowledged and thought to be worthy, but on the whole, industrialists, educators, and political activists ignore it. This article outlines what has been done to promote adult literacy, looks critically at the present situation, and spells out constraints. Focuses on the impact of political factors. (JOW)

Suggests that adult literacy workers, as producers or consumers of research, need to become more self-consciously aware of the effects of writing in the construction of knowledge. (SK)

Proposes five system-level changes (reorganize public and private education, include learners in decision making, interact with traditional systems, view literacy education as marketable, and recognize merits of adult literacy education) and five practitioner action steps (rediscover passion, take risks, interact, stretch boundaries, and hold to a…

Takes a critical look at the "new literacy studies." Describes an experimental workshop on Training for Organization, a Brazilian method focused on the relationship between literacy and power. (SK)

Offers observations about the role of community-based organizations in adult education drawn from the regional perspective of the San Francisco Bay area of northern California. (Author)

Explores the issues of recognizing people's identities within the context of community life and work; fostering literacy within the various domains of social life; and helping individuals develop literacy tools with which to examine, critique, challenge, and change existing situations of economic, social, and political inequalities from the…

Examines three myths regarding the undereducated and discusses the realities in each situation. The myths discussed are: (1) learning and education occur only in the classroom; (2) the more formal education one has, the more one is educated; and (3) those who fail in school are stupid or dumb. (JOW)

Posits that adult education programing must change functionally if it is to be effective. There is an over-emphasis on textbook teaching which impedes adult education. (JOW)

In spite of the fact that Shakespeare is difficult to read, as an adult the author thinks Shakespeare is worth reading for the message. (MKM)

Networking for adult literacy can provide opportunities for influencing legislation, enhancing communication among professional organizations, disseminating research findings, and generating funding for adult literacy programs. (JOW)

Three types of journals useful with adult literacy learners are reader response journals, in which learners record responses to texts; dialog journals, in which teachers and learners alternate entries; and self-esteem journals, assignments that enable reflection on life issues. (SK)

Argues that family literacy programs can use children's literature as a vehicle for adults to explore their experiences, to develop a tolerance for different points of view, and to find time to engage in personal reflection. (SR)