Although at present the school is the primary vehicle for institutionalization of education, it very well may not be the only vehicle for achieving that purpose in the future. The total learning environment of the child, including both school and non-school environments, is examined. (RM)

The author discusses various aspects of training and development: formal job-related training and development, the behavioral/cognitive split in informal learning on the job, workplace training inside and out, costs and benefits of workplace learning, and forces accounting for growth and decline in the training and development function in…

Education is inextricably linked with politics; it is used as a means of indoctrination or liberation. Evaluators of educational programs are not neutral; choices are made of methods, objects of study, and potential uses of results. Evaluation tools should take these factors into consideration and focus on organizations rather than individuals in…

The role of the social group in learning at science centers is discussed. The author emphasizes that science centers can contribute to formal science education, although the environment is informal and the learning is not sequential. (Author/SA)

Reviews three books that (1) provide a systemic overview of schooling in Mexico in the 20th century, (2) present a critical ethnography of Mexican student culture and identity formation, and (3) incorporate analyses of indigenous cultural practices into cognitive theory. Reflects on the future of Mexican education in view of political corruption…

Public libraries have always served as partners in adult education through many formal and informal programs and activities. One example, the Intermountain Community Learning and Information Services project, creates a network linking rural populations with library, information, and educational services in the mountain states. (SK)

Differentiates between education and learning, describes the emergence of nonformal and lifelong education, traces shifts in the conceptual framework of educational development, links learning and development, and discusses current thinking about lifelong learning and development. (JOW)

Fifteen-year olds have the highest crime rate of any age group in Great Britain. A formal initiation of adolescents into adulthood, such as that of Australian Aboriginal society, may be what is lacking in contemporary society. Examines functions of the Aboriginal initiation as a basis for modern initiations that include challenge, responsibility,…

Outlines perspectives of nonformal education programs: (1) development (human resource development and integrated rural development) and (2) emancipatory (radical and liberal). (SK)

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)

Presents environmental education as a sharing of contested stories about the relationship between humans and nature. Suggests that the best storytelling occurs in nonformal and informal educational settings. Employs ethnographic research methods. Contains 19 references. (DDR)

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

The Philippine educational system views education as a human development resource conversion process that can maximize the realization of the national developmental goals. Students comprise the principal input of this manpower resource conversion process. The output is individuals who can find useful and productive employment. Two broad strategies…

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

Long-term centralization of Thailand's Adult Education Division resulted in a preponderance of urban-oriented curriculum in a country that was 80 percent rural. Beginning in 1976, the World Bank-Thai government's Nonformal Education Development Project facilitated decentralization by sharply increasing rural staff, offering new career…