Nonformal education can have a significant impact on community development only when education is introduced into the total development process. Content must answer actual needs of the community, and community members should participate in planning, organization, and implementation of education. (SK)

This paper briefly traces the history of 4-H youth development programs, explains what youth development is, and shows how the experiential learning model is used in 4-H. Begun over 75 years ago as a means of extending the learning of the land-grant university to rural youth, 4-H is part of the Cooperative Extension Service. The curriculum…

The involvement of learners in planning their own programs is central to continuing education. The issues raised by the application of this principle are examined through case studies of several rural African communities. (SK)

This document reports that Campus Alberta is emerging as a key framework under which Albertans will be able to pursue and achieve their lifelong learning goals. Campus Alberta is neither a program nor an institution, but rather a concept, a set of principles and a way in which the learning system works to deliver seamless learning opportunities…

Education is identified as one of the major goals of zoos. Research studies of the educational goals of different audiences associated with zoos and aquaria are reviewed in this report. These audiences include: (1) the zoo staff; (2) volunteers or docents; (3) general community members in formal programs; (4) students (elementary through graduate…

Reviews contemporary environmental education in Uganda. Presents a new approach that emphasizes the adoption of multidisciplinary, interdisciplinary, people-centered, and participatory programs in environmental concerns. Embraces the diversity of the biophysical, social, and economic environments and is closely associated with permanent…

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.…

The use of popular theatre to overcome community development problems in underdeveloped countries through adult education is introduced and its relationship to the concept of participatory research is explored. Material is arranged in four sections. The first of these presents an introduction to popular theatre and participatory research. Stemming…

The first article in this report emphasizes the importance of user participation at the planning, decision-making, and production levels of small-scale instructional development in developing nations. Four subsequent articles also centered around user participation in Third World instructional development discuss folk theater as effective 2-way…

This paper reports on phase one of a study to ascertain whether formal or nonformal education is more effective in accelerating the integration of women into development activities in developing countries. It is based on the premise that women need more and better credentials to gain social, economic, and political acceptance in less developed…

The paper examines collaborative program development in participatory nonformal education, emphasizing the process of programming based on field experiences of the Center for International Education of the University of Massachusetts. The objective is to serve as an initial step in the development of collaborative programming theory and practice.…

Fourteen papers are provided from a symposium to provide general input into the 1990 Unesco International Literacy Year by reviewing and documenting existing knowledge and current issues in the field of women and literacy with special emphasis on developing countries. Specific topics are as follows: the definition of literacy; review of methods;…

Devoted to the role of participation in nonformal education (NFE) activities in enhancing development, this issue consists of an article on participation in NFE activities, descriptions of participatory programs, an annotated bibliography on participation, and a review of various publications related to participation. The lead article, "Can…

A study examined the nature and extent of women's participation in adult and nonformal education in third world areas. During the study, female coordinators of adult and nonformal educational programs for women in the Arab states, South Asia, Southeast Asia, the Caribbean, Latin America, Africa, and the South Pacific collected information on such…

The questions of what and how working people learn about labor organization and activity in Canada were explored through a review of available literature and face-to-face interviews with more than 30 education officers and union leaders. Unions continue to be the principal source of labor education. Of the many courses and educational experiences…