Suggests the use of audio cassette tapes for communication with outreach workers and rural women in Third World countries, and describes several successful projects. (JEG)

Profiles community development training in Australia, Sri Lanka, and Fiji--formal accredited courses as well as nonformal training, methods, and venues. (SK)

Using discovery stations offers solutions for increasing attendance at park interpretive programs. Compact, portable stations can be used in playgrounds, special events, trailheads, picnic areas, campgrounds, nursing homes, and scouts and day camps. Describes a case in which stations were used 85 times and reached 4,927 visitors between July 1996…

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 discussion paper synthesizes the individual investigations of nonformal education activities in the following four groups of programs in Ethiopia: rural/traditional, urban/modern, literacy, and miscellaneous (programs which do not fit into other classifications). The synthesis of the investigations into a country-wide study was undertaken to…

The International Extension College (IEC), which exists to make knowledge available to the Third World about distance teaching and its relevance, is discussed. So far most of the work of the IEC has been in Africa. By setting up three colleges, and working with others it has begun to show how distance teaching with the use of print materials,…

Reviews the characteristics of non-formal education as expressed in various academic-theoretical definitions, presents the links in this field to distance learning, and recommends future directions for exploring distance learning in non-formal education. Discusses the use of information and communication technology and considers problems with…

Argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs, and costs. Maintains that non-conventional approaches to learning, associated with non-formal and distance education, have important but distinct contributions to make to the reform of mainstream…

As the field of program evaluation has evolved, there has been a proliferation of approaches to the craft, each with a different conceptualization of the role the evaluator plays in relation to the program, organization, and practitioners with whom he or she works. A few recent conceptualizations of evaluator role include that of a "critical…

The Internet and Web technology development have opened up new ways for people to communicate, gain new information and increase their knowledge. One particular area of interest is that of using online resources to empower informal learners to increase their knowledge at their own time and space. One could look at an online resource as a public…

This document includes three parts and six appendixes. Part 1 is the general report of the 1987 UNESCO seminar on international education for adults held in Finland. Among the topics covered are key issues and the role of leaders of nonformal education and of adult educators in international education. Part 2 provides the reports of four working…

Observation of a kinship and social network among Mexican Americans in a Chicago neighborhood, part of an ethnographic study, revealed a pattern of self-education in literacy among the men in the group who came from one rancho, while the literate men from another rancho were primarily school-educated. Economic forces caused one group to attend…

This report describes an investigation of means of linking programs of the formal education sectors and the nonformal education sectors. The report is organized in three sections. The first section presents an overview, goals and objectives, phases, and interactions between the parties to the investigation. This section also describes the…

In a critique of the government of Nigeria's policy statement on education, the author highlights funding and implementation, literacy programs, and integration of formal and nonformal education as the major concerns for adult education in that country. (SK)

In Nepal, the Health Education and Adult Literacy Project for women dealt with four mechanisms: time in school and work, school-acquired dispositions, literacy skills, and health and family planning knowledge. Beginning with a small program enabled the building of leadership essential for a larger-scale program. (SK)