A recent community-oriented, evening education project for illiterate children residing in the rural Pune district of India is described and evaluated. Discussed are project organizations, requirement and training of staff, curriculum content, classroom equipment, course materials, and literacy results. (JA)

Following a brief section on definitions of politics, political systems, and educational policy, the article reviews major systems for thinking specifically about adult learning: continuing, recurrent and nonformal education, and lifelong learning as related but distinct concepts, and the question of central control by national government.…

The time is ripe for environmental writers to mobilize for an approach that is more scientific and more statesmanlike in addressing energy issues. Three essential principles should govern writing: (1) objectivity; (2) scientific management of natural resources; and (3) risk analysis. (Author/RE)

Before engaging in a debate about the relationship between culture and education, it is necessary to recognize how teaching about folklore and folklife can serve as an agent for cultural conservation. The example of the prohibitions given Lakota children at a mission school two generations ago illustrates constraints imposed on the practice of…

In Chinese societies, moral education has always been considered the most essential component of education because the nurturing of moral persons is the prime function of schooling. The implementation of moral education has relied on the inculcation of values that reflect moral ideals. The emergence of the Information Age, with a plethora of…

The development of apprenticeship programs in several Latin American countries was investigated with a focus on the results of an industrial apprenticeship program in Santiago, Chile. The program studied was the Instituto Nacional de Capacitacion Profesional (INACAP), the national vocational training institute of Chile. The purpose of the study…

Presented is a plan for curriculum development and evaluation which leads to involvement of public and private schools and the community in environmental education for the spectrum of citizens from children through adults. The process is described in two phases: (1) the overall program, and (2) an evaluation of a pilot implementation of segments…

This report describes a study to provide a picture of the stage of development, level, and nature of the debate on nonformal learning in Greece. It describes the national debate on questions of identification, assessment, and recognition of nonformal learning, including means, motives, and areas of agreement and conflict. Then, it describes…

The new monograph series, IBE Collaborative Projects: Strengthening Capacities through Action, documents projects initiated and managed by local or national level institutions in diverse countries, which have been technically or academically assisted by UNESCO's International Bureau of Education (IBE). This first publication in the series…

Third World countries have used community health advisors (CHAs) for many years to deliver health services, health education, and linkages to isolated and underserved communities. In 1998 the National Community Health Advisor Study estimated there were at least 600 such programs in the United States using about 12,500 CHAs. Program activities and…

Explores the positive impact of the non-formal education programme (NFPE) of the Bangladesh Rural Advancement Committee (BRAC) in the achievement of basic education for rural Bangladeshi children. Assesses three groups with different educational experiences: (1) children who attended BRAC's NFPE, (2) those attending formal school, and (3) children…

A theoretical analysis of how nonformal education by radio represents a less expensive/more effective strategy for transmitting skills, knowledge, and values, increasingly likely to be adopted and directed toward adults in rural areas of developing countries. Illustrated with material from fieldwork in Huayacocotla, a village in Veracruz, Mexico.…

In December 2001, The United Nations General Assembly unanimously adopted a resolution to establish the United Nations Literacy Decade (UNLD), 2003-2012. The UNLD stresses "Literacy for All: A voice for all, learning for all." The publication records UNLD activities in the Asia and Pacific region during 2003 to 2004 and introduces…

This is the preliminary report of a project collating information from 15 European Union countries on professionals serving infants through 14-year-olds in nonformal educational settings. Findings include: (1) There is a great range of variation in the training of individuals working in non-traditional education and child care; this ranges from…

The document explains how practitioners of nonformal education can improve educational programs by employing various evaluation techniques. The document is presented in seven chapters. Chapters I and II review problems of evaluating nonformal education programs. Major problems are that evaluation is often performed by outside evaluators,…