The author discusses international development and education in terms of a liberating political force. He suggests that international education must be used to make people aware of their individual needs and the needs of other communities rather than stressing explorative relationships. Several educational programs used in Canada are discussed,…

In Latin America, Experimental Workshops on Theory of Organization and Enterprise Management focus on enterprise learning for disadvantaged, marginalized people. Its emphasis on skill acquisition regardless of participants' literacy level has more to offer than European-style entrepreneurship training. (SK)

Mozambican refugees in Swaziland are caught between the conditions forcing them to leave Mozambique and the hostile political and economic situation in Swaziland. These conditions limit educational programs for refugees to the goal of self-sufficiency within refugee settlements; programs are often poorly attended due to the refugees' predominant…

The six EFA goals help to shape policies and priorities especially in developing countries; they can be seen as discrete targets or as a cohesive collection of complimentary developmental areas to improve learning for people of all ages and stages. The paper argues that the cohesion, success and impact of the EFA would be improved enormously if…

The author attacks present school systems as hindrances to education, arguing that everyone has a right to an equal part of a nation's educational budget. One solution he proposes is to offer everyone an equal share of public resources by providing both children and adults with one month of intensive education each year, and supplementing this…

The full text of the Declaration of Persepolis, adopted by the International Symposium for Literacy, is presented. The Symposium considers literacy to be not only the process of attaining reading, writing, and arithmetic skills, but also a contribution to the liberation and development of the human race. (LH)

Credit with Education provides poor women with small loans; a safe place for savings; and education in health, nutrition, and family planning. The strategy integrates financial and educational services to empower women toward self-sufficiency. (SK)

The former editor of "Convergence" assesses the last quarter century of adult education, highlighting adult education's link with development; Freire, participatory research, and popular education; and the impetus for women's education and other gender issues. (SK)

An interview with Maurice Strong, of the United Nations, primarily about the world conference held in Stockholm in the summer of 1973 concerned with the effects of man's activities on the future of humanity. (MS)

Examines administrative attitudes on correspondence education and notes that correspondence study is in many ways proving to be a more effective method of imparting education than the conventional classroom instruction given in colleges and universities. (Author/RK)

Argues that adult educators should promote "feminine" values and devalue power, domination, consumerism, aggression, and violence. Suggests that conventional ways of thinking about development and literacy education perpetuate an unjust status quo. (SK)