Written in Spanish, the article explains that expanding an adult basic education program, the Brazilian Literacy Movement (MOBRAL), necessitates considering the social orientation of MOBRAL in the context of Brazil and of Latin America as a whole. (AG)

The author, secretary general of the Republic of Zambia, discusses education (and particularly adult education) as a political imperative in Africa. He cites the problems of illiteracy and of the desire for a democratic system, and suggests that population growth must be adjusted to development potential. (MF)

The UNESCO publication "Final Global Evaluation Report of the Experimental World Literacy Programme (EWLP): Lessons Learned from 11 Projects" is examined. The concept of functionality (emphasising economic development over political, cultural, and social development) was found to be unsuccessful. (LH)

On the threshold of the 1970's, governments dedicate themselves anew to the fundamental objectives enshrined in the Charter of the United Nations 25 years ago to create conditions of stability and well-being and to ensure a minimum standard of living consistent with human dignity through economic and social progress and development. (WL)

Review of a conference in Tanzania in June 1976, sponsored by the International Council on Adult Education, in which over 400 adult educators and development specialists representing close to 80 countries came together to elaborate a strategy for action by which the experiences, resources, and services of adult education could be placed in…

The president of the World Bank Group outlines the great need for developed and developing countries to make greater efforts to rescue poorer nations and other impoverished areas from their continuing poverty. (Author/RK)

Excerpts from questionnaire sent in preparation for the World Conference on Adult Education to all member states of Unesco and to international nongovernmental organizations. (MB)

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

Sustainable development means educating the powerless to become empowered. The changed role of development workers requires participatory training that gives them the experience of nonhierarchical collective learning and decision making. (SK)

This paper aims to develop a theoretical and practical framework for lifelong learning which will contribute to bridging the development divide, thus facilitating the implementation of the MDGs on both a global and personal level. We see this happening through the direct personal and professional involvement of development professionals (that is,…

The method and conduct of a field project researching learning environments and interests of Ghanaian rural adults is presented in the second of a series of three papers tracing the project from concept through conduct to outcome. (Author/LH)

The article, an overview, surveys various schools of futures research with reference to futurism's dimensions (methodologies, typologies, and distance in time); planning for alternative futures; orientations; and inner-future orientations (mysticism vs. science). Developing nations are advised to adapt developed nations' learnings selectively, and…

A pilot study of skills and resources in 46 Tanzanian villages is described and presented as an example of participatory research. The educational and motivational benefits derived by the villagers, the organization of the study, background information regarding Tanzania, and basic requirements for participatory research are discussed. (LH)