Chief concern of the Women's Programme of Africa has been the participation of women as human resources in the process of development. Limited educational/training opportunities have existed for women; necessary strategies identified were vocational education training programs evaluation, literacy programs review, study of girl school-leavers, and…

An individual's private values cannot be a criterion for evaluation of values, nor a criterion for their inclusion in educational objectives. Values should stem from the most progressive social trends and, in defining educational objectives, Yugoslavia must remain on the firm ground of self-managing socialist development. (Author)

A paper presented by The UNESCO Deputy Assistant Director-General for Education at a Tanzanian regional workshop in Unsolved Problems in Preparing Teachers for Basic Education. Deals with objectives, measurement, articulation with other parts of lifelong education, and how content, materials, and methods differ from those in conventional practice.…

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)

Social divisions of gender, class, race, ethnicity, and religion constitute a structure of power disparities that influences the form and content of literacy programs in developing nations. Adult educators have a social responsibility to identify how literacy activities may be reinforcing unjust or unequal societies. (SK)

Literacy's functionality within Third World countries is examined in terms of the socio-economic influences of the educated minority over the rural, illiterate majority in an excerpt from an address presented at the International Symposium for Literacy, Persepolis, Iran. (LH)

Reviews and quotes from United Nations and UNESCO policy and program statements made during the 1970's regarding strategies for adult education and development. (WL)

Discusses the need for a redefinition of the post-World War II concept of international development due to the world's radical transformation during the 1970's. Topics covered are the search for new development models, sovereignty and self-reliance in newly independent nations, educational reconstruction, and women as agents of development. (SH)

Women working in export processing zones in the Dominican Republic organized a union using a gendered approach and undertook organizational literacy strategies based on Freire's ideas. They developed community support services to combat oppression. (SK)

The exploratory research raises questions regarding the learning environment of rural adults in Ghana and Sri Lanka and challenges assumptions regarding adult learners in developing countries. Utilizing an inductive approach, the study hopes to identify the overall principles of rural life-long learning. (MW)

The objectives, target group, publicity methods, training procedures, leader recruitment, financing, activities, and program evaluation of a radio study group campaign in Tanzania are described. (AG)

The study has hinted that programed learning among adults in Tanzania fares as well as face-to-face teaching among equivalent students, and that a combination of methods tends to produce better results than face-to-face instruction alone; further research, however, remains to be done with enlarged samples. (Author/AJ)

Contrasts the purposes and methods of government-sponsored literacy programs in Latin America, which seek to improve the lot of the poor by developing better skills, with those of popular education movements, which attempt to empower people to change social structures. (SK)

In this article, the author starts by introducing three women from the Pacific whose lives illustrate the main points she addresses. She then discusses why place and gender matter in issues concerning the environment. Lastly, she touches on the implications of gender on environmental education.