Adult education in China has developed as the nation has developed, taking as its primary focus the work of popularizing basic knowledge of the culture. Adult education is changing in response to increasing need for technical education for workers. (SK)

This issue contains those materials from a seminar on "Campaigning for Literacy" held at Udaipur, Rajasthan, India, on January 4-11, 1982, that concentrate on Asian experience. The "Udaipur Literacy Declaration," presented first, is followed by extracts from the opening addresses and a review of the report, "Campaigning…

This study explored issues related to teacher training in China. After a review of the historical and current development of Chinese teacher education, the paper discusses issues related to teacher training for adult education. Results of a survey indicated that teacher training for adult education in China was very inadequate. The system needed a…

Adult education in China consists mainly in literacy classes, skills training (agricultural, Industrial, and otherwise), and political training. (Author)

Presents over 40 excerpts from scientific readers which are designed to help Chinese children and young adults overcome superstition and develop basic scientific literacy. Topics include electricity, human evolution, physical properties of minerals, and personal health and hygiene. Recommends use of these readers as models for educating groups in…

This document contains six case studies of Chinese adult education: (1) China's Adult Education at Present and in Prospect (Mingchuan and Zhongdan); (2) Aging Issue and Education for the Aged in China (Mingchuan and Zhongdan); (3) Adult Education in Beijing Municipality (Youren); (4) A University without Campus: Introduction to China's Higher…

ADULT EDUCATION IN PEOPLE'S REPUBLIC OF CHINA IS A BASIC CONDITION FOR THE TRANSITION TO COMMUNISM AND AN INSTRUMENT FOR CONSOLIDATING THE PROLETARIAN DICTATORSHIP AND TRAINING PERSONNEL FOR ECONOMIC DEVELOPMENT. IT HAS THREE FUNCTIONS--ERADICATING ILLITERACY, CREATING A NEW TYPE OF CITIZEN, AND DEVELOPING A NEW INTELLIGENSIA FROM THE WORKING…

This Bulletin updates the story of world population presented in 1971, "Man's Population Predicament." Estimated at half a billion in 1650, world population reached 2 billion in 1930, 4 billion in 1975, and is projected to be about 6 billion in 2000. Most of today's rapid growth is occurring among people living in less developed…

The third workshop on the preparation of materials for the newly-literate in Asia and the Pacific was designed to train participants in the development, production (including design and illustration), distribution, and utilization of neoliteracy materials relevant to the needs of rural people. Workshop activities included: (1) discussions on…

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic…

This publication is devoted to distance education. "The Future of Distance Teaching Universities in a Worldwide Perspectives" (John S. Daniel) examines challenges likely to face the various countries and regions of the world in the next decade. "An Australian University's Approach to Distance Education--Formal and Non-Formal"…

The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential…

Nearly 360 million women who live in the countries of Asia and the Pacific are illiterate. In this region, and in much of the world, women have restricted access to education, and are the victims of economic, social, and political marginalization. In recent years, governments have become increasingly aware that the inferior position assigned to…

Experience-based learning has been evident in the Chinese educational system since the 1930s. Following the Long March in 1934-35, the Chinese Communists introduced a nonformal, experience-based educational system in North Shensi province. This system included drama groups in the countryside to educate peasants, classes in factories, and…

Compares the educational systems, particularly nonformal education, of India and China, and the impact on education of sociopolitical factors, history, government, ideology, languages, and cultures. Includes differences and similarities in educational facilities, personnel, methods, some national statistics, and charts of the education systems in…