Includes "Learning in a Global Society" (Bourne); "Latin American Bureau" (Moriarty); "Council for Education in World Citizenship" (Rogers); "Development Education Centres"; "REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques" (Archer); "Adapting REFLECT in Oxford" (Norris); "World Music: Education as Festival"…

The author discusses the use of popular theater as an adult education tool. She emphasizes its use in information campaigns. (CH)

The author attempts to capture the flavor of the World Assembly of Adult Education held in Buenos Aires in November 1985. Emphasis is on the Work Group on Adult Civic Education and the concept of popular education. (CH)

Attempts to bring Elsey's methodology in "Social Perspectives on Adult Education" to bear on aspects related to adult education policy and development work. Concludes that social theory perspectives help identify policy issues for adult education in Australia as it moves from random provision to a coherent system. (CH)

The author discusses emerging trends in popular education, including various grassroots experiments and projects. He describes popular education not as a component of modernization programs but as a movement that begins with the people. (CH)

The author discusses economic development and its effect on poor women in developing countries. She covers constraints to participation in training that affect women. Implications are presented. (CH)

Many of the programs established for women often perpetuate stereotypical roles. The most useful nonformal education programs for women should provide them with skills and knowledge related to reproductive tasks, productive work, emancipation, and empowerment. Nongovernmental voluntary organizations, especially those run by women, play a critical…

Presents the context in which the aid chain of adult education operates in Latin America and the Third World. Refers to the characteristics of promotional organizations and international assistance agencies and the way in which the aid chain operates. Suggests ways to overcome major limitations. (CH)

Applies international labor standards to results of the International Labour Office's special public works programs to discover whether program intentions have been met. Finds that while productive employment has been pursued, popular participation is not occurring and such issues as (1) forced labor, (2) child employment, and (3) inequality of…

Describes the evolution of government labor force development policy in Hong Kong, which has a developing market economy. Discusses the private sector's approach to training the labor force and covers salient features of the system that are likely to determine future orientations. (CH)

The author defines competency-based individual and mediated instruction and argues that it should be used in developing countries' training programs. He cites barriers to implementation of competency-based instruction, including translation problems, the need for inservice teacher training, and geography. Possible solutions are presented. (CH)

The author focuses on training practices in Nigeria and issues that influence these practices. Background information on supervisory and management training in Nigeria and cross-cultural perspectives are provided. The article is based on information taken from interviews with personnel and training managers in Nigerian manufacturing companies in…

The author reviews the social benefits and costs to South Asian women of technological advancement. Some women have experienced improved work environments due to technology, but the poorest women have either lost their jobs and not been trained to use the new technology, or their work has not been affected by it. (CH)

The United Nations' Regional Programme for the Universalization and Renewal of Primary Education and the Eradication of Adult Illiteracy in the Arab States by the Year 2000 (ARABUPEAL) began in 1987. Among the educational problems confronting Arab States are that their educational objectives do not specifically relate to development objectives,…

Significant reductions in adult illiteracy can be achieved most cost-effectively by focusing more resources on the education of women. These monies contribute not only to women's development but also to the educational achievement of their children. Educated adults have more influence on their children's education; the children become literate…