Distinguishing between political science and political education, the Tanzanian author discusses the latter as a necessary weapon for freedom and human development in any country'' in the contexts of political education and freedom, ideologies, colonialism, equality of women, international understanding, political education for the masses and the…

In the Asia-Pacific region, innovations in nonformal adult education rarely become mainstream policy and practice. Effective adult education policy advocacy requires assertion of a lifelong view and a common position of advancing learning for the most marginal groups. (SK)

Radio broadcasting is used in Botswana to inform, teach, and persuade adults about issues in agriculture, health, wildlife, conservation, and other areas. However, open broadcasting is not an effective nonformal education tool. Active and guided group listening to radio enables discussion and feedback. (SK)

Empowerment through nonformal education helps women organize for change to meet practical and strategic needs. Stages of empowerment include awareness of the problem, ownership, interaction, personal action, and collective action. Each stage has cognitive, psychological, economic, and political dimensions. (SK)

The transition of Estonia from totalitarian to democratic society poses challenges for adult education. Changes already taking place include voluntary training, use of private sector schools, opportunities for study abroad, reestablishment of folk high schools, and formation of the Adult Education Association of Estonia. (SK)

Questionnaires, interviews, and nonformal education workshops involved 200 female participants in 4 Caribbean and 4 South Pacific countries. Women had opportunities to participate in education and training, and programs contributed to their personal and political empowerment. However, there was a tendency to offer programs as isolated events and…

A study of nonformal education providers in Ghana, Senegal, and Burkina Faso identified government agencies, nongovernmental organizations, and for-profit organizations. Decentralization has increased nonformal education. Most projects involve multiple providers with various actors playing different roles. The lack of process-oriented projects…

Describes the nature of participation within the context of people-centered development. Presents a framework for monitoring and evaluating participation in development, using participatory methodology. (SK)

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

The Ulster People's College and the Community Education Research and Development Centre in Northern Ireland attempt to achieve peace and reconciliation through nonsectarian programs of community education, developing a middle ground and common agenda, promoting social change, and challenging myths and stereotypes. (SK)

Continuing education (CE) in Bangladesh is a mass education programme. The primary aim is to develop the skills of participants, providing them with opportunities to increase their income. Its targets are neo-literate people--both male and female--between the ages of 11 and 45. Neo-literate is a technical term used in mass education in Bangladesh…

This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles…