In spite of its overall economic success, most citizens living in the remote areas of Botswana face poverty and are unemployed. The article argues that minority communities in remote areas are excluded because education programs use unfamiliar languages and de-contextualized curricula, there is no national qualifications framework to sufficiently…

The author discusses adult education, poverty, and development in developing nations. Emphasis is on the results of the International Council for Adult Education's poverty project, which attempted to determine the most efficient use of international adult education monies. Recommendations are included. (CH)

The address, delivered at the 27th All India Adult Education Conference, summarizes demographic data on the rural poor, their economic and social situation, and discusses land reform, technology, employment opportunities, and adult education as ways to eliminate rural poverty. Adult education promotes leadership development and community…

The resolutions stress the responsibility of the conference to initiate, support, and cooperate with the government in programs of education for the rural poor and to become involved in the implementation of such programs. (JB)

It is the responsibility of adult education to train and retrain manpower to translate political, economic, and social objectives into action plans and programs, and to diffuse values, orientation, attitudes, and perspectives among the people in order to reduce social inequality. (CT)

The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world's populace in 1990 with income less than US-$1 a day (i.e., cutting this percentage from 27.9 to 14%);…

The author discusses characteristics that the poorest developing countries share; causes of poverty (private and public services, land status, capital accumulation and availability, technology, human resources, structural development, environmental issues); the role of adult education in these countries; and the need for technological development.…

Priority at the conference was given to adult education for the rural poor. Summaries of the workshops, membership expansion, publications, correspondence education for farmers, lectures, awards, clearinghouse activities, information services, conferences, and programs for both women and workers are presented. (JB)

The development theory for progress in the countries of the Third World must be based on the aspirations of the common people; the majority poor. The poor cannot simply be provided with resources; they must also be psychologically, socially, and economically empowered. The most important conflict in poor countries is between urban and rural…

Covers the declaration and recommendations adapted at an international forum on the role of workers' organizations and education in rural development. First presents the declaration, which includes purpose of development and the role of organizations, trade unions, rural organizations, workers education, and adult education. It then presents the…

This special edition honors the life and work of Paulo Freire by recalling the impact he had and continues to have on educators and students. Articles in this issue are: (1) "Editor's Introduction" (Tom Wilson); (2) "Nita's Elegy to Paulo Freire (in Portuguese) 'Privilegio, Pobreza e Poder'" (Ana Maria Araujo "Nita"…

Analyzes policies in the Philippines pertaining to the urban and rural poor, describes programs and projects for the education and training of the urban disadvantaged, and recommends future actions. (SK)

Adult education programs can ameliorate the structural causes of urban poverty by organizing the poor for community development and literacy and cultural education. (SK)

This paper examines vocational adult education concepts, issues and problems in the context of Kano State, Nigeria. It has been pointed out by a number of commentators that vocational education practices and problems have some relatively universal commonalities across Europe, the USA and developing countries such as Nigeria. State-sponsored…

Notes 1990 is UNESCO's International Literacy Year. Presents alternative ways of overcoming illiteracy in Latin America. Suggests major contributing factors concern the region's weak economy. Argues the state's role is decisive in transferring resources to marginal sectors. Views literacy as a basic human right and that it allows for democratic…