As ethical and humanistic concerns are balanced with the effects of science and technology, technological literacy appears to be a primary goal of education. The special role of adult education is to bridge the gap between scientific change and human adaptation. (SK)

The importance of adult education to improving health conditions is that it can assist people to learn how to make judgments, how to take the best health action, and how to develop a consciousness about their health priorities and practices. (SK)

Discussion of nonformal, postsecondary education for adult learners in developing countries points out problems of facilities, teaching techniques, technology, resource materials, unemployment and economic absorption of educated adults, vocational education, and evaluation methods. (ND)

Evidence from Africa points to links that can be established between formal and nonformal education to meet the needs of larger numbers of adults as well as children. (LBH)

Although the content model based on behaviorism and the process model based on humanism can both be used in training, a case study of training rural development workers in Thailand shows advantages of the process model. The model is based on similar principles to rural development and on adult learning principles. (SK)

The growth of adult education programs has created a corresponding growth in the need for competently trained adult education practitioners. This paper describes the early development of teacher training programs at the University of Zambia from 1970 through 1980. (JOW)

Reviews three volumes that address national and international efforts to increase adult literacy. The books focus on: (1) case studies of literacy campaigns since 1560, and better known, contemporary mass education programs; (2) literacy work as a form of cultural politics; and (3) United Nations field-based literacy projects. (SV)

The authors argue that high priority should be given to the awareness of existing conditions and needs in Third World countries before the introduction of any form of technology. They present two models that direct the thinking process toward effective technology transfer on a systematic basis. (CH)

Argues that adult educators should promote "feminine" values and devalue power, domination, consumerism, aggression, and violence. Suggests that conventional ways of thinking about development and literacy education perpetuate an unjust status quo. (SK)

The print version of the first issue of an electronic journal, this document consists of an article by Samuel Simpson, Managua Regional Director of Adult Education in Nicaragua. Simpson's visit to the United States was sponsored by Pennsylvania State University, the University of Pittsburgh, Rutgers University, and the Syracuse University Kellogg…

Based on his experience in adult education in Ghana in the 1950's and a return from Europe to the University of Ghana at Legon in 1974, the author discusses the export of ideas and institutions from Britain to a colonial country and the difficulties which arose from their import into Ghana. (JT)

A general discussion of India's illiteracy rates and of State programs to combat it is presented, emphasizing political motivation. Other developing nation's illiteracy rates are compared with India's. (LH)

Over the past 15 years, developing countries have seen the number of training programs outside the formal education system multiply. The calling into question of schools is one of the factors explaining the recent interest in out-of-school education. Despite numerous attempts at clarification, there is a lack of unanimity with regard to the…

Immediate technology, for the training and education of middle-level management is conducted outside the formal school system and is oriented to technological problemsolving. Trainees from this program are encouraged to develop cottage industries or businesses. (Author/PG)