In a critique of the government of Nigeria's policy statement on education, the author highlights funding and implementation, literacy programs, and integration of formal and nonformal education as the major concerns for adult education in that country. (SK)

Describes networking from the perspective of rural women in the Pacific Islands. Distinguishes between a network and an organization. (JOW)

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)

Australian beef-industry leaders are currently promoting quality assurance (QA). Interviews with 16 farmers who attended QA training showed they were aware of the demand for QA products and valued the concept, but they had little confidence in their ability to implement it in an uncertain economic climate. (SK)

Societal changes in late modernity influenced what persons should learn and also influenced how education should change to support these new learning requirements. Particularly, the increasing instrumentalization of our society requires more autonomous and reflective learners. On the one hand this article describes three specific examples of such…

The final report of a conference concerning adult basic education de Adultos en el Marco de la REDALF del related to innovative projects in adult education in nine countries. A wide spectrum of issues related to adult basic education, curriculum, methodology, evaluation, and research are analyzed in the context of educational planning. Among the…

Although failures have been encountered in the West African cooperative movement, farm cooperatives are an indispensable tool for rural development. They can generate an investment budget at the village level and can provide a stimulating framework for education. The Senegalese farm cooperative movement has experienced a number of problems. Three…

An interview describing steps the Philippine government has recently taken to expand and diversify nonformal education among adults through the School-on-the-Air program designed to bring the classroom to rural people through radio and community followup classes. Extracts from the government orders setting up the program and its pilot centers are…

Describes the nature and scope of deliberate involvement of adults in formal and nonformal part-time learning activities in Ontario. (Author/AV)

The author discusses the three images of nonformal education that emerge out of the literature, conference proceedings, and field experience dialogs. The relationship of these images to implementation of the educational program is examined using the Lifelong Learning Scale. Implications are presented. (CH)

Presents examples of some of the educational offerings for older people in nations at three very different stages of development: Ghana, Singapore, and France. Examines traditional forms of education, family living workshops, preretirement education, self-directed learning, decentralization of older adult education, and educational programs for…

Surveys the need in England for a comprehensive pattern of non-formal educational provision for young adults, indicates the trend and illustrates some recognized inadequacies in existing provision, and emphasizes the need for research and the potential to be achieved by the exploration of alternative sources of provision, particularly in the…

Sub-group proceedings at the 28th all-India Adult Education Conference held in October, 1975, are summarized. Sub-groups discussed the theme "non-formal education" as it applies to one of five population groups: school drop-outs, youth, women, farmers, and industrial workers. The sixth sub-group considered policy and financing for…

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)