Using their own photos and drawings, 16 South African women evaluated shared leadership and their contributions to community building. Visual media stimulated collaborative inquiry across ethnic, cultural, and political lines, enabling understanding of power relationships and their effect on women's development. (Contains 34 references.) (SK)

Identifies definitions and types of informal learning. Examines issues such as the utility of informal learning, the processes involved, and the lack of methods to assess the quality of learning acquired informally. (SK)

Traditional teaching methods are not appropriate for adults who have a bank of existing knowledge. Nonformal education must begin by finding out what people need to know and prepare materials and programs that are relevant to perceived needs. Improving adults' understanding of science and mathematics must proceed upon these principles. (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…

Using guided apprenticeships in cognitive and social development and action research, a nonformal education project focused on developing strategic thinking, team values, and internal locus of control in 20 South African industrial participants. Increased self-confidence, better communication/relationship skills, and a broader knowledge base were…

The controversial state of community education in Australia is examined in two parts. The first addresses what community education means and how it is practiced in Australia. The second reviews major issues such as polarization by economic status and gender, learning communities, and learning culture. (SK)

Traces the history of the Harry Lasker Library at the Highlander Research and Education Center near Knoxville, Tennessee, from the first book donations in 1933 to its revitalization in the mid-1990s. Discusses the role of the library as a resource center supporting nonformal education for social activism and the contributions of librarians Hilda…

In the last decade, consensus around equality and efficiency in New Zealand adult education shifted to a focus on autonomy and accountability, economic rationalism, and vocational skills. Adult educators seeking change should emphasize participative democracy, connectedness, and valuing and advancing groups with diverse identities and interests.…

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…

This bibliography on continuing education is taken primarily from a more extensive bibliography. Entries consist almost entirely of non-annotated listings of books, periodicals, series publications, and Federal laws. (KM)

Adult educators, in non-formal, open university educational systems, must develop strategies for meeting the communication needs of a multilingual, educationally disadvantaged population, thus enabling language to be the vehicle for educational development. (LH)

Examines the relationship between problems encountered in adult education and socio-political, socio-cultural, and socio-economic influences. Explains how adult education programs can help serve a wider variety of needs than does the formal education system. Identifies shortcomings of adult education programs. (Author/DB)

Formal educational structures create social inequities which nonformal schooling can partially remedy in developing countries. The author describes the potential usefulness of nonformal education in mass education, reducing urban and rural differentiation, and providing job credentials. Programs can be operated within primary schools or community…

The author describes his lifelong involvement in education, particularly in Bangladesh, including pilot projects for rural development, literacy, education of women and girls, health and family planning, village cooperatives, and a feeder school program. (SK)

Presents a case study of a nonformal adult worker education course in South Africa and the judgments reached through the evaluation of the course. It is evaluated via the educational framework, sociological framework, and historical framework. The author also examines the idea of curriculum in nonformal education. (CT)