This manual contains guidelines for individual organizations to follow in using a matrix model to determine and monitor their needs regarding nonformal skills training. Chapter 1 provides background to the development of the matrix model and the manual in the Republic of South Africa. It discusses the matrix, an instrument focusing on groups of…

The author discusses the educational concept of "learning to do" (interrelated activities of learning and doing) and the role it plays in relation to primary education, secondary education, out of school programs, and non-formal education. (BP)

Revising the school curriculum to meet community needs by integrating formal and informal approaches, rather than implementing one national program, is proposed as a way to meet India's educational needs. (AG)

Lifelong education is concerned with the matter of living and is not confined to artificial programs within the walls of educational institutions. The educational needs of adults living in rural areas are different from those in towns; how to meet those needs in revolutionary ways is discussed. (Author/AJ)

This document contains papers that were presented at a 1988 conference on nonformal education for women held in Guangzhow, China, and organized by the Asian South Pacific Bureau of Adult Education in association with the Chinese Federation for Women, the Guangzhou Adult Education Association, and Caritas Hong Kong. The following 12 papers are…

The LEARNING LINKS project was undertaken to expand opportunities for adult learning in nonformal, noneducational settings. It had the following three broad aims: stimulate student-negotiated learning, stimulate and support informal adult learning, and test the usefulness of microcomputers in an information service for adults. Over a period of 2…

Papers are provided from a conference intended to create awareness of social issues pertinent to adult education in an atmosphere of critical reflection and dialogue. An introduction discusses the basis of the International League for Social Commitment in Adult Education, which was formed at the conference. Invited authors' contributions are…

Adult and continuing education in Korea is associated with a national emphasis on social education in nonformal settings outside traditional elementary and secondary systems. During the last decades, achievements have included growth in the variety of programs, national attention to the necessity of adult and continuing education, and expansion of…

Reviews literature related to nonformal education in developing nations and identifies two major trends: (1) national educational strategies vary significantly among nations; and (2) socio-political constraints inhibit meaningful educational reform. (Author/DB)

Noting that the success of nonformal education in India depends on an instructor, the author outlines the content of an instructor training program which emphasizes academic content and practical training. Each of the six units of the academic content area are described along with an outline of the 6-day practical training session. (TA)

Lists articles published during the first half of 1983 on adult/nonformal education (18); comparative education--general (11); educational planning/reform (16); general studies--comparative topics (35); higher education (24); Africa (11); Asia (22); Australasia (1); Europe (63); Soviet Union (13); Latin America/Caribbean (19); Middle East/North…

Educational principles in the Nordic Folk High School of Denmark and their application to the future of American education are examined. (MM)

The government-sponsored dropout rehabilitation and adult education program in Haryana is described by the head of non-formal and adult education in that district in a paper he delivered to the 1975 All-India Adult Education Conference. (Author/AJ)

This report describes and analyzes the efforts and achievements made in Cambodia during the past 16 years with a special focus on developments after the United Nations organized election in 1993. During this process UNESCO played a small but important part in the reconstruction of education, freedom of expression (through the training of…

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…