The Caribbean and other parts of the Third World have been preoccupied with becoming nations, in the accepted international sense. Education has been the prime vehicle through which ideologies such as capitalism, Marxism, colonialism, and nationalism have been promulgated. (SK)

Literacy is not an end in itself; the real concern is that illiterate people do not have access to the knowledge and skills that can improve their situation. Literacy education should be tied to a process of economic development. (SK)

In Latin America, Experimental Workshops on Theory of Organization and Enterprise Management focus on enterprise learning for disadvantaged, marginalized people. Its emphasis on skill acquisition regardless of participants' literacy level has more to offer than European-style entrepreneurship training. (SK)

With the acceptance of the concept of life-long integrated education, education is seen as a global system which not only prepares people for life, but which is an integral part of life itself. Before the introduction of Western systems of education, Asian education was related to one's position in society. However, Asian countries now show their…

The Centre for Civic Education has as its chief objective educating the populace of Ghana in social, economic, and political subjects. To effect this, the country is divided into 9 regions, made up of 51 districts, with 2 organizers per region. A board of Trustees acts as the Centre's governing body. The work of the Centre is organized into…

The University Extension Department in Botswana would operate in the field of adult education. Adult studies would be programs of relevant educational courses in the evenings, on a day-release basis, on weekends, and, for short periods, residentially. Training would cover both the Credit Union work now being carried out in Lesotho and Swaziland,…

Guidelines are provided for developing illustrations for use in distance education materials for rural adults in different cultural situations. (STS)

A major problem in establishing effective educational programs in developing nations is seen to be the need to reeducate adults to learn to accept modern values and life skills. (AV)

The authors suggest that much of the in-service training given health care workers in developing countries is not effective. They discuss reasons for this failure and recommend how health institutions can remedy it. (Author/CH)

Examines three myths concerning illiteracy: (1) the Third World remains poor because of high illiteracy rates; (2) nations can be rated on a scale that compares relative literacy rates, and (3) what is needed is a reliable definition. Concludes the real issue is not literacy, but equity and justice. (CH)

The author attempts to capture the flavor of the World Assembly of Adult Education held in Buenos Aires in November 1985. Emphasis is on the Work Group on Adult Civic Education and the concept of popular education. (CH)

Attempts to bring Elsey's methodology in "Social Perspectives on Adult Education" to bear on aspects related to adult education policy and development work. Concludes that social theory perspectives help identify policy issues for adult education in Australia as it moves from random provision to a coherent system. (CH)

The role of adult education in India is viewed in the context of that country's political, economic, and social goals of development as the theme presentation of the Annual Convention of the Indian Adult Education Association. (AG)

Writing for adult neo-literates is not easy, but it can be done. The Authors show how neo-literates can and should be stimulated to learn. (MR)