Experiences of developing nations are used to formulate three types of nonformal education: as complement, satisfying needs unfulfilled by the school system; as alternative, using traditional or indigenous learning; and as supplement to the formal system. Nonformal education is analyzed across nations as system, setting, or process. (SK)

This working paper from the annual conference of the Indian Adult Education Association briefly describes the current state of adult education in India and outlines important steps that should be taken to make adult education an integral part of national development. (SK)

In spite of many nonformal educational programs for women in the Third World, few seem to be working constructively towards improving women's position in life. This article asks why this is so and suggests some guidelines for progress. (Author/JEG)

This article contains a conceptualization of the links between education and production at the level of the individual organization, namely schools, training institutions, and productive enterprises. It provides a detailed analysis of different ways in which education and production are combined and discusses the practical implications of these…

Stresses the significance of rural development oriented toward anti-poverty for developing countries, indicating the need to identify the educational implications of such a strategy. (Author/MP)

Demonstrates the importance of the use of nonformal education programs for teaching basic survival skills to adults in developing countries. (Availability: Dept. of Adult Education, Kansas State University, Manhattan, KS 66506) (SK)

Looks at educational factors in using television or cinema film for non-formal education in developing nations. Styles of presentation in films are discussed, and suggestions are made for assessing effectiveness. (JEG)

Discusses the concept of nonformal education: age groups involved, institutions and agencies involved, attention given to the training of school dropouts and adult illiterates, the variety of techniques used in nonformal education, and the need for nonformal education. (CT)

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

Defines "nonformal education" as encompassing the educational influences of all of society's institutions. Suggests that nonformal education may be the best approach to aid for development in developing nations, as well as to lifelong learning in European and other developed nations. (SV)

Following a brief review of the existing interactive dimensions of three modes of learning--formal, nonformal, and informal--the author comments on policies proposing further integration of modes. (MP)

Suggests four characteristics that any training programs for women in developing countries must share if they are to be effective: (1) they must utilize adult learning principles and (2) participatory methodologies; (3) train for action; and (4) build self-confidence. (MBR)

Outlines perspectives of nonformal education programs: (1) development (human resource development and integrated rural development) and (2) emancipatory (radical and liberal). (SK)

Population education programs are discussed relative to their impact on the social, cultural, and economic aspects of rapid population growth in the Asia Pacific region. (MCO)

The Philippine educational system views education as a human development resource conversion process that can maximize the realization of the national developmental goals. Students comprise the principal input of this manpower resource conversion process. The output is individuals who can find useful and productive employment. Two broad strategies…