Providing an overview of women's role in national and economic development, particularly in Africa and Asia, the article touches upon women's participation in employment, vocational training and education, agriculture, and other aspects of progress in developing nations. (MW)

This article examines the development and structure of the Tanzanian adult education program. National literacy, national health, worker's education, and the institute of adult education are discussed. (DE)

The role of literacy in the revitalization of societies is particularly meaningful in the context of the Southern African Development Coordination Conference (SADCC), a group of nine countries (Angola, Botswana, Lesotho, Malawi, Mozambique, Swaziland, Tanzania, Zambia, and Zimbabwe) surrounding or surrounded by the Republic of South Africa (RSA).…

This report provides materials from the second meeting of the International Task Force on Literacy (ITFL), which focused on specific goals and targets for nongovernmental organization (NGO) mobilization for 1990, International Literacy Year (ILY). Section 2 discusses issues that emerged as central to work in literacy, including literacy,…

This issue contains several articles dealing with the International Literacy Year (ILY) proclaimed the United Nations (UN) for the year 1990. The first article, "1990, Proclaimed International Literacy Year by the United Nations," discusses the purpose of the observance of the ILY, namely the contribution to greater understanding by…

This monograph, one of four in a series, contains material on a particular aspect of literacy training. Developed from reports, papers, and case studies from the Regional Literacy Workshop (November 29-December 20, 1979) held in Udaipur, India, the monographs are suggested for use in training programs for literacy personnel as background…

During the past 20 years, international and bilateral assistance and funding agencies have become increasingly involved in evaluation activities in adult and nonformal education, especially in developing countries. The adult education field pioneered many approaches now advocated by specialists in program and project evaluation. Beginning in the…

The application of lessons gained from rural experience with development communications to the problems of delivering social services to the poorer segments of the urban areas is described in a report on the squatter upgrading project in Lusaka, the capital of Zambia. A Project Support Communications Unit established to provide communication…

The purpose of this booklet is to acquaint the general public with the problem of illiteracy and the effort being made to deal with it. Past and present programs by governments, voluntary groups, and other bodies (especially UNESCO) in such countries as Turkey and Mexico, the need to motivate literacy students and assure effective economic and…

Since the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed so that scarce human and financial resources can be used effectively without needless duplication of…

A comparative analysis was made of Experimental World Literacy Program projects in 17 nations (Algeria, Brazil, Chile, Equador, Ethiopia, Guinea, India, Iran, Mali, Jamaica, Madagascar, Nigeria, Sudan, Syria, Tanzania, Tunisia, and Venezuela) after 18 months of operation. Included were functional literacy projects in 10 nations, literacy programs…

This report examines why women in rural areas encounter particular difficulties in gaining access to out-of-school education. The report, based on a survey of UNESCO members, first attempts to describe the characteristics of rural areas, the size of their population, and the reasons for and the scope and impact of the exodus from the countryside…

Lifelong education is one of the leading principles of Peru's Educational Reform, part of the general post-revolutionary transformation of Peruvian society. The idea that state obligation to the child begins with the school age has been done away with. The three levels of Peruvian education are divided into modalities to allow for special…

Adult education needs for the people of Papua New Guinea, some of their problems, and possible educational solutions are discussed, along with preliminary educational planning requirements. Types of adult education, the bulk of illiterates in the country, and the responsibilities of adult educators are noted. (MF)

Suggests a basic-education radio program as an alternative to traditional literacy education programs. One advantage of radio as an instructional medium is that it is available to most rural poor people. Stresses the need for creating innovative radio programs which are suited to radio's special characteristics. (Author/DB)