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)

Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies…

A three part report first discusses some problems of rural development, education, and the mass media. The second, and basic part, consists of case studies which detail of projects which used various media in rural education programs in Africa, Canada, Europe, and India. And the third part is largely subjective and hypothetical: it is an attempt…

Bhasin argues for a clear and scientific analysis of the structure of poverty and exploitation that keeps Indian women illiterate, unequal, hungry, and ill. Ellis explores ways of linking women's issues with adult, nonformal, and literacy education to help women meet the challenges of development. (CT)

This study reports on innovative alternative approaches to children's education in 12 developing countries. These approaches are examined with reference to their flexibility regarding time and place of learning, age of pupils, relationship with formal education systems, relevance and functionality for the actual situation of learners, and ability…

This report by the UNESCO Institute for Education compares approaches to providing nonformal education to out-of-school children in Bangladesh, Burundi, Colombia, India, Pakistan, and Sri Lanka. The report analyzes some of the educational and demographic characteristics of the six countries, and the countries' policies concerning universal primary…