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)

Investigates whether children who visited an interactive science center were simply playing or whether they were learning as they played. Concludes that, to get the most out of a visit to a hands-on science center, children need both preparation and follow-up, concepts to work with, and explanations and consolidation afterward. (Author/JRH)

Argues that adult educators use "learning" when they mean "education" and that this confounds and demeans incidental and informal learning processes. Suggests that intended, purposeful planned learning should properly be termed education and that there is no such thing as a nonlearner. (SK)

Examines nonformal education's part in expanding democratic culture in Indonesia; discusses contextual constraints on democracy, use of nonformal education for literacy and life skills development, and the influence on developing citizen awareness of responsibilities in a democratic society. (Contains 28 references.) (SK)

Nonformal education is a popular form for adult education in Russia. The chief provider is the ZNANIE Association. The immediate future of adult education depends on establishment of nongovernmental organizations and associations for lifelong and continuing education. (SK)

The Cooperative Extension Service has a long history of providing community-based lifelong education. Current trends affecting extension programming include new telecommunications technologies, necessity for accountability, and demographic shifts. (SK)

Empowerment through nonformal education helps women organize for change to meet practical and strategic needs. Stages of empowerment include awareness of the problem, ownership, interaction, personal action, and collective action. Each stage has cognitive, psychological, economic, and political dimensions. (SK)

Data from interviews with 55 elderly Yoruba blacksmiths depict the experiences and practices of traditional apprenticeships before the advent of modern schooling in Nigeria. Discusses applications of the apprenticeship model within elementary and secondary schooling as a means of providing socially necessary, community regulated, and effective…

Tells the story of a Hawaiian man who learned to navigate without instruments like the ancient Polynesian wayfinders, explaining how he acquired navigational skills from mentors and books, discussing his views on education, and describing a trip he took in a double-hulled canoe designed according to ancient Polynesian petroglyphs. (SM)

Understanding and appreciation of indigenous knowledge systems (IKS) are essential for promoting sustainable agriculture development. IKS provides a cultural basis for nonformal agricultural programs that is absent in technology transfer approaches. (SK)

The community is a natural setting for autonomous, democratic adult education. A framework for connecting the community and adult education has three mechanisms: community formal adult education, community nonformal adult education, and community informal adult education. (SK)

The traditional relationship and participation of Indian people with the American landscape has influenced their perceptions of themselves and of reality. The Pueblo "theology of place" is illustrated in their agricultural practices and accompanying ceremonial cycles. Modern Indian education must heal the split between spiritual and…

Reviews three books that examine the ongoing transformation of environmental education from a narrow science-focused framework toward new goals of public consciousness raising, social change, and environmental activism. (SV)

Reviews the characteristics of non-formal education as expressed in various academic-theoretical definitions, presents the links in this field to distance learning, and recommends future directions for exploring distance learning in non-formal education. Discusses the use of information and communication technology and considers problems with…

Argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs, and costs. Maintains that non-conventional approaches to learning, associated with non-formal and distance education, have important but distinct contributions to make to the reform of mainstream…