The European Centre for the Development of Vocational Training (CEDEFOP) supports the aims of European Community (EC) activities and initiatives to promote lifelong learning and access to training. To promote competencies and lifelong learning, CEDEFOP has monitored development of lifelong learning skills, clarified main differences in the…

Available evidence suggests that Islamic (or Quranic) schools, as the primary contemporary example of indigenous schooling, have made major changes in various countries where they remain active. These include changes in the nature of instruction, style of teaching, and teacher corps. In general, these changes have been made in response to social…

This book documents and comments on what is known about the Indian residential school era in Canada. The aftermath of this era has exacted a huge toll, both in the human suffering of First Nations and on Canadian society in general, but understanding the impact of residential schools can aid the healing process. Chapters are: (1) "Examining…

Indigenous knowledge is a critical factor for sustainable development. Empowerment of local communities is a prerequisite for the integration of indigenous knowledge in the development process. The integration of appropriate indigenous knowledge systems into development programs has already contributed to efficiency, effectiveness, and sustainable…

Melanesian education systems generally reflect the biases of their former Western colonial masters in that formal education is regarded as a means of preparing for employment in a formal market economy. This bias is evident in resource allocation, with formal education getting the lion's share of education spending. Focusing on the market economy…

A qualitative field study employing participant observation revealed that the Nisga'a, a Native people of northwest British Columbia, Canada, believe that education is a total way of life, with teaching and learning being a lifelong process. Traditionally, education was conducted by one's parents; extended family, especially maternal aunts and…

Describes the formation of local organizations for adult and literacy education created all over Portugal after the end of the fascist regime in 1974, the coordination and certification plan of the Ministry of Education's Division of Continuing Education, and the ensuing legal status of the local "popular" educational associations. (MF)

Traditional schooling falls short of preparing students for real-world experience in failing to incorporate informal, "in-context" learning situations. Reviews the literature on experience-based education and cites several successful urban programs that involve students in the educative community through learning experience, career…

This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles…

This report presents the results of a study of the Nonformal Primary Education (NFPE) program, a relatively new educational delivery system developed and implemented by the Bangladesh Rural Advancement Committee (BRAC). The NFPE program is a collaboration among a non-governmental organization (NGO), international donors, and some of the most…

In Turkey today, 93% of all persons between the ages of 6 and 15 attend school, and 89.7% of males and 71.1.% of females over the age of 15 are literate. Turkey's largest adult education programs are public, free, and offered both within and outside the formal educational system by governmental bodies, national institutions, and voluntary…

This paper examines the remembrances or life stories of four young adult American Indians and their efforts to evolve an understanding of themselves as individuals and as culture bearers interacting in two different societies. The project objective was to investigate the correlation between American Indian people's ability to use their heritage…

Following an introduction by Darlene E. Clover and Rene Karottki, this booklet provides 16 case studies about nonformal environmental adult education: "Environment and Development in Argentina: Innovative Experiences in Adult Learning" (Raul A. Montenegro); "Learning for Environmental Action: Environmental Adult and Popular Education in Canada"…

This book explores the nature of indigenous education, outlining key elements of American Indian perspectives on learning and teaching. It advocates developing a contemporary, culturally based, educational process founded upon traditional tribal values, orientations, and principles, while simultaneously using the most appropriate concepts,…

Using a discourse-centered approach to ethnography, this book provides an empirically based, contemporary overview of a rapidly changing First Nations village in northern Ontario (Canada). Data were collected in the 1980s during a 2-year residence and follow-up visits in the Severn Ojibwa community of Lynx Lake, a remote subarctic village in which…