Argues that learning can be divided into three sectors (informal, formal, and nonformal education), asserting that through the harmonious combination of these sectors the principles of a global and integrated lifelong education can be implemented. (Author/MP)

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)

Gives a background on the various adult/non-formal education programs drawn up since Indian independence, and discusses the needs, aspirations, and problems supported by facts and figures. (Editor)

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)

Discusses the history, social climate, and country of Sudan as they relate to several educational projects. It is suggested that a satisfactory rate of development cannot be achieved while illiteracy remains at its present high level. (Author/JEG)

Results indicate that it is possible to increase the measured level of arithmetic skills among adult rural villagers who have low levels of this skill, using a method of nonformal education which involves a relatively short time and reasonable expense. (RC)

Examines the traditional liberal adult education thesis of educational externalism: that the role of the educator must be undertaken by a person other than the learner. Argues that this requirement is without defensible grounds in the management of the educational event or through singular contribution to its content. (Author/JOW)

Co-learning with and in grassroots organizations challenges power relations and the notions of expert/novice and teacher/learner. Co-learning through nonformal education does not privilege official knowledge or reproduce existing power relationships. (SK)

Seeks to justify the educational practice of dialogue and its contributions to community development. Contends that the central element and cause of dialogue is constituted within the non-formal educational process. States that Paulo Freire emphasizes the role of words and its basis as a creative synthesis of theory and practice. (BT)

Today educators may feel the need to contemplate community-based education when (1) well intentioned citizens try to figure out what they can do to support or reform school art programs; (2) arts administrators seek to advance their enrollment figures; (3) citizens try to eliminate art education from school curriculums; (4) teachers try to figure…

This article was originally presented as a position paper at the Symposium on Information and Communication Technology (ICT) for Social Development held in Jakarta by the ASEAN Foundation Collaboratory (May 2006). Its main premise is that, while there is growing use of open and distance learning (ODL) in formal and nonformal education and training…

Education in emergencies comprises learning opportunities for all ages. It encompasses early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations through to recovery, quality education provides physical, psychosocial and cognitive protection that can sustain and save…

The main objective of environmental education (EE) is that citizens develop a responsible environmental behavior. Environmental awareness constitutes an important factor for the shaping of a responsible environmental behavior. The mass media can strengthen the degree of environmental awareness of the public, through the dissemination of…

This article revisits and reinterprets my previous paper. It is a snapshot of the lifelong learning system building in selected Asian countries, reflected in the mirror of the Asian Financial Crisis in the 1997s and the aftermath of that event. I reconsidered the arguments (1) the economic recession had delivered a global dimension of lifelong…

Explores the concept of community and the difficulty of defining the term. Explains how adult education is a vital component of community structure. Suggests that community is best defined as a natural setting for formal, nonformal, and informal adult education, providing the basis for lifelong education. (SK)