Describes behavioral patterns and learning processes that illustrate the function and nature of learning during the inventive process. Presents a learning process that describes this adult learning project. (JOW)

In Clardy's study, 56 employees described 109 vocationally oriented self-directed learning projects undertaken. Projects were categorized as induced (spurred by imbalance between job expectations and capability), voluntary (fueled by personal motivation), or synergistic (combined motivation with the spark of workplace circumstances). Willis'…

In the Asia-Pacific region, innovations in nonformal adult education rarely become mainstream policy and practice. Effective adult education policy advocacy requires assertion of a lifelong view and a common position of advancing learning for the most marginal groups. (SK)

Certain challenges are inherent in collecting data to evaluate nonformal education programs and settings. One challenge relates to the complexity of the educational system in which nonformal learning takes place. Separating the learning effects of a nonformal education program on participants from the effects of other essential elements of their…

The opportunity that evaluators have to be educators is well known. Patton emphatically states, "Every interaction with an evaluation client, participant, stakeholder, and user is a teaching opportunity." This article discusses two ways in which evaluators can help educate the staff of nonformal programs: helping them articulate the theory that…

In 2004, the United States Agency for International Development (USAID)-funded Educational Quality Improvement Program 2 (EQUIP2) began investigating community-based schools as a mechanism for reaching the underserved populations. The team identified nine models that successfully organized schooling in regions least served by the formal education…

Finds fault with Illich's fundamental notion that schools engender a confusion of schooling and learning. (EH)

The need for appropriate approaches to educational technology research in developing nations is discussed, and two examples of such research, adapted to local technological capabilities, are given. (RAO)

Argues that the questioning and answering interaction provides a setting whereby adults can socialize naive children into communal views of reality. It is suggested, however, that this tradition acts both as a brake and as a springboard to the acquisition of new knowledge. (MS)

Contrasts the modern definition of education (schooling) with the traditional indigenous view that focuses on education as a natural process occurring during everyday activities. Argues that traditional indigenous education ensures cultural continuity and survival of the mental, spiritual, emotional, and physical well-being of the cultural unit…

Nonformal continuing education may be one of the major challenges of the decade. This points out the critical need for formal training for adult educators, requiring leadership from governments and national associations. (SK)

Three categories of learning structure are examined: formal, nonformal, and informal. Other possibilities for grouping the structures are also indicated, including learning for society and learning for oneself. Various modalities of articulation are presented, and a distinction is made between those appropriate for school level and those useful…

Rapid technological change is inevitable, and employees must develop some means of coping with such change. Two means of coping are suggested: an extension of industrial democracy, and an entirely new initiative to extend education to the place of work. (CT)

Some new concepts are introduced for describing the individual's resolution of environmental policy issues. (Author/RE)

Discusses the services of the Ontario Educational Communications Authority (OECA), which has a nine station TV network, a nonbroadcast videotape distribution system, many interactions with cable companies and domestic satellite transmission, and a databank indexing OECA resources. (JEG)