Concentrates on the work of Community Education through Radio (ECORA), a Bolivian organization that planned and implemented the nonformal education component of a project that included school construction, teacher training, bilingual education, and administrative reforms within the Ministry of Education and Culture. (JOW)

This article contains a conceptualization of the links between education and production at the level of the individual organization, namely schools, training institutions, and productive enterprises. It provides a detailed analysis of different ways in which education and production are combined and discusses the practical implications of these…

The role of women in many African societies has been formed and contained by age-old traditions that have relegated their place to the home. Where they are compelled to play second fiddle, women rarely discover their authentic identity. This paper presents the roles of women in place making in Africa. It discusses non-formal and formal education…

Stresses the significance of rural development oriented toward anti-poverty for developing countries, indicating the need to identify the educational implications of such a strategy. (Author/MP)

Demonstrates the importance of the use of nonformal education programs for teaching basic survival skills to adults in developing countries. (Availability: Dept. of Adult Education, Kansas State University, Manhattan, KS 66506) (SK)

Investigated the development of informal addition in Dioula (A Moslem ethnic group from West Africa) from childhood to adulthood and the effect of schooling on mental arithmetic. Compares these data with results from a study of children from the United States. (MK)

A profile of the range of lifelong educational services and activities for adults in New South Wales is developed, based upon a six-part classification by degree of formality and purpose of the activity. Urban-rural differences are also discussed. (SK)

Suggests the use of audio cassette tapes for communication with outreach workers and rural women in Third World countries, and describes several successful projects. (JEG)

The argument most often noted from the Panel on Youth Report is that essential to the transition-to-adulthood period is a youth's participation in work and other nonschool contexts. This article summarizes the criticisms of the suggestion that this youth participation should be fostered institutionally. (Author/RC)

Describes Chicago's Learning Exchange, an organization for connecting persons in the community who want to learn/teach something with those who want to teach/learn that thing. (Author/DC)

Discusses the evolution of the Florida Chautauqua assembly from various educational movements and examines the cultural and educational benefits derived from such an assembly. (MH)

Provides an historical perspective on the theory of constructivism and its application to science education in museum settings. Reviews the contributions of John Dewey and Jean Piaget to theories of learning associated with constructivist thought. (DDR)

Twelve literacy goals include new attitude toward illiteracy; clarification of the concept; articulated child-adult strategy; attention to women's needs; updating the field; attention to pedagogy; a literate environment; quality; better data; attention to preschool literacy; literacy in the context of basic education; and international cooperation…

Radio broadcasting is used in Botswana to inform, teach, and persuade adults about issues in agriculture, health, wildlife, conservation, and other areas. However, open broadcasting is not an effective nonformal education tool. Active and guided group listening to radio enables discussion and feedback. (SK)

Profiles community development training in Australia, Sri Lanka, and Fiji--formal accredited courses as well as nonformal training, methods, and venues. (SK)