The author discusses the work of the International Council for Adult Education in the areas of poverty, development, and international aid. Development, he contends, serves only to widen the gap between the haves and have-nots. He presents a concept of adult education that he believes may remedy the situation. (CH)

Describes the growth of adult education and adult education research in Britain and outlines four government-financed educational research programs: survey of non-vocational provision, adult literacy program, new communities project, and paid educational leave. Notes the importance of international contacts in pursuing adult education research.…

Presents the context in which the aid chain of adult education operates in Latin America and the Third World. Refers to the characteristics of promotional organizations and international assistance agencies and the way in which the aid chain operates. Suggests ways to overcome major limitations. (CH)

The author describes the historic role of nongovernmental organizations (NGOs) and calls NGOs the "Third Forum." He talks about the variety of organizations in this group and factors that affect their popularity. He identifies some of the major NGOs working in the field of adult education. Issues are discussed. (CH)

The author explores nonformal education and its impact on women, specifically the questions, "What have they learned?" and "How has it improved their condition?" Findings are that most women have learned conventional skills and knowledge related to their maternal and domestic roles. Thus, it has not changed their condition. (CH)

Adult education in China has developed as the nation has developed, taking as its primary focus the work of popularizing basic knowledge of the culture. Adult education is changing in response to increasing need for technical education for workers. (SK)

After finishing the task of basically eliminating illiteracy, educators in the Jilin province in northeast China have concentrated on a comprehensive program of cultural and technical education to consolidate literacy gains and contribute to the modernization of the country. (SK)

Looks at aspects of adult education in developing nations in the subcontinent of India: organization and management, policy and planning, and the issue of relating adult education to the development goals of the country. (SK)

Popular adult education differs from other educational practices in its goals: bringing about structural changes in society, empowering individuals, developing critical consciousness, improving capacity to transform reality, and strengthening class organization. (SK)

The economic crisis facing the world today shows us very clearly that we ought to rethink, redefine and characterize with precision the new role of adult education. A new role should help in contributing effectively to the quest for new ways, truly different alternatives toward a true and authentic development. (SSH)

As adult educators, we need to be aware that we are representatives of the fact that there are individuals with the knowledge and skills to accelerate authentic development. Our contribution can be through an educational process which will prepare for social action. Such action, assisted by adult education, has taken place successfully in the…

The studies so far fail to prove that adult education reduces poverty, or is essential to its reduction. It appears impossible, logically and in terms of methodology, unequivocally to demonstrate a direct cause-and-effect relationship. Further studies are unlikely to produce such proof. (SSH)

Urges that nutrition educators have a crucial role to play in educating people to influence the economic processes of food production and marketing. Examines the relationship between food patterns, cultural values, and access to food. (SK)

Adult education should contribute to (1) the promotion of peace, international understanding, and cooperation; and (2) the development of a critical understanding of contemporary problems and the ability to take social action. Peace education is part of a lifelong process of moral growth. (SK)

Gives examples of health care areas that are the responsibility of individuals and the community: water and sanitation, nutrition and food habits, and family planning. Stresses the role of adult education in changing people's attitudes toward their own health care. (CT)