Discusses the publication "A Turning Point for Literacy" edited by Leon Bataille, and based on information from the International Symposium for Literacy (1975). The author notes that the document represents the complete history and background of literacy from the point of departure in 1965 to a turning point in 1975. (TA)

Presents arguments for spelling reform, addresses various objections which are made against it, and briefly notes a method of reform called SR1, as it is used in Australia. (TA)

Development of the nonformal education program in the country of Mali (Africa), which focuses on the promotion of literacy and functional literacy through the press and radio, is described. (TA)

Noting that the success of nonformal education in India depends on an instructor, the author outlines the content of an instructor training program which emphasizes academic content and practical training. Each of the six units of the academic content area are described along with an outline of the 6-day practical training session. (TA)

Discusses the principle elements for understanding and using mathematics, particularly arithmetic. Three aspects of arithmetic are considered: Understanding the concepts underlying a mathematical process, techniques or algorithms of arithmetic, and applications of the techniques to real situations. (SH)

An overview of the International Women's Year, 1975, the World Conference of the International Women's Year, the World Plan of Action for the Implementation of the Objectives of the International Women's Year, and a Declaration of Principles adopted by the World Conference is presented. (LH)

A discussion of the illiteracy of more than 60 percent of women throughout the world today includes adult literacy patterns, statistics regarding formal schooling of women throughout the world, the preamble to the United Nation's Declaration on the Elimination of Discrimination Against Women, and its program for the Second Development Decade. (LH)

An anthropological approach to women discusses; their role in developing nations; the influences of economic growth upon male and female roles; women speaking for themselves; women's constructions of reality; female learning processes and their modern adaptions; varied educational influences; and the involvement of women in education for…

The Unesco National Commissions carried out a series of studies simultaneously in Argentina, the Ivory Coast, Lebanon, Sierra Leone, and Sri Lanka regarding the relationship between the educational opportunities and the opportunities of employment open to women. Basic conclusions of international scope are presented. (LH)

A review of a report based upon replies from a questionnaire sent to 78 countries regarding the access of females to education in the context of rural development is presented. Rural conditions, women as agents of development, their accessibility to education, and suggested types of training are discussed. (LH)

The report describes the changing image of women in rural Tanzania and the various agencies responsible for their social, economic, cultural, and political promotion in rural areas, including the Tanganyika African National Union (TANU), and the Union of Women in Tanganyika (UWT). (LH)

A broad discussion of women in India, especially those living in rural villages, examines their literacy, employment opportunities, political influence, modernization, historical and present sex roles, and the influence of the International Women's Year, and proposes future action. (LH)

A review of three experimental projects implemented by Unesco in the late 1960's to improve the status and equal educational opportunities of women includes: (1) Upper Volta, education for rural women; (2) Nepal, training primary school teachers; and (3) Chile, access of women to technical education. (LH)

Comments by representatives of women's organizations from 12 socialist countries participating in a seminar held in Moscow are presented. The statements concern the participation of women in productive work and government planning to enable women with children to work outside the home. (LH)

Latin American women are examined in terms of their traditional, economic, and educational roles, and functional literacy programs in Ecuador and Venezuela are described. (LH)