A discussion of education and educational opportunities for women in Arab States includes formal education and literacy (examining formal education, primary school enrollment, and women's illiteracy) and non-formal education (examining a Saudi Arabian literacy program, joint action by Arab States, and the Arab Literacy and Adult Education…

A broad review of women's integration into development proposals throughout the world discusses: legislative and administrative measures; research, data collection, and analysis; co-ordinated long term, rural, and small-scale business programs; and communication and mass media. (LH)

The accomplishment of 14 listed items are viewed as minimum achievement for the five year period (1975-1980) following the International Women's Year Conference. (AG)

Recommendations presented at an international seminar on "The Design of Educational Programmes for the Promotion of Rural Women", held in Tehran, Iran, April, 1975, are presented. (LH)

The main features of the Soviet system of continuous education are described. Objectives include provision for the individual's overall development, inculcation in the young of an understanding of moral and civic responsibilities, filling society's needs for specialized personnel, and assurance of all adults' continuous vocational competence and…

A detailed history of the eradication of mass illiteracy in the Soviet Union is given, from the first stage (1917-1920) to the third stage (1933 to post-war); methods of recruitment and teaching are recounted, as well as national policy developments. Instructional materials are described, and statistical data are included. (AJ)

The solution to the problem of women's illiteracy in the Soviet East, where the religion was Islam and seclusion was traditional for women, was intimately linked with the struggle for women's liberation. Such obstacles as the lack of materials and teacher shortages, and the policies developed to overcome them, are described. (Author/AJ)

Twenty percent of all Soviet citizens have completed secondary and higher education through evening schools; among older people, the percentage is even higher. A detailed history is given of the development of varied and flexible forms of adult education in the Soviet Union, including policies, statistics, instructional methods, and sample…

Six tables provide statistics on educational development in the U.S.S.R.: (1) literacy rates; (2) numbers of recipients of higher and secondary education; (3) various social groups' educational levels; (4) educational levels by Republic; (5) enrollment in various types of educational establishments; and (6) evening shift general educative schools…

The bibliography provides 128 titles of printed materials related to educational development in the USSR, and the publishers' names (many in Russian). The cultural revolution, eradication of illiteracy, adults' general education, contemporary evening schools, textbooks, and statistical reference books, as well as bibliographies and adult education…

An examination of problems in prevocational studies in Sri Lanka leads to the conclusion they are largely due to educator and administrator attitudes regarding the role of prevocational education. Success of the new program (which contains its own problems) depends upon changing student attitudes towards employment. (BP)

A new system of education designed to solve problems facing rural areas in developing countries is needed. Guidelines for the rural development functional literacy systems for Upper Volta, Tanzania, China, Cuba, and Thailand are described. (BP)

One of the recent innovations of significance in developing nations is the concept of linking literacy education to problems related to socio-economic development. The article describes the Problem Oriented Materials Preparation Project of Literacy House, Lucknow, India. (Author/BP)

The educational system's relevance is being questioned in all parts of the world. The role adult education plays in making significant changes by influencing formal school education in theory and practice faces numerous socio-political, socio-cultural, and socio-economic obstacles. (BP)