As recent debates about the role of social media in election outcomes suggest, understanding the association between information processing skills and political efficacy in the U.S. is a significant inquiry for adult and continuing education. Data from the Programme for the International Assessment of Adult Competencies were used to explore…

Examines problems in coordination between nonformal adult education and national development programs in India and suggests management structures for institutionalizing coordination. Notes the difficulty with which influential political and administrative groups will allow changes in the system and suggests possible alternative development and…

Compares the educational systems, particularly nonformal education, of India and China, and the impact on education of sociopolitical factors, history, government, ideology, languages, and cultures. Includes differences and similarities in educational facilities, personnel, methods, some national statistics, and charts of the education systems in…

Presents recommendations from a January 1979 seminar held in Bengal, India, of representatives from different voluntary agencies associated with the national adult education program. Three groups discussed program components (literacy, awareness, and functionality), integrating development with adult education, voluntary agencies and government…

This issue presents some excerpts from the Commonwealth Conference on Non-Formal Education for Development, held in New Delhi, India, January 22-February 2, 1979, concerning the concept and tasks of nonformal education. Includes a few observations and recommendations from each of the Conference's 12 committees. (MF)

States that 99 percent of India's education budget is spent on formal education, which is not relevant to the needs of most Indians whose many languages and socioeconomic conditions require the traditional nonformal methods. Sharply criticizes others' emphasis on "elitist" imposition of uneconomic, one-language, formal educational…

Describes many ecological, social, and economic problems of Bangladesh in order to show the need for development of nonformal education to increase productivity in agriculture and related industries. Describes nine nonformal education projects in various areas of rural development, cooperatives, extension services, and adult education. (MF)

Summarizes and comments on papers and sessions from a conference of Australian adult educators organized by the Australian National University, Canberra, in July 1978 on the provision of adult education in Australia. Topics included needs of special groups, delivery systems, data collection and research, training and support services, and…

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)

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)

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)