A new UNESCO Institute for Lifelong Learning (UIL) publication, "Promoting lifelong learning for all: The experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania," marks a significant outcome of a project to promote lifelong learning for all in selected African countries. The report highlights the progress…

The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, "Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes." This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and…

The role of adult education in India is viewed in the context of that country's political, economic, and social goals of development as the theme presentation of the Annual Convention of the Indian Adult Education Association. (AG)

Summarizes the gradual progress and present situation of the development planning of adult education programs in Finland. Discusses the principle of lifelong education, the organizing efforts for adult education programs, and the impact of this development planning. (CT)

The development of lifelong education in England has been slow due to the dualist educational philosophy characteristic of the English middle and upper classes. The two governing characteristics of British adult education have been its predominant concentration of provision for the working classes and its preoccupation with the liberalizing role…

Discusses the concept of continuing education in relationship to the problems of Third World countries and the situation in Zambia in particular and outlines existing continuing education efforts there with focus on past and future role of the Center for Continuing Education of the University of Zambia. (JT)

Discussion of adult education in India, its orientation, objectives, programs, agencies, guidelines for operation, problems and misconceptions. (ABM)

An interview with the director of the Center for International Programs at the University of Guelph, Ontario, on adult and continuing education in India. (ABM)

Provides a demographic profile of Taiwan and the characteristics of the country's elderly. Reviews efforts to mobilize people over 60 years of age into the volunteer labor force to provide social support services for the disabled, frail elderly, and other groups. (DMM)

India has a long history of adult education and has evolved several interesting forms of non-formal adult education. (AG)

This report describes the levels of the Swedish educational system as it now exists, and discusses the directions which changes in educational policy may take. A principal consideration is the possibility of changing the allocation of resources to education to provide greater support for adult education. The report raises the question of whether…

Discusses the report of the Open University Committee which proposes the promotion of the open university learning experiment throughout the country, with attention focused on adapting distant education for adults (correspondence courses, radio and television instruction) to university level studies. (TA)

THE HUMAN CAPACITY FOR CONTINUOUS LEARNING AND CONDITIONS FAVORABLE TO LEARNING ARE THE FOUNDATIONS OF A LEARNING SOCIETY IN WHICH PART OF THE POPULATION WOULD AT ALL TIMES BE ENGAGED IN FULL-TIME STUDY. CHARACTERISTICS OF CANADA AS A LEARNING SOCIETY WOULD INCLUDE (1) A NATIONAL PROGRAM OF ASSISTANCE, INCLUDING INCOME TAX DEDUCTIONS FOR TUITION…

The two central themes of this discussion guide on the conference theme, Library and Information Services for Enhancing Lifelong Learning, relate to the roles of the library in supporting the educational programs of schools and universities, and in supporting adult education, continuing education, and lifelong learning. Following a general…

This paper is intended as a proposed framework for discussion at UNESCO's Interdisciplinary Symposium on Life-long Education. It synthesizes the papers submitted by re-grouping the questions posed, the problems identified, and the steps taken or considered in order to determine the scope, the nature and the modalities of the process leading to…