This article is based on our two narratives through which we explore how Freirean thought had an impact on our respective praxis as academic activists in apartheid South Africa. We reflect specifically on the influence the work of Freire had on informing and advancing our respective struggles against apartheid education. This article therefore…

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…

In both Bangladesh and India expand non-formal education (NFE) programs for unenrolled and drop-out children and adults (8-45 year cohort) for ensure comparable standard with the primary curriculum, establish equivalency of NFE with primary education and overall competency, raise qualification and training level of teachers for effective delivery…

This issue contains those materials from a seminar on "Campaigning for Literacy" held at Udaipur, Rajasthan, India, on January 4-11, 1982, that concentrate on Asian experience. The "Udaipur Literacy Declaration," presented first, is followed by extracts from the opening addresses and a review of the report, "Campaigning…

The print version of the first issue of an electronic journal, this document consists of an article by Samuel Simpson, Managua Regional Director of Adult Education in Nicaragua. Simpson's visit to the United States was sponsored by Pennsylvania State University, the University of Pittsburgh, Rutgers University, and the Syracuse University Kellogg…

The article discusses the evaluation and findings of studies on various literacy projects in India. (BP)

The article describes Iran's attempts to eradicate illiteracy. (MF)

This seminar convened in 1967 by the Indian Adult Education Association studied the role of school systems in the promotion of literacy work and other adult education; examined specific measures needed to utilize the schools for adult education; and made recommendations as to organizational, administrative, financial, and other changes needed.…

A pilot project will be established in the city of Amman, Jordan, and its outskirts. Guidelines include: (1) Project activities should be centered around functional literacy; (2) Efforts should be directed to persons engaged in productive activity; (3) The curriculum should be oriented towards the specific work in which the worker is engaged; (4)…

A description of the planning of a mass literacy campaign in India through the development of pilot programs, by 1976, includes: reading material and curriculum development; training programs for supervisors and volunteers; and organization. Emphasis is placed on the need for universities to provide leadership in this area. (LH)

Article gives a documented history and analysis of adult basic education in the United States, complete with statistical tables on the educationally disadvantaged population and eligibles and enrollments in federally supported adult education programs. (GB)

Like other African countries, Zambia's most pragmatic approach to national development must lie in adult education. The University of Zambia is one agency involved toward this goal and its emphasis is on rapid expansion of university-type education and the training of adult educators. (Author/JB)

After independence, adult education in India was burdened with modernization and industrialization, continued to reproduce some elitist tendencies, and was overbalanced toward higher education. In the last 2 decades, radical educators have rededicated themselves to Gandhi's cause of educating the very poor and focusing on real educational needs.…

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

To improve adult literacy in urban and rural areas, Ethiopia has established reading centers throughout the country staffed by volunteer teachers. Since 1978, 10 million persons have participated in the program. Eight million have finished courses and taken the tests. About four million have passed and received certificates. (AM)