This paper examines how a small university in eastern Canada implemented a form of cross-border education with several partnerships in Bermuda and the Caribbean. The university made the transition from a campus-based university to a more inclusive, global institution. Capacity-building at the institution increased during this time of rapidly…

Adult educators and trainers in South Africa face the task of developing the nation's human resources and contributing to reconstruction. Crucial tasks include advocacy for government resources, development of a common identity, and formation of a new national organization to lobby for the interests of adult education. (SK)

In British Columbia, the Boundary Bay Conservation Committee informed and educated the community and politicians about environmental issues and commercial development. Critical thinking, citizen participation, community building, and use of resources were strategies that led to successful social action. (SK)

Two elements vital to the sustainability of any development project are involvement of local women and cooperation of local institutions. Strategies for strengthening women's organizations include training indigenous staff, providing tailored technical assistance, facilitating funding for small business activity, and arranging exchange visits and…

Critical issues facing literacy educators working with women include honesty of their goals regarding empowerment; in what type of development should literacy play a role; elimination of the deficit or "rescue" perspective; literacy's contribution to the growth of community; and literacy as an instrument for the humanizing transformation…

Several action research projects for women's literacy in India demonstrated the importance of developing learners' planning skills, recognizing that learning is spiral and not linear, understanding the complexities of empowerment, and educating for change. (SK)

Using an anthropological model of progress, a systemic model for family literacy is developed. The family is seen within a network of relationships with schools and workplaces within the context of communities and cultures. Family literacy focuses on the family as a whole and uses it as the preferred place of delivery. (SK)

Argues that adult educators should promote "feminine" values and devalue power, domination, consumerism, aggression, and violence. Suggests that conventional ways of thinking about development and literacy education perpetuate an unjust status quo. (SK)

Development can be either incremental or discontinuous, the latter leading to liberatory action. There is a fundamental dilemma involved. On the one hand, educators are trying to change people, forming unavoidable power relations. At the same time, they cannot fully predict the consequences of their efforts. (SK)

Two strands of futurism share values of equality, development, and peace, and can catalyze each other into potentially transformational forces. The path is re-education: World order thinking provides an appropriate content for adult learning, and women's movements provide the energy of commitment and a worldwide network for communicating policies.…