The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) is the Federal Statutory Agency set up to co-ordinate all aspects of Non-Formal Education in Nigeria whether offered by government agencies or non-governmental organisations. This study looked at the existing Capacity Building Programme, the delivery methods, impact…

Non-formal education, defined as any organized educational activity outside the established formal system whether operating separately or as an important feature of some broader activity that is intended to serve identifiable learning clienteles and learning objective is of great importance to society. It emerged out of the feeling that formal…

Central governments must recognize the need for decentralization of development efforts, to plan programs specific to the needs and conditions of each target population. Development programs are characterized by program overlap because of diversity of sponsorship. A possible mechanism is a training and development center at the subnational level.…

The rationale underlying the emphasis of current UNESCO programs on renovation and reorientation of formal and nonformal systems of education in rural areas introduces a series of papers which emphasize the need for coordinated, long-term planning for rural development. (SM)

Adult education in Greece dates back to the time of Homer. Poetry and Panhellenic festivals were the earliest forms of adult education in Greece. By classical times, however, an entire learning society of human and material resources had been developed. Greek society experienced periods of high levels of culture and learning only to be conquered…

This issue contains an editorial, "Empowering Women through Education" (Elizabeth Cruzada), and eight articles. "Women and Education" (Swarna Jayaweera) presents the status of women and girls' education in Asia vis-a-vis the goals set in the Nairobi Forward Looking Strategies. "Education Reforms and Development of Chinese…

Discussed are four issues of importance to educational planners who want to implement nonformal education programs: (1) definitional and identity issues--what nonformal education is; (2) policy issues--role of nonformal education in the new distribution of goods and power; (3) institutional issues--the delivery process; and (4) curricular issues.…

The paper is one of a series from the Indian Directorate of Adult Education. Intended to stimulate reflection and discussion among educationists about the long-term perspectives, roles, and functions of universities in various aspects of adult continuing and nonformal education, the paper makes specific suggestions on opening universities to the…

This annotated bibliography is a compilation of selected materials that illustrate recent thinking about theory and practice in nonformal education in both developing and developed countries. The work is designed to enable professionals and nonspecialist educators to define the field, carry out research, and design strategies for maximizing…

This collection, which is a product of a 23-day study tour of China, focuses on educational research and changing educational objectives and practices against the background of the changes that have occurred in the country since the Cultural Revolution of 1976. Sheldon Weeks' introduction to the collection explains how the study tour came about,…

The monograph provides background information, questions and comments about current trends in development theory and practice and their impact on education. It is offered as a framework for consideration by policy makers, planners, and administrators in developing countries and in aid-giving agencies who are concerned with policies and programs to…

This paper describes how rural school districts can use educational technology to evolve into learning communities that meet the learning needs of all community members. The story of a fictitious small rural school district illustrates how the role of education can be expanded through technology. The superintendent developed a distance education…

Understanding the principles of sustainability and the interdependence of the environment, the economy, and social systems can help individuals learn to make the changes necessary to become effective stewards of natural resources and the environment. This document describes three broad policy recommendations as to how Americans can build concepts…

In this document, leading educators from 12 African Commonwealth countries trace the development of adult education in Africa and show how providers of adult education outside the formal education system (including government and nongovernment organizations, trade unions, women's groups, and religious organizations) have met the needs of their…

The Asia-Pacific Regional Consultation on Adult Education was held for the following purposes: review progress and trends in adult education policies and programs since 1995; identify issues, problems, and constraints facing adult and nonformal education; and identify emerging priorities and future trends for effective promotion of adult and…