Three Indian adult education institutions present brief reports on their objectives, activities, and accomplishments: the Karnataka State Adult Education Council of Mysore, Gujurat Vidyapith of Ahmedabad, and the Bikaner Adult Education Association of Bikaner. (AJ)

A preparatory course and a three-week study safari to Tanzania were conducted jointly by the University of Southampton and Nottingham University. The course sought to increase the participants' understanding of Tanzania's geography, economy, politics, education, and social systems. The actual visit is also described. (Author/EC)

The International Council for Adult Education (ICAE) was founded in 1972 to promote comprehensive programs of adult education throughout the world. Its international cooperation efforts, administration, objectives, program activities, and priority areas are discussed. (LH)

This report is a final one in a series of 17 reports concerned with costs analysis/projections of the instructional television program and the Out of School Television (OSTV) project in the Ivory Coast. It includes an introduction to the OSTV project after its first five years of existence, a description of the main elements of the in-school…

A description is given of the various programs of adult education provided and supported by the Federal Republic of Germany for the benefit of the developing nations. (CK)

The Brazilian Literacy Movement (MOBRAL-El Movimento Brasileno de Alfabetizacion de Adultos) is discussed in terms of its legal and conceptual bases, organization, participants, technical aspects, and effectiveness. Established by law December 15, 1967 to lower the illiteracy rate in Brazil by improving educational opportunities for the…

The government-sponsored dropout rehabilitation and adult education program in Haryana is described by the head of non-formal and adult education in that district in a paper he delivered to the 1975 All-India Adult Education Conference. (Author/AJ)

Describes adult educational policy, organization, and administration in Thailand and its six categories of programs: functional literacy, academic and general education, vocational, reading skills promotion, public education, and radio/television nonformal education. Closely related to the formal educational system, Thailand's adult education…

Population education is the term used to describe the efforts of the educational system to make children, youth and adults aware of population changes and their consequences, so that they may, as individuals and as members of society, make informed population-related decisions. The entire range of educational institutions within a country--both…

The book contains articles and excerpts from works of leading educators and scholars associated with problems of adult education in India. The readings are presented in five sections. The first section, Historical Perspective, deals with the progress of adult education (from the beginning of British rule to the present day) and extension services.…

The farmers' training and functional literacy program is based on the idea that there is a distinct correlation between physical and human ingredients in agriculture, between agricultural inputs and the upgrading of human resources. The program provides an integrated approach to a comprehensive rural development program and growth in agriculture.…

The Farmers Training and Functional Literacy Programme, initiated by the government of India in 1968, was an effort to translate into practice the concept of linking education (not only vocational training) to development, particularly for increasing production. The project, a joint enterprise of three government ministries, provides participating…

This report examines a joint project of the University of Massachusetts and the Ecuador Ministry of Education which used puppet and "campesino" (folk) theater as a creative form for the presentation of numeracy and literacy programs and for introducing social consciousness concepts. It focuses on the use of the puppet theater in…

The Asian Regional Seminar on Polyvalent Adult Education Centers, held during September, 1971 in Bombay, was attended by individuals representing United Nations agencies, Afghanistan, Cambodia, India, Indonesia, Iran, Japan, Republic of Korea, Laos, Malaysia, Nepal, Phillippines, Singapore, South Vietnam, and Thailand. Seminar objectives included…

This special issue of the "Courier" has been produced to mark the beginning of International Literacy Year 1990. It brings together papers from adult educators involved in literacy work about who needs literacy and why, what literacy is, who can help in creating the right conditions for literacy to succeed, and how to evaluate literacy…