Article, reviewing past conferences, was written preceding the 1972 World Conference on Adult Education held July 25 to August 7 in Tokyo, Japan. (MB)

The Belgrade Charter, entitled "A Global Framework for Environmental Education," is summarized. (LH)

Review of a conference in Tanzania in June 1976, sponsored by the International Council on Adult Education, in which over 400 adult educators and development specialists representing close to 80 countries came together to elaborate a strategy for action by which the experiences, resources, and services of adult education could be placed in…

Objectives, content, and participation are described for the symposium held at Unesco House in Paris, December 1975, on conditions calculated to promote the access of workers to education and measures to be taken to give them an effective part in the definition and execution of educational activities of concern to them. (WL)

The author maintains that adult education has become a coercive force which governs the life of North Americans and threatens the rest of the world, directed by technocrats, politicians, and established institutions in the name of equal opportunity but with the actual aim of consolidating the established social order. (AJ)

Argues that basic education programs operated as separate systems from existing formal education programs in developing nations will not produce the expected results of rural education at reduced unit costs. (WL)

In this article, the author starts by introducing three women from the Pacific whose lives illustrate the main points she addresses. She then discusses why place and gender matter in issues concerning the environment. Lastly, she touches on the implications of gender on environmental education.

Environmental adult education (EAE) is a viable solution to the world's mounting environmental problems. EAE is a new and emerging field that is faced with constant changes and challenges. While this change presents practitioners with options for dynamic research possibilities, EAE is such that theory and practice in the field face a potential for…

Is there really a connection between "adult education" and "peace" today: or are many of today's adult educators so busy they are not interested in the big issues of the day? Or is it perhaps that concerns about "world peace" appear to be too remote to be influenced by adult education initiatives? The purpose of this…