Discusses the problem of dissemination of misinformation--either intentionally or innocently--while attempting to change environmental attitudes. Warns about unwillingness to engage in self-examination in ways that other professional fields do, and states that interpreters, in exchanging accuracy of information for persuasive power, risk losing…

Experiences of developing nations are used to formulate three types of nonformal education: as complement, satisfying needs unfulfilled by the school system; as alternative, using traditional or indigenous learning; and as supplement to the formal system. Nonformal education is analyzed across nations as system, setting, or process. (SK)

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…

The creation of a flexible education system, including procedures for the validation of previous education and other forms of knowledge should be one of the objectives of higher education institutions as well as other institutions that are engaged in adult education. To be effective, the system must be developed and implemented in partnership with…

The article addresses the way in which EU policy-making operates, explains the relevance of "lifelong learning" for the European Commission and analyses the mechanisms by which the Commission has advanced policy-making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness…

A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada's workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner…

Family literacy is a form of intergenerational learning that is based on the fundamental connection and interaction between the education of children, young people and adults. The family--in its broader sense--builds the foundation for lifelong learning. This book was published to help promote literacy by raising the understanding and awareness of…

A discussion of the role instructional television can play in nonformal, or affective education, in developing nations. (HB)

A discussion of how other non-academic fields could be served by a multi-media system combining teaching at a distance with face-to-face tuition, based on the Open University in Great Britain. (Author/HB)

About a dozen students from the Psychology Institute of the Free University in Berlin organized a "pupil shop" project from July, 1969, through February, 1970, in an attempt to relate practice experience to their academic studies. This article consists of extracts and comments from a translation of their book, "Schulerladen: Rote Freiheit," which…

The authors argue that incidental learning--learning that is picked up through social interaction--is an important learning resource, though it is often not recognized as such by learners. Emphasis is on education for the unemployed. (Author/CH)

The Fleet Community Education Center is a working example of successful nonformal local community education. A description of the center and its facilities is provided. (ML)

Distinguishing between political science and political education, the Tanzanian author discusses the latter as a necessary weapon for freedom and human development in any country'' in the contexts of political education and freedom, ideologies, colonialism, equality of women, international understanding, political education for the masses and the…

Presents a conceptual framework for understanding the interrelationships among formal, nonformal, and informal education. (MP)

Argues that learning can be divided into three sectors (informal, formal, and nonformal education), asserting that through the harmonious combination of these sectors the principles of a global and integrated lifelong education can be implemented. (Author/MP)