Provides a review of projects in which the mass media have been used for health and nutrition education in low income countries. Effectiveness of projects is evaluated by measuring outreach, attainment of educational objectives or, less frequently, attainment of health objectives. (JEG)

Reports results of a survey of Commonwealth universities concerning involvement with nonformal education through training, research, or special programs. Provides a country-by-country summary and analyzes specific programs. Includes future research needs. (CH)

Using Kindervatter's model of nonformal education, the author interviewed community health workers in London to assess their contribution to the empowerment of community health groups. Results indicate that a minority of projects have succeeded in integrating reflection and action and are involved in an empowering process. (Author/JOW)

This document evaluates the Parks as Resources for Knowledge in Science (PARKS) project which supports environmental education in 36 National Parks across the United States and provides curriculum-based learning opportunities that integrate National Science Education Standards for teachers and students. Contents include: (1) "Executive…

Nonformal education refers to any organized program of learning carried on outside the framework, rules and logistics of the formal education system. (Author)

Discusses the new relationship in higher education between the university and the "free" university community that surrounds it. (PG)

Discusses the importance of organization and finance in developing nonformal education programs (those outside the formal primary-secondary-tertiary system and its variants). Notes goals, six aspects of organization, and discusses the problems of financing programs: the lack of money; coordination between money and programs; implementation. (JOW)

Looks at educational factors in using television or cinema film for non-formal education in developing nations. Styles of presentation in films are discussed, and suggestions are made for assessing effectiveness. (JEG)

Investigates whether children who visited an interactive science center were simply playing or whether they were learning as they played. Concludes that, to get the most out of a visit to a hands-on science center, children need both preparation and follow-up, concepts to work with, and explanations and consolidation afterward. (Author/JRH)

Argues that adult educators use "learning" when they mean "education" and that this confounds and demeans incidental and informal learning processes. Suggests that intended, purposeful planned learning should properly be termed education and that there is no such thing as a nonlearner. (SK)

Examines nonformal education's part in expanding democratic culture in Indonesia; discusses contextual constraints on democracy, use of nonformal education for literacy and life skills development, and the influence on developing citizen awareness of responsibilities in a democratic society. (Contains 28 references.) (SK)

Nonformal education is a popular form for adult education in Russia. The chief provider is the ZNANIE Association. The immediate future of adult education depends on establishment of nongovernmental organizations and associations for lifelong and continuing education. (SK)

The Cooperative Extension Service has a long history of providing community-based lifelong education. Current trends affecting extension programming include new telecommunications technologies, necessity for accountability, and demographic shifts. (SK)