Innovative educational projects are reviewed that claim to be tailored toward education and training and the world of work. Emphasis is on the nonformal or noninstitutional educational and training activities and their role in relation to the unemployment problem. A general overview of the unemployment problem in Kenya is presented. (CT)

Reports on experiences and insights gained from organizations in the Philippines and Thailand that are involved in various aspects of nonformal education and that are also involved in discussions with people about what is being done and why. (JOW)

The project described attempted to analyze the informal and nonformal educational practices within certain community agencies that are part of an emergent social movement in Cape Town, South Africa. The paper focuses on a critical discussion of internal participatory democratic practices within the agencies. (CH)

Provides background to the Asian South Pacific Bureau of Adult Education seminar held in February 1985. The problem, according to the author, is how to get status for adult nonformal education when status traditionally is awarded by the universities that promote formal education. (CH)

Discusses the work of the Cooperative Extension Service, how the extension process works, how the extension model benefits families in developing countries, parameters for an extension program abroad, nonformal extension programs, and the importance of understanding the sociocultural environment of developing nations. (CT)

A qualitative analysis of interviews of 78 adults with less than high school completion who were currently engaged in a learning project supported the hypothesis that self-directed learners, rather than preplanning their projects, tend to derive their structure and direction from resources available in the environment--the organizing circumstance.…

In examining the trend toward providing academic credit for informal education through lifelong learning, the author contends that programs of this nature further the efforts of individuals to educate themselves as well as promote the idea of formal education to a larger, better prepared, and more receptive population. (WL)

In order to significantly contribute to human resource development, the Philippines must develop an integrated educational system of lifelong learning, with a special emphasis on non-formal education. Despite the value that is placed on formal, or sequential academic schooling, it is non-formal schooling that makes accessible the acquisition of…

This document contains the proceedings of the Teton Summit Conference for Program Evaluation in Nonformal Environmental Education. The Summit was co-hosted by the Teton Science School (TSS) and The Ohio State University with the goal of improving efficacy of evaluation in environmental education. Contents include: (1) What Is Evaluation? (2) For…

Drum language, gong language, masquerades, and puppet theater, the traditional forms of communication found in Nigerian culture, reflect tensions that exist between oral and literate cultures. Drum language ranges from simple signals to elaborately coded messages and is learned through both formal and informal educational processes. Formal…

Study of processes by which Liberian apprentice tailors learn their craft is the basis for questioning the traditional dichotomy of "formal" and "informal" education. Used as an analogy to demonstrate that anthropologists need not leave the study of learning to the psychologists, but can make valuable contributions by pursuing…

Examines the usefulness of participatory evaluation in program development. Emphasizes formative evaluation and suggests approaches for planning participation in evaluation and adapting methods to facilitate use of participatory evaluation in adult and nonformal education programs. (JOW)

In a critique of the government of Nigeria's policy statement on education, the author highlights funding and implementation, literacy programs, and integration of formal and nonformal education as the major concerns for adult education in that country. (SK)

Discusses the concept of nonformal education: age groups involved, institutions and agencies involved, attention given to the training of school dropouts and adult illiterates, the variety of techniques used in nonformal education, and the need for nonformal education. (CT)