Sub-group proceedings at the 28th all-India Adult Education Conference held in October, 1975, are summarized. Sub-groups discussed the theme "non-formal education" as it applies to one of five population groups: school drop-outs, youth, women, farmers, and industrial workers. The sixth sub-group considered policy and financing for…

During research on cultural differences in Australian Aboriginal and Torres Strait Islander pedagogy, it became obvious that the lack of an Aboriginal or Torres Strait Islander cultural typology was impeding research progress. The author's cultural heritage group, the Malara People, a subgroup of the Bandjalang People of northern New South Wales,…

A few years ago, the concept of non-formal education was virtually unknown in the Lao People's Democratic Republic. Today, however, many understand the importance and relevance of non-formal education activities. This evolution is due to the implementation in several Laotian provinces of "Women's Literacy and Basic Skills Training," a…

Nontraditional studies and external degree programs form part of the slow response of the university system to integrate relevance with new continuing education programs. (KM)

The family operates as an economic socialization agent through the provision of (1) economic information networks, (2) grants and exchanges of resources, (3) economic role models, and (4) an environment for the development of individual human resource attributes. (SK)

This report examines what is being done in London in world development education and suggests how the process can be extended and made more effective. (Author/CT)

Women in most countries suffer job discrimination in terms of sex role stereotyping and lower paying jobs. The author discusses various nonformal training programs giving directions, targets, and strategies to overcome the problem and suggesting that women must be strongly motivated to improve their quality of life. (JOW)

Draws from perceptual and cognitive psychology to present a theoretical basis for the principles of interpretation developed by Freeman Tilden. Emphasized is cognitive map theory which holds that information units people receive, code and store are structured into cognitive models intended to represent the environment. (Author/WB)

Discussion of nonformal, postsecondary education for adult learners in developing countries points out problems of facilities, teaching techniques, technology, resource materials, unemployment and economic absorption of educated adults, vocational education, and evaluation methods. (ND)

Evidence from Africa points to links that can be established between formal and nonformal education to meet the needs of larger numbers of adults as well as children. (LBH)

Describes a problem-based course in developmental support communications sponsored by the Media Department of the British Council. Participants from developing nations learned to analyze problems in non-formal education, improve their decision-making, and plan, produce and evaluate materials for a specified audience. (Author/BD)

Describes and explains the rationale for establishing a program in higher education that would support and interact with the community of institutions and individuals involved in informal or nonformal science education. Outlines a number of research questions proposed at a recent meeting of informal science educators. (DDR)

Using their own photos and drawings, 16 South African women evaluated shared leadership and their contributions to community building. Visual media stimulated collaborative inquiry across ethnic, cultural, and political lines, enabling understanding of power relationships and their effect on women's development. (Contains 34 references.) (SK)

Political education prepares citizens for political, social, economic, and cultural participation. Democratic citizenship is learned formally, nonformally, and informally. A thematic and problem-oriented approach to political education should highlight the various roles of citizens. (SK)

Identifies definitions and types of informal learning. Examines issues such as the utility of informal learning, the processes involved, and the lack of methods to assess the quality of learning acquired informally. (SK)