Discussed are the achievements and lessons of the Rural Information Programme, the goal of which was to make the rural population of Chile aware of the importance of communication through the mass media in developing their organizations and to provide them with the means of solving their everyday problems. (RM)

Provides 426 unannotated entries from 21 journals published in 1982 (second half). Has sections on adult and nonformal education, general comparative education, educational planning and reform, general studies on comparative topics, higher education, the Third World in general, Africa, Asia, Australasia, Europe, Latin America and the Caribbean,…

Provides 407 unannotated entries from 19 journals published in 1981. Has sections on adult and nonformal education, general comparative education, educational planning and reform, higher education, the Third World in general, general studies on comparative topics, Africa, Asia, Australasia, Europe, Latin America and the Caribbean, and North…

The idea of the professional support group is discussed, and several current examples are described: (1) the Million Dollar Roundtable for insurance salespeople; (2) the Scandinavian study circle; (3) executive clubs; (4) career development networks for women; (5) informal professional development groups or "juntos"; and (6) juntos for…

Among nonformal education programs in Thailand is the General Education Programme (GEP), in which adults complete the equivalent of 12 years of formal schooling in six years. This article describes the objectives, content, methodology, and evaluation of a training program for GEP instructors. (SK)

Discusses a study undertaken to evaluate the influence of two community learning programs on the adolescent participants. Topics discussed include differences in staff roles in the programs, program characteristics, learning outcomes, and participant attitudes. Findings indicated that, in general, youth liked the community programs and learned a…

Discusses changes in the open university which involved a wider range of courses that had nothing to do with the degree program, including in-service courses for teachers, courses for people working in the caring professions, and short courses for the community as a whole. (JEG)

The technological advent of digitizing, storage, retrieval, and distribution of information, linguistic or graphic, to individual homes on command, will have enormous impact on how citizens use information. Numerous technological enterprises in information dissemination are discussed. (Author/RE)

Comparison of 14 different distance teaching projects showed that the projects and their costs are reasonably comparable. Methods of cost analysis are discussed, and conclusions reached on seven aspects of the economics of distance teaching are summarized. (JEG)

By adopting new techniques of recurrent and nonformal education, colleges and universities can design programs responsive to the problems of social disorganization and isolation, low productivity, and unemployment. (LBH)

The idea of education as a tool for continuing development and enrichment poses major challenges for higher education that cannot be sidestepped. (LBH)

Describes the development and implementation of an educational program designed to teach the humanities to those living in poverty and thus help them responsibly enter the public world. The pilot program, focusing on philosophical thought and reflection, successfully helps many of its students rise above poverty and improve themselves. (GR)

Discusses the integral role of Vodou in the daily life and cultural identity of Haitians. Examines Vodou's beliefs and world view, importance of community and the collective self, instructional strategies for transmission of religious values and moral principles, roles of teachers and learners, and evaluation of learner progress. (SV)

A survey of adult learning opportunities in Belfast, Northern Ireland, found an emerging sector of community and voluntary organizations offering programs emphasizing issue-based, action-oriented learning in a democratic participative culture. They offer alternatives to traditional formal providers of liberal adult education. (SK)

An indigenous Peruvian sociologist of the Arakmbut people describes his educational experiences, including Harakmbut education for survival in the Peruvian rainforest, primary education in a village school with a national "Spanified" curriculum, scholarships that enabled an academic secondary and higher education outside the rainforest,…