Briefly introduces recently developed early childhood programs in Latin America and describes in detail two basic programs designed for the rural population of Peru: a Portage home-based model and a project emphasizing community development. History, objectives, program design and methodology, and training are identified, stressing the need for…

Lists 242 articles from 16 journals published in January-June 1984 on: adult/nonformal education (8); comparative education--general (30); comparative education--theory/case studies (11); educational planning and reform (13); higher education (22); Africa (14); Asia (52); Australia/Oceania (4); Europe (68); Latin America/Caribbean (6); Middle…

Analyzes the political implications of lifelong learning and the potential of education as a change agent. Identifies education's role in social change in the Third World. Analyzes the role of vocational education from a lifelong perspective, considering both a segmentalist and a holistic approach to work and leisure. (SK)

Lists 235 articles from 15 journals published during the second half of 1983 on adult/nonformal education (11); comparative education--general (10); educational planning/reform (11); general studies--comparative topics (31); higher education (23); Africa (15); Asia (28); Australasia (17); Europe (71); Latin America/Caribbean (9); Middle East/North…

Argues that schools are alien to human juveniles'"normal" ways of learning. Sees return to more "normal ways" because of near 100 percent literacy in West (so children can "pick up" necessary skills), counterproductivity of current social segregation of the young, and rejection of docility as an appropriate educational goal. (CMG)

Nonformal education is compared to formal and informal education and viewed in relation to two explanatory frameworks assessing underdevelopment in Latin America. The frameworks--dependency liberation and deprivation development--also provide direction to nonformal efforts, described as generally weak and ineffective as a primary means of…

A short historical approach to the problem is discussed, accounting for the concepts relating to the role of the teacher in both indigenous and western, Judeo-Christian Ghanaian society. These concepts are then related to the functions of the teacher in present-day Ghanaian society. (LBH)

Three projects are described that were observed during a two-month study tour to Latin America in 1975: urban and rural community development in Bolivia; nonformal initial education in Peru; and international education in Argentina. The projects are carried out in situations involving particularly difficult social problems. (ND)

The author discusses problems related to the development of educational programs in developing nations and cautions against the use of sophisticated technological systems without the use of intermediary steps and supporting services. Some topics examined are telecommunication, nonformal education, local needs assessment, and district-level…

This workshop guide is the second in the Conservation Issues Forum Series produced by the Izaak Walton League of America's Sustainability Education Project. The guide, a tool for discussing critical topics with conservationists and community leaders, describes a series of six activities through which community members may work together to develop…

Management Systems International (MSI), with funding from United States Agency for International Development Office of Transition Initiatives (USAID/OTI) and in coordination with other partners, is implementing a program in Sierra Leone entitled "Youth Reintegration Training and Education for Peace" (YRTEP). The object is to provide…

Objectives for non-formal education and training in Africa are discussed in this article. Specific forms for out-of-school education are suggested: National youth service training; Correspondence education; and Extension, adult and continuing education programs. The problems of resource allocation for such national programs are considered. (SM)

Describes nonvisual sensory experiences to use on a trail walk for blindfolded persons. Provided are suggestions for organizing such a walk and descriptions of resource materials. (WB)

The 345 items cited in this annotated bibliographical study are listed under various aspects of education for rural development, including development planning, adult education, educational programs and content, methods, schools and colleges, higher education, and nonformal education. (LLS)

This paper considers a number of variables in examining the roles of both formal and nonformal education in the process of acculturation among the adult Mayan Indians of Guatemala. (Author/EB)