Describes and critically analyzes adult literacy training efforts in Zambia from 1945 to 1986. Offers the integrated small-scale approach as a more beneficial and cost effective means of training. Suggests that a grass roots method which attacks illiteracy both across and within the community will lead to the most effective program. (KO)

A resume is presented of the evaluation strategy employed on the Iranian project in UNESCO's Experimental World Literacy Program and its implications for the program, an attempt to bring literacy instruction to large groups of adults in developing countries. (Author/AJ)

A paper presented by The UNESCO Deputy Assistant Director-General for Education at a Tanzanian regional workshop in Unsolved Problems in Preparing Teachers for Basic Education. Deals with objectives, measurement, articulation with other parts of lifelong education, and how content, materials, and methods differ from those in conventional practice.…

Describes impressions of Cuba and its education system eighteen years after the Revolution, from a trip by students and teachers mostly from Florida State University (Tallahassee). Cuba emphasizes adult education, both basic and continuing. Through an intensive campaign the literacy rate was raised to and remains at 96.1 percent. (MF)

Functional literacy promotes the search for a methodology capable of transforming literacy teaching into an educational process, by training the individual to analyze his problems, make an informed choice from among possible solutions, and apply learning to new situations. UNESCO should help member States develop strategies and mobilize resources.…

In 1970, Mobral, a national literacy adult education initiative, was launched in Brazil. Topics covered in this description are the functional literacy program, the integrated education program, educational materials, instructors, the Mobral structure, mobilization of resources, operational flexibility, retention of literacy, problems, and the…

Argues that basic education programs operated as separate systems from existing formal education programs in developing nations will not produce the expected results of rural education at reduced unit costs. (WL)

The author examines the potentialities of bypassing literacy in efforts to bring education and development to Third World countries, concluding that literacy is essential for human and economic development. He cites various perspectives on literacy and development (232 references), and analyses alternative strategies for literacy campaigns,…

In his review of Rafe-uz-Zaman's essay (see v9, n1 of this journal), the author recommends the essay's message for adult education planners but criticizes many of its views and methods of expression. He calls for discussion of methodology instead of the essay's random survey of various approaches to policy. (MF)

Examines the potential of the World Bank scheme, outlined in its 1980 Education Sector Policy Paper, for helping Bangladesh achieve universal basic education. Considers such issues as formal vs. nonformal schooling, costs, and teacher training. Part of a theme issue on the World Bank Paper and Third World educational development. (SJL)

This issue contains an editorial, "Empowering Women through Education" (Elizabeth Cruzada), and eight articles. "Women and Education" (Swarna Jayaweera) presents the status of women and girls' education in Asia vis-a-vis the goals set in the Nairobi Forward Looking Strategies. "Education Reforms and Development of Chinese…

Prior to a UNESCO International Congress on the planning and management of educational development, this study was prepared to assess the 1980-1990 decade and to outline the perspectives for educational planning and management in the Arab States. Seven main sections comprise this report: (1) Introduction; (2) Context of the period 1980 to 1990;…

The author comments on Rafe-uz-Zaman's approach to literacy education (see v9, n1 of this journal) and points out that literacy in adult education must progress from one stage to the next. He discusses pre-literacy (temporarily bypassing literacy instruction), life-oriented and work-oriented literacy education, educational supply and demand, and…

This document is the result of a consulting program that sought to identify ways in which institutions and individuals in the United States could be of greatest assistance to the education system of the new nation of Namibia, with particular attention to higher education. The report outlines the educational legacy of Namibia's colonial history,…

The author feels that nonformal adult literacy education should be structured around several observations he has made concerning such education: adults learn to read and do arithmetic faster than do children; the difference in learning rate between adults and children in regard to writing is negligible; learners vary greatly in their learning…