This paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated -- not so…

Each night, around 20,000 people--both adults and children--make the streets of Dhaka (the capital city of Bangladesh) their home. Living amongst the noise, rubbish, and traffic, thousands of families walk down the streets of Dhaka, looking for a safe place to rest for just a few hours each night. Trapped in a vicious cycle of poverty, the…

Using the example of evaluation in development programs, the author presents arguments for improving evaluation in adult education, including objective achievement, foreseen and unforeseen outcomes, and contributions to community development. (SK)

In the last 20 years, progress has been evident in the increase of enrollment in all stages of education in Asia. Tremendous efforts have been made to provide primary education for the remotest villages in the Asian communities. However, the concept that primary education is a means for fulfilling the obligations of human rights and for making…

The importance of eradicating adult illiteracy in developing countries as a part of promoting community participation in democracy and in accelerating the rate of national development is treated in the study of adult education in India. Attempts have been made to: link adult education to major developmental and productive activities through…

The part the university plays in the building of a nation in the post-independence period is described and illustrated by means of a detailed study of Malaysia. The impact of economic, socio-cultural, and political factors are analyzed and the objectives of higher education in contemporary Malaysia are articulated. (Author/MLW)

Part of a report of seminar proceedings, these papers on community development in developing nations deal largely with conditions, requirements, and effective principles of rural extension; the government system of community development village workers in outlying regions of Thailand; the methods, organization, accomplishments, and prospects of…

IN THIS STUDY, UNITED STATES TECHNICAL ASSISTANCE ACTIVITIES ARE EXAMINED IN TERMS OF THE ROLE OF EDUCATION IN INTERGOVERNMENTAL PROGRAMS OF COMMUNITY DEVELOPMENT. THE INTRODUCTORY CHAPTERS GIVE A SHORT HISTORY AND AN ANALYSIS OF THE EDUCATIONAL PHILOSOPHY HELD BY THE AGENCY FOR INTERNATIONAL DEVELOPMENT (AID) AND THE FUNCTIONS OF AID COMMUNITY…

Recent educational developments in Nigeria reflect an attempt to replace British colonial influences with a system more suited to the needs of the Nigerian people. In accordance with the objectives of redefining educational values and practices, a new national educational policy was established in 1973 to emphasize lifelong learning, community…

Opened in 1963, the Swaneng Hill School in Serowe, Botswana, was an experiment for its untrained founders whose objectives were to reduce the exclusiveness of secondary education, equip students with skills and knowledge needed for development, make the school a focal point for community development, and instill a sense of social justice in the…

Emphasis placed on adult education in Tanzania stems directly from the decision to bring about development through an egalitarian rural transformation. The political decision to stress socialist development with priority to those living in rural areas preceded the creation of the adult education network and shaped its structures and organization.…

The processes by which women living in rural areas of Nepal acquire literacy and deploy it for their own purposes were examined in an exploration of the diverse perspectives of policymakers, fieldworkers, and participants in gender, literacy, and development. The study combined ethnography with a research methodology called participatory rural…

This document contains information about and papers from meetings of educational practitioners and policymakers in the Asia-Pacific region, Africa, Latin America and the Caribbean, Europe, and the Arab States and a collective consultation of nongovernmental organizations (NGOs) on literacy and education for all. Contents (arranged by region) are…