Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both…

The Tanzanian government has made a major commitment to its National Literacy Programme as a strategy for national development. Goals of the program are the eradication of illiteracy, self-reliance in solving economic and social problems, and lifelong education. To deal effectively with the problem of learner motivation, the program links literacy…

The author encountered many obstacles to Papua New Guinea's transformation from a subsistence to a cash economy during two months' field work: the people's conservatism, lack of confidence, indifference to cash, and deep commitment to tradition. These, and "subsistence affluence," warn against hastily exposing the people to inflation's…

The incompatibility between educating for "sustainable development" and the broader concept of education is discussed, pointing out the imprecision of the term "sustainable development." Alternative, and more educationally justifiable, approaches to studying environmental education and development are explored. (SLD)

This handbook presents 15 case studies on the non-formal education of women from four Asian countries: India, Bangladesh, Sri Lanka, and Malaysia. The goal of this publication is to provide information about education-related issues concerning women and girls and development. This information is intended for those people, in governmental and…

The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)

Describes two Tanzanian reform programs: Education for Self-Reliance and Decentralization. The first supports programs to make education relevant to rural life, correct elitist biases, and improve students' attitudes toward rural living. The second, already instituted in primary and adult education, seeks to promote community participation in…

On every continent and in virtually every sovereign nation, rural people are not nearly as well served by educational programs as their fellow countrymen who reside in urban centers. Those persons in governmental agencies who seek solutions to the problems of rural education are confronted by scattered student populations, hostile geography,…

THE PURPOSE OF THIS STUDY WAS TO ANALYZE EDUCATIONAL DATA AND SOCIOECONOMIC INFORMATION TO DETERMINE THE NEEDS OF PRESERVICE AND INSERVICE AGRICULTURAL TRAINING FOR ELEMENTARY TEACHERS, TO SUGGEST EDUCATIONAL POLICY AND CURRICULUM WHICH WILL MEET THE DAILY NEEDS OF THE RURAL PEOPLE, AND TO DISCUSS THE CONTRIBUTIONS AGRICULTURAL EDUCATION COULD…

Despite their significant role in African economies, women are still the victims of poverty, illiteracy, discrimination, and powerlessness. Most African countries are classified as "low" on the Human Development Index and exhibit a relationship between per capita gross domestic product and the adult literacy rate. Rural women appear to…

The number of entrants to the labor market today in most sub-Sahara African countries far exceeds the number of new jobs generated by the economy. This mismatch is one of the most serious problems the region faces. With too few jobs to go around, vocational training should focus on the generation of self-employment possibilities. In the mid-1970s…

This book is the final outcome of a research project begun in 1981 by the International Institute for Educational Planning under the title, "Planning and Management of Formal and Nonformal Education within Integrated Rural Development Projects." Part 1 reports the concluding 1984 Nepal seminar to pinpoint the real role of education as a…