The author directs attention to the historical development of the relations between the government of the Netherlands and the various voluntary organizations in the fields of education and information directed toward adults. Four periods are distinguished, each comprising approximately 50 years. (CH)

Twenty-eight African American women involved in voluntary organizations reported some systematic nonformal education, but more frequent and more valuable were informal, incidental learning opportunities, resulting in changed ability to interact with others, growing self-confidence, and greater connection to group and community. They generally…

Analysis of research on voluntary associations and social movements and a large-scale study of adult basic education suggest that personal influence is often an important component of an adult's decision to participate in formal education and may play a critical role in retention and instruction. (SK)

The voluntary, public, economic, and professional sectors form an interactive network in which the voluntary sector has an important impact on the quality of community life. The kinds of formal and informal learning that take place in voluntary organizations bring about individual change and empowerment and should transfer to active citizenship.…

Explores ways in which predominantly female voluntary organizations are empowered to take on roles and responsibilities. Considers significance of volunteerism under a shift from state to free-market social services, through the eighteenth-century "civil society" concept, and an emerging "third-way" alternative. (SK)

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)