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Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)

The Ljubljana seminar, whose background and working papers are presented in this volume, was an outcome of the United Nations' consideration of the problems of ethnic and linguistic minorities. The twenty-five papers cover topics such as the study of multinational societies; the protection of minorities and minority rights in Yugoslavia, Czechoslovakia, Austria, the Soviet Union, India, Africa, Southeast Asia, Israel, Britain, and the Caribbean; cultural diversity; and immigrant problems. Chapters 1-3 are background papers, commissioned by the United Nations Secretariat in preparation for the seminar. Chapters 4-23 are working papers, contributed by the participants and presented in regional groups, starting with Central Europe and going on to include Asia, Africa, and North America. (Author/CLK)

This document contains the papers delivered at the New England Regional Meeting which focused on the theme of International Perspectives on Nonformal Education. The keynote address provides a state of the art of nonformal education and discusses its successes, limitations, and future challenges. The first group of papers presents philosophical and programmatic concerns of nonformal education. One paper discusses the ideological presumptions of nonformal education. The collaborative process in international nonformal education programs is examined in another paper. A third paper discusses the instructional staff for out of school education and a look at voluntarism. The second group of papers examines nonformal education in various countries and presents case studies of specific nonformal education projects. For example, one paper describes the Village Polytechnic in the rural areas of Kenya as a potential solution to the problem of skyrocketing unemployment of thousands of primary school graduates who are unable to continue their formal education. Another paper discusses the Haiku and the tea ceremony of Japan. Other papers look at nonformal education in Turkey, West Germany, Honduras, Chile, Ghana, Poland, Africa, and Mexico. (Author/RM)

Recent years have seen an explosion in the use of information and communications technologies (ICTs), which have come to play an increasingly important role in multiple aspects of daily lives. There is an unprecedented expansion of the information available online and existing in an ever more interconnected world; however, this change has been so rapid and exponential that traditional models of education are only just starting to catch up and seek ways to best use these technologies for the benefit of learners. From radio and video resources to Massive Open Online Courses (MOOCs), high-quality educational materials from across the world are being made available for free to many thousands of users, often for the first time. While it is early to tell exactly what impact these trends will have on TVET in the long term, it is clear that ICTs are an emerging force in TVET, with the potential to transform technical and vocational education. In a context of increasing global interconnectedness, new technologies allow for ever easier access to education and information, both at the national level and across borders. While access to learning resources used to be limited and restricted, increasingly more materials are now available for free, anytime and anywhere. It is clear that Information and Communication Technologies (ICTs) are starting to have an important impact on education and training, and now need to be harnessed in a way that is favourable for the poorest in order to provide more widespread access to good quality Technical and Vocational Education and Training (TVET) for all. It is against this background that the 2-week virtual conference was held, exploring the topic of "The Implications of the ICT revolution for TVET". Contributors to the debate shared their experiences, questions and case studies as we aimed to identify how ICTs can complement or replace traditional models of TVET. The discussion was divided into 4 main topic areas: (1) ICTs as a tool: increasing the reach and impact of TVET through ICT; (2) ICTs in the classroom: how can ICTs be used to improve learning outcomes?; (3) ICTs as a goal of TVET: what are the ICTs skills needs in the workplace of tomorrow?; and (4) ICT challenges: the barriers, fears and risks of the wider use of ICTs in TVET This report aims to summarize the findings of the conference in order to help provide information and directions for future research as well as programme work in this field. A list of resources is included, along with a list of the conference participants. [The conference was moderated by Nik Kafka and co-written with Rachel Dale.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.

This publication of collected papers resulted from the International Experts Meeting held November 15-17, 2004. Contents include: (1) Keynote Address; (2) Presentations; (3) Country Papers; and (4) Literacy Perspectives. Foreword, Introduction, Biographical information and List of Abbreviations are also included. The Keynote Address was Literacy and Livelihoods: Learning for Life in a Changing World (Sir John Daniel.) Four presentations are included: (1) UNESCO's New Literacy Initiative for the Excluded (LIFE) (Qian Tang); (2) Literacy and Livelihoods for Youth at Risk--The SERVOL Experience (Martin Pacheco); (3) Culture, Literacy and Livelihoods: Reconceptualising the Reform of Education in Oceania (Bob Teasdale, Epeli Toka,i and Priscilla Puamau); and (4) Remarks for the International Literacy and Livelihoods Experts Meeting: Learning for Life in a Changing World (Arvil V. Adams.) Country Papers include: (1) India (K. Balasubramanian); (2) Mozambique (Humberto Nelson F.F. Muguingue); and (3) Samoa (Emma Kruse Vaai). Seven Literacy Perspectives include: (1) Literacy & Livelihoods: Learning for Life in a Changing World (Madeleine Wooley); (2) Literacy for Sustainable Livelihoods: Perspective from Bangladesh (A.H.M. Rezwan); (3) Empowering Bangladesh: New Challenges for Literacy and Livelihoods Projects (Reza Salim); (4) Addressing Challenges to Literacy and Livelihoods (Ulrike Hanemann); (5) Who Would Have Thought So? The Politics of Literacy in Ghana (Esi Sutherland-Addy); (6) Major Issues Facing Literacy Development Initiatives in the African Region: The Experience of Nigeria (Michael Omolewa); and (7) Approaches to the Challenges of Literacy and Livelihoods in Africa (Felicity Binns). Notes, figures, and references are included by individual presentation.

Redistribution and redeployment of university resources, both human and material, have begun in a number of countries to meet the new needs of lifelong education. Selected case studies that appear to be characteristic and representative of different types of university situations in different countries are presented in this book. Analysis of the case studies may reveal useful criteria and future directions for the process of adaptation of the university to the needs of lifelong education. Contributions from different countries are as follows: "The Threshold of New Reforms in Sweden," by Hans Lowbeer; "Projects and Questions in Quebec," by Paul Lacoste, in collaboration with Andre Fortin; "Some Observations in the Light of the Experience of the University of Geneva," by Bernard Ducret; "Case-Study of the University of Zambia," by A.W.A. Yousif; "Lifelong Education Policies in Venezuela," by Victoria Heredia de Hernandez; "Case-Study of a Socialist Country: Poland," by Ryszard Wroczynski; "The Position of Ghana and Some Other African Countries," by K.A.B. Jones-Quartey; and "A French Private Education Experiment," by G. Leman. (SW)