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Cultural Pluralism; Developing Nations DOCUMENT RESUME ED 379 399 CE 066 242 AUTHOR Hinzen, Heribert, Ed. TITLE Adult Education and Development, 1993. INSTITUTION German Adult Education Association, Bonn .(Germany). Inst. for International Cooperation. REPORT NO ISSN-0342-7633 PUB DATE 93 NOTE 700p.; Photographs may not copy adequately. For related document, see CE 066 244. AVAILABLE FROM Institute for International Cooperation, German Adult Education Association, Obere Wilhelmstrasse 32, D-53225 Bonn, Germany. PUB TYPE Collected Works Serials (022) JOURNAL CIT Adult Education and Development; n40-41 1993 EDRS PRICE MF04/PC28 Plus Postage. DESCRIPTORS *Adult Education; Case Studies; Correctional Education; *Cultural Pluralism; Developing Nations; *Economic Development; Educational Development; *Environmental Education; Ethnic Groups; Foreign Countries; *International Cooperation; Multicultural Education; Womens Education IDENTIFIERS Africa; Asia; Bulgaria; Colombia; Germany; Great Britain; Hungary; Latin Amerita; Namibia; Nigeria; Papua New Guinea; Poland; Russia; Rwanda ABSTRACT These two issues of a half-yearly journal for adult education cover Africa, Asia, and Latin America. Number 40 consists of 35 articles on 4 themes: Multicultural dimensions; environmental learning; cooperation and partnership with Eastern EUrope; andwomen and training. Articles include: "It Is Time to Understand that the World Belongs to All of Us" (Mane); "The Bensheiber Kreis Demands: Give Priority to Fighting the Causes for Large Refugee Movement!"; "Western Man--A Master of Detail But Blind to the Whole" (Willamo); "A Critical View of Environmental Education" (von Sanden, Evia); "Polish and German Coexistence" (Samlowski); "Adult Education in the Process of Rebuilding the Economy" (Marcinkiewicz); and "Systematizing Gender-Based Interventions: The Mindanao Experience" (Polestico). Number 41 consists of 22 articles on 3 major themes: indigenous peoples and learning; development and community participation; and adult education and training. Articles include: "What Is a True Indigenous School?: Indigenous Societies of Brazil and Their Schools" (Grupioni, Ferreira); "Literacy, Language, and the International Year for the World's Indigenous Peoples" (Brennan); "The Idiofa Peasant's Participation in Rural Development--A Lawsuit against the State" (Lowola); "To Collaborate in Order To Promote Laws in Rural Areas and Fight against Injustices"; (Mulunda, Ntashushwa); "What Brings about Changes in the Local Community" (Koineh); "Eradication of Illiteracy of Women and Girls in Vietnam" (Van); and "Expanding Training Delivery for Job Generation" (Gamerdinger). (YLB) AND DEVELOPMENT VFW' 11111600e: D \pi INSTITUTE FOR INTERNATIONAL COOPERATION V GERMAN ADULT EDUCATION ASSOCIATION U.$ DEPANTMENT OF EDUCATION Office of Educationiu Research and Iffl,IfOven101 ED 110NAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced CS received from the parson or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in trim docu- ment do not necessarily represent official OEM position or policy MULTICULTURAL "PERMISSION TO REPRODUCE THIS DIMENSIONS MATERIAL HAS BEEN GRANTEDBY ti ENVIRONMENTAL TO THE EDUCATIONAL RESOURCES LEARNING INFORMATION CENTER (ERIC)." COOPERATION AND PARTNERSHIP WITH EASTERN EUROPE WOMEN AND TRAINING 0 OTHERS 0,1 BEST COPY AVAILABLE . is a half-jfeadyjournalfor adult education. in Africa, Asia and LatinAmerica..At ,."'- firit, in 1973, the journal was intended by the German Adult Education' Association (ENV) to help keep in touch with past participants in DVVfurthei:, training seminars and to support the work of-projects abroad. Tciday, the jour- nal is a forum for dialogue and the exchange of information betweenadult . educators and authors in Africa, Asia and Latin America, both among themselves and with colleagues in the industrialised nations. It is intendedto disseminate and discuss new experiences and developments in the theory and practice of adult education. The main target group consists of adult 'educators working at so-called middle levels inteaching, organizationor ad- ministration. Increasingly, staff in related fields such as health education, agriculture, vocational training, cooperative organizations etc. have been in- cluded, as their tasks are clearly adult education tasks. We also aim at adult educators at higher and top levels, academics, library staff and research in- stitutions both in Africa, Asia and Latin America and in the industrialisedna- tions. We herewith invite adult educators from all parts of the world to contributeto this journal. Articles should bear a considerable reference -to practice. All fields of adult education and develofiment can be treated; i.e. adult education should be regarded in its widest sense.We kindly ask you to send us articles of about 1500 words; footnotes should be used as sparinglyas possible. Responsible for contents are the authors. Signed articles do not alwaysrepre- sent the opinion of the German Adult EduCation Association. You are invitedto reproduce and Imprint the articles provided acknowledgement is givenand a copy is sent to us. ADULT EDUCATION AND DEVELOPMENT is published by'the Institute fqr In- ternational Cooperation of the German Adult Education Association (DVV). Address: Institut fur Internationale Zusammenarbeit Deutscher Volkshochschul-Verband (DVV) Rheinallee 1D-53173 Bonn Our new address as of November 1993: Obere Withelmstrasse 32 0-53225 Bonn Editor: Heribert Hinzen Secretariat: Gisela Waschek Composition, Layout, Repro: DK Kierzkowski, Bonn Printer: Thence Druck, Bonn ISSN 0342-7633 BEST COPY AVAILABLE 1993 CONTENTS Editorial 3 MULICULTURAL DIMENSIONS Albert Martin Mane It is time to understand that the world belongsto all of us The Bensheimer Kreisdemands: 7 Give priority to fighting the causes for largerefugee movement! Veronika Fischer 13 From target grou workto Intercultural education Helmut WOilenstein 19 Christmas: The story of theexodus of all .foreigners. Rolf Niemann 27 Experiences with culturaland development education at the Volkshochschulen work Lim Hoy Pick 31 Singaporean multiculturalsociety opening or obstacle for non governmental civicactivities Dele Braimoh 41 Informal education through cultural communicationprocess Ina traditional Nigeriansociety Jean Gardiner/Richard Taylor 53 University ContinuingEducation In Britain and the of educational provision development with the minority ethniccommunities Robert J. Gregory 63 The culture broker role: Ideas from rehabilitationmodels Risto Willamo 71 Western man a mister of detail but blindto the whole 77 ENVIRONMENTAL LEARNING Cecilia von Sanden / GracielaEvia A critical view of environmental education. Proposals from a soclo-ecological perspective John Field 103 Environmental education and training: Reflections ona survey Roland Stein 105 Papua-New Guinea: Sustainable rainforest cultivation and ICAE environmental education 117 Treaty on environmentaleducation for sustainable and global responsibility societies Reinhold E. Lob 127 Environmental education afterRio a superconference withexotics« Bensheimer Kreis 141 Resolution on environmentand development 147 4 ADULTEDUCATIONi 11 . ir.sonaL.L.-.1.1., L itelzlatiteskagle.' Cooperation of the DW Institute for international 165 Adult education in EasternEurope 20C Michael Samlowski Polish and Germancoexistence Kazimierz Marcinkiewicz Adult education in the processof rebuilding the economy 213 implications, needs andpriorities 221 Werner 8oppei neighbourly living and Warningin a uniting Europe New chances for 228 Gerhard Polack German-Polish Cooperation Inthe border area Summary of the Seminar on by Norbert F.B. Gregor An interview with the Polishauthor Andrzej Szczypiorski 235 Poland and the Europeanpartnership 143 Erhard Schlutz The market and education 257 Chavdar Pataveev of Knowledge Bulgaria: Federation ofSocieties for the Spreading Harangi Laszlo/ Sz. TothJanos 261 Gypsy Folk High SchoolsIn Hungary 273 Leonid L. Fituni Will Russia be the thirdworld's biggest economy? 287 Michael Samlowski Does the South ends inthe East? WOMEN ANDRAINING 311 Nasira Habib Training the trainers 323 Rachel V. Polestico interventions: The Mindanaoexperience Systematizing gender-based Gisela Burckhardt of women in the informalsector Further education mods 331 the example of Duterimberein Rwanda OTHERS dialogue 343 Henner Hildebrand and the question ofevaluation: Invitation for Adult education, development 351 J.W. Cosman Why education in prisonhas failed Department of Adult Education 363 National Ministry of Education. Vegas de Chili and LaSolve (Tolima, Columbia) Community participation In 371 Namibia Guide to the NationalLiteracy Programme in 391 ONE WORLDInitiative Over-consumption in the North.Two sides of a coin. Over-population In the South Editorial The world has seen dramatic changes over the last few years. We try to look at some of them as challenges and opportunities in the context of adult education as they are all very important for our life as well as the development or our profession. The multi-cultural dimensions of peoples' movements from one country to the other or even from one continent to the other have a great impact on learning needs and interests. Ethnic conflicts and hostility towards foreigners, especially poor foreigners, show that more and better education in this field is needed. Maybe some of the case studies presented can give some orientation. We invite colleagues to write about their experiences
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