Originally published in 1985 this book addresses important questions about the nature and meaning of development as these concern adult education in the developing world. It contributes to the development debate as well as discussiong what part adult education can play in reducing poverty and inequality. It consists of 7 case studies by adult educators and researchers involved in adult education programmes in Africa, Asia and Latin America. The introductory, linking and concluding sections draw out and highlight common issues and themes leading to conclusions about the potential of large-scale, mainly governmental, adult education programmes to effect social change.

Originally published in 1990 this supplement to No. 34 (1990) of the journal Adult Education, discusses the relationship between adult education and development. All the studies included in it focus on the reduction of poverty.The majority of the studies cover Africa and South Asia, but there is also one covering the Aboriginal indigenous people of Australia.

Poverty and the inequalities associated with poverty have existed for centuries. The topic has experienced a revival of interest since recent "Make Poverty History Campaigns" have brought the stark realities of world inequalities to the fore. However, public policy documents rarely highlight the contribution that adult education can make towards poverty reduction. This omission perhaps reflects, in part, a lack of understanding of the nature of adult education as a tool for development. This book attempts to plug some of those omissions in understanding for policy makers, practitioners and researchers alike. Beginning with a conceptual analysis of poverty and its relationship to adult education, subsequent chapters offer a variety of international perspectives on issues related to adult education policy, research and practice for poverty reduction. They address one or more cross cutting themes of empowerment/consciousness raising, targeted community participation, sustainability, gender inequalities, social capital, multi-sectoral approaches, and context-based literacies education. These themes all share a common commitment to holistic, pro-poor interpretations of poverty. Some chapters highlight concerns and issues, others demonstrate what can be done if the commitment and political will to make a difference are present. A concluding chapter looks at future research agendas and possibilities.

Against a background of profound wordwide social and economic change, the purpose of schooling and the place of learning in our everyday lives, educational institutions are opening up to those traditionally deprived of the opportunity. These books, originally published between 1979 and 1992 with many including global case studies reflect upon major issues confronting adult educators worldwide and discuss the role of adult education in social and community action; examine the relationship between class and adult education; look at the concept of culture and the transmission of cultural values in relations to adult education; evaluate the role of adult education in reducing unemployment.

Fighting Poverty with Facts: Community-based monitoring systems

This book is a logical progression from The Sociology of Adult and Continuing Education. The author takes a completely new approach to the subject and puts forward a model of adult learning which is analysed in depth. This model arises from the results of a research project in which adults analysed their own learning experiences.