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The paper examines the literacy and post-literacy needs of rural women in Nepal, describes a pilot study in using community radio to supplement a classroom-based post-literacy programme for these women, analyses the findings of this intervention and considers the implications for similar programmes in other settings.

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This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge.

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This paper revisits the more conventional approaches of volunteering, by looking into the experiences of young people involved in long-term cross-border volunteering in Romania. Drawing on qualitative interviews with European Voluntary Service volunteers, the paper examines how this experience is intersecting their learning trajectories. The research argues that volunteering is more complex than previously assumed and calls for a way to overcome the inertia that positions it as inherently altruistic. It argues that hosting organisations and young people may hold different expectations and notions of volunteering. Whilst organisations seem to understand volunteering as a 'gift of time', for young people volunteering is rationally driven and instrumental for learning. The paper argues that cross-border volunteering has a silent educational potential that remains underutilised and grounded in an established rhetoric of learning as inherent when volunteering. Ultimately, the article calls for organisations to be proactive in enhancing their educational potential and to embrace deliberate strategies that support volunteers learning.

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The concept of learning outcomes is at the heart of many research programs and policy responses. International surveys (from the International Adult Literacy Survey, back in the mid-90s, to the forthcoming Assessment of Higher Education Learning Outcomes two OECD surveys), National Qualifications Frameworks or the European Qualifications Framework engineered by the European Commission and the most recent laws and policies on recognition of non-formal and informal learning outcomes (RNFILO), all rely on the concept of learning outcomes. This paper claims that it is no coincidence that the concept of learning outcomes is at the core of these seemingly unrelated policies, programs and research projects. Learning outcomes provide a base for equitable assessment in the world of education and lifelong learning. Learning outcomes also are relevant to the labour market and the expectations of end-users such as employers. It also claims that, beyond the hype and some misunderstanding, approaches relying on learning outcomes bring more equity to the world of education and training and to the world of work. This paper aims at focusing on RNFILO as a policy tool, and insists on possible applications and policy implementation. It proposes a definition of the key terms, a possible rationale for organising recognition programs, and a list of pros and cons for doing so.

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This article examined the relationship between participation in adult nonformal education (NFE), defined as on-the-job training, attending private lessons, attending seminars, or distance learning, and Canadian immigrant respondents' literacy and numeracy outcomes, using data from the Program for the International Assessment of Adult Competencies Survey. We found that although participation in some forms of NFE was significantly related to higher literacy and numeracy scores, such relationship tended to be greater for first-generation immigrants than for nonimmigrant adults, even after controlling for their linguistic and formal educational background. Our findings suggested that first-generation immigrants in Canada might benefit the most from increased participation in NFE programs and targeted policies.

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The conviction is gaining ground that education, not only for children, but also for youth and adults, is vital in conflict-affected areas to (re)build a strong society. This article discusses the constructive role of non-formal education in a post-conflict situation. Concepts of international cooperation and partnerships on the one hand and non-formal education and lifelong learning on the other hand are used to build a framework for analysing a micro development project in a conflict-affected area in North-Western Uganda. The analysis highlights the dynamics that play a role when people collaborate in rebuilding their communities.

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The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations. Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.

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This is edition 18 in an annual series on the tertiary education sector. [The report] is the second of six reports to be published in the Profile and Trends 2015 series. The key findings for 2015 were: 21 per cent of adults held a bachelors or higher qualification; 18 per cent held a level four to seven diploma or certificate and 13 per cent of adults held either a level one to three tertiary certificate; or other post-school qualification; as their highest qualification. 161,000 tertiary education qualifications were completed, 22,500 by international students. The median hourly earnings of people with a bachelors or higher qualification were 65 per cent higher than for people without a qualification.

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This report is the first of five new annual reports that, together, constitute the Ministry of Education's annual publication Profile and Trends: New Zealand's Tertiary Education Sector, now in its 17th edition. The report begins with an overview of the students in tertiary education (chapter one), followed by profiles of students in formal study at providers and their courses of study. Chapter two covers students in level 1 to 3 qualifications, chapter three covers students in level 4 to 7 non-degree qualifications, and chapter four covers students in bachelors and postgraduate qualifications. Data on study loads, provider type, gender and ethnic group is also included throughout the report. The focus of chapter five is on non-formal tertiary education. Non-formal tertiary education is study that does not contribute to a recognised qualification.

The key findings were: 418,000 students were enrolled in formal study programmes in 2014, including 53,900 international students; enrolment numbers increased from 2013 to 2014 for domestic students aged 18 to 19 years, while they remained stable for 20 to 24 year-olds and declined for students aged 25 years and over; and tertiary education participation rate has been increasing among the ethnic groups for bachelors and postgraduate qualifications and decreasing for non-degree qualifications.

Excerpts from publisher's website. Show less

This is edition 18 in an annual series on the tertiary education sector. This report is the first of six to be published in the Profile and Trends 2015 series. The report begins with an overview of the students in tertiary education (chapter one), followed by profiles of students in formal study at providers and their courses of study. Chapter two covers students in level 1 to 3 qualifications, chapter three covers students in level 4 to 7 non-degree qualifications, and chapter four covers students in bachelors and postgraduate qualifications. Data on study loads, provider type, age, gender and ethnic group is also included throughout the report. The focus of chapter five is on non-formal tertiary education. Non-formal tertiary education is study that does not contribute to a recognised qualification.

Key findings were: 420,000 students were enrolled in formal study programmes in 2015, including 61,400 international students; domestic enrolments decreased from 2014 to 2015 for most age groups; and international student numbers increased by 14 per cent from 2014 to 2015.

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