Table Of Content

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; and women 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 document do not necessarily represent official OEM position or policy MULTICULTURAL DIMENSIONS "PERMISSION TO REPRODUCE THIS BY MATERIAL HAS BEEN GRANTED ti ENVIRONMENTAL LEARNING TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." COOPERATION AND PARTNERSHIP WITH EASTERN EUROPE WOMEN AND TRAINING 0 OTHERS 0,1 BEST COPY AVAILABLE . is a half-jfeady journal for 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 journal is a forum for dialogue and the exchange of information between adult . educators and authors in Africa, Asia and Latin America, both among themselves and with colleagues in the industrialised nations. It is intended to 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, organization or 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 industrialised nations. We herewith invite adult educators from all parts of the world to contribute to 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 sparingly as possible. Responsible for contents are the authors. Signed articles do not always represent the opinion of the German Adult EduCation Association. You are invited to reproduce and Imprint the articles provided acknowledgement is given and 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 1 D-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 belongs to all of us 7 The Bensheimer Kreis demands: Give priority to fighting the causes for large refugee movement! Veronika Fischer 13 From target grou work to Intercultural education 19 Helmut WOilenstein Christmas: The story of the exodus of all .foreigners. Rolf Niemann 27 Experiences with cultural and development education work at the Volkshochschulen Lim Hoy Pick 31 Singaporean multicultural society opening or obstacle for non governmental civic activities Dele Braimoh 41 Informal education through cultural communication process Ina traditional Nigerian society 53 Jean Gardiner/Richard Taylor University Continuing Education In Britain and the development of educational provision with the minority ethnic communities Robert J. Gregory 63 The culture broker role: Ideas from rehabilitation models Risto Willamo 71 Western man a mister of detail but blind to the whole 77 ENVIRONMENTAL LEARNING Cecilia von Sanden / Graciela Evia A critical view of environmental education. Proposals from a soclo-ecological perspective John Field 103 Environmental education and training: Reflections on a survey Roland Stein 105 Papua-New Guinea: Sustainable rainforest cultivation and environmental education ICAE 117 Treaty on environmental education for sustainable societies and global responsibility 127 Reinhold E. Lob Environmental education after Rio a superconference with exotics« 141 Bensheimer Kreis Resolution on environment and development 147 4 i EDUCATION ADULT 11 . L itelzlatiteskagle.' ir.sonaL.L.-.1.1., Cooperation of the DW 165 Institute for international Europe Adult education in Eastern 20C Michael Samlowski coexistence Polish and German Kazimierz Marcinkiewicz of rebuilding the economy Adult education in the process 213 priorities implications, needs and 221 Werner 8oppei in a uniting Europe neighbourly living and Warning New chances for 228 the border area Gerhard Polack German-Polish Cooperation In Summary of the Seminar on by Norbert F.B. Gregor 235 author Andrzej Szczypiorski An interview with the Polish partnership Poland and the European 143 Erhard Schlutz The market and education 257 Chavdar Pataveev of Knowledge Societies for the Spreading Bulgaria: Federation of 261 Janos Harangi Laszlo/ Sz. Toth In Hungary Gypsy Folk High Schools 273 Leonid L. Fituni world's biggest economy? Will Russia be the third 287 Michael Samlowski the East? Does the South ends in RAINING WOMEN AND 311 Nasira Habib Training the trainers 323 Rachel V. Polestico experience interventions: The Mindanao Systematizing gender-based Gisela Burckhardt sector of women in the informal 331 Further education mods in Rwanda the example of Duterimbere OTHERS 343 dialogue evaluation: Invitation for Henner Hildebrand and the question of Adult education, development 351 J.W. Cosman has failed Why education in prison Department of Adult Education 363 National Ministry of Education. Solve (Tolima, Columbia) Vegas de Chili and La Community participation In 371 Namibia Literacy Programme in Guide to the National 391 Two sides of a coin. ONE WORLDInitiative Over-consumption in the North. 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 in subsequent issues. We take up the environmental issue again as a follow-up to our special issue number 37 in the context of the outcome of the Rio Conference on Environment and Development. Many people say that we need more and more substantial changes in our lifestyle, especially in the richer countries, in order to survive. Environmen- tal learning will help and support these changes, but cannot replace them. The next section is again a follow-up to a previous issue of the journal. The last one carried as a major theme gender questions. Here look are three case studies on women and training. We are on the out for more reports and experiences for subsequent issues. The new situation of the people and societies in Eastern Europe as well as their related learning and training needs require new forms and modes of international c000peration. We already presented in our last issue case studies on Poland and Estonia and a reflection on adult education for democracy. Here we provide an extensive 3 follow-up in different dimensions: we start with a description of the context, contents, projects and partners in which we see the cur- rent work of the Institute for International Cooperation of the Ger- man Adult Education Association in respect to Eastern Europe. The cooperation between Poland and Germany is seen as a specific and very sensitive area which obviously is creating a new partnership. However, when you look at the table of contents than you will see several other interesting discussions and perspec- tives, including a look at the convergences and divergences between the work in the so-called South and East. Finally, we print articles on prison education and an additional invitation to participate in the dialogue on the relationship of adult education and evaluation. If you look at the cover of this issue than you will realize that this is number 40. This means that the journal now exists for 20 years. Time to say thank you again to all our readers, writers, supporters and those involved in the production process. This includes ap- preciation and thanks to the Ministry for Economic Cooperation and Development which funds this journal on a project basis. Heribert Hinzen 4 present form of Albert Martin Mane criticises the past and dialogue between European-African dialogue and demands a acceptance and equali- North and South, East and West based on ty of the partners. from Casamance, Dr. Albert Martin Mane is anthropologist in Berlin. This arti- Senegal; he has lived for more than ten years theme of intercultural learn- cle is a preprint of a publication on the the Sociological Study Cir- ing which will be appearing shortly by The article appeared in the cle for International Problems (SSiP). oQuerbrief. 4/92. journal of the World Peace Service Albert Martin Mane that the world It is time to understand of the belongs to all of us: Problems European-African dialogue Senegal goes like this: .If a One saying from my homecountry finger to make it 'canari' (water jug) is full of holes, it needs every jug: broken and full of watertight.« Our world is just like such a the necessary contribution, holes. If every one of us does not make then this world will perish. 9 Widening gap The world is clearly falling more and more apart regardless where one looks: world economy, culture or politics. Europe and Africa have developed into extreme poles; dialogue between the two appears to have become almost impossible. The systems have firmed into on the one hand, one of superiority and, on the other, one of subservience and a fatalistic submission to the inevitable two systems which determine each other not only materially but also mentally internalized in the heads of their members. Re- spective thoughts and feelings are stored by them and silently ac- cepted, are not however publically admitted by either side. If dis- cussed in intellectual circles, it usually remains an appeal without consequences. The areas are clear-cut: Europe is responsible for material wellbeing, success, domination, discipline, intellect, systematics etc. Africa stands for dance, music, sport, sexuality, emotion, sponta- neity, poverty, hard labour etc. Hitherto existing forms of dialogue as mock dynamite What has been characterised as 'dialogue' up until now, was not allowed to question the above premises. This 'dialogue' exists only as long as Europe can be the big helper, paternalism exists, the basic system is not questioned, the old system of dependency remains. 8 101