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Among the compromises raised at the Education for All Conference held at Jomtien, Thailand, in 1990, and signed by Mexico and the rest of the countries that attended this Conference, were the reduction of the adult illiteracy rate by the year 2000, with sufficient emphasis on female literacy; and the expansion of provisions of basic education and training in other essential skills required by youth and adults, with program effectiveness assessed in terms of behavioral changes and impacts on health, employment and productivity. Based on a general revision of the things that the National Institute for Adult Education (INEA) reports have been its main policies and programs in the last few years, and on the results of a formative evaluation of the so-called “Programa Cero Rezago Educativo” (Zero Educational Delay Program), this chapter discusses some of the main strengths, weaknesses and challenges faced by INEA in order to address the compromises acquired more than 15 years ago.

This paper aims to provide an overview of an expanded, workable conception of rural youth and adult education that will move Brazil closer to a fair, egalitarian society focused on human development.

This research uses a qualitative bibliographic perspective, analyzing historical data extracted from bibliographic and empirical research on rural education – assumptions for thinking about lifelong learning for young and adult peasants – and education and learning for all throughout life.

Education is critical in a democracy, forming the foundation of social, cultural and political citizenship, critical decision-making and an informed populace. Therefore, teacher education policies aimed at rural education in Brazil must be strengthened, funded and improved.

This research does not present similarities and differences compared to European experiences; instead, it suggests expanding studies on this topic in other international contexts through developmental research to widen the discussion.

Providing high-quality, customized training for the teachers who teach the vastly diverse body of rural students is essential in terms of empowering and recognizing young and adult peasants’ right to learn.

“Education for all throughout life” has become a recognized right. Democracies must universalize this right by developing public policies, implementing them throughout the entire population and monitoring progress to verify that everyone – including the poorest peasant in the remotest countryside – has the tools to learn effectively.

By placing this study in the context of youth and adult learning, the study complements research that has addressed this topic in different international contexts, contributing broadly to knowledge regarding teacher education for rural areas and, more generally, to the implications of lifelong learning.

This monograph is on developments and trends in vocational education and training in Europe. An overview is given of what is being planned in Western Europe. This is illustrated by a detailed description of the educational systems of a selection of EC and non‐EC countries (Austria, Denmark, France, Germany, Holland, Sweden and Switzerland), followed by discussion of the current provision for vocational education and training within those systems and also in commerce and industry. Also provided are additional information on the work of CEDEFOP and of the European Commission, further reading, useful addresses and a glossary of some European language vocational education terms.

The democratic constitution that came into effect in 1994 and ushered in the new South Africa recognises parents' role in education hence the established of an innovative school governance structure of which parents are in the majority. Before then, there existed parents–teachers association in schools. Its members were handpicked and therefore undemocratic and ineffective. The purpose of this paper is to investigate how the innovation in school governance encourages parents in the rural areas to be productively involved in school matters.

The study used the qualitative research method of focus group interviews to explore the extent to which the school governing body fosters active involvement of parents in school matters. The purposive sampling technique was used in selecting 21 school governors from three rural schools who were deemed information-rich to participate in the study.

The study found that the post-apartheid school governing body concept, which is an innovation in education management and leadership, encourages and promotes productive parents' involvement in education of their children.

The findings have lessons and implications for school management and leadership in the developing countries because as an Africa adage says, “it takes a whole village to bring up a child”.

This paper analyzes how public servants who work with young people discursively cope with competing demands on their agency, defined as their orientation toward and capabilities to influence their clients. Previous studies revealed how public servants treat their clients when facing competing demands but paid less attention to how public servants define their agency.

Micro-level discourse analysis is applied to analyze how public servants represent their agency in client relationships, drawing on interviews with nine individuals in a Finnish city who work with young people lacking jobs or school placements.

Instead of describing their agency coherently, the interviewees applied several discourses to represent their agency differently in relation to different demands. This ability to navigate contradictory discourses is discussed as reflexive discursive coping strategy, which enables public servants to maintain a positive image of their agency despite tensions at work.

Although the method does not allow direct generalizations, it reveals discursive strategies likely to be found in many contemporary public organizations.

The study indicates a need to better acknowledge and nurture the multifaceted nature of agency to improve service quality.

The findings deepen the view on tensions in public servants' work and show that diverse discourses not only create anxiety but also help individuals dealing with contradictory work.

It must surely be a part of our responsibilities to contribute towards the evolving of policies and plans of a system of education which permits the moral, mental and physical development of the community and engenders spiritual and human values.

By adopting the Sustainable Development Goal 4 (SDG4), Cambodia has experienced various precarious progress and challenges in implementing inclusive education due to the rudimentary inclusion concept prevalent in the country. This chapter denotes updates on the progress of policy implementation, progress of inclusive education programmes by sub-sectors, progress of pre-service and in-service teacher training, and challenges of inclusion at school levels. Moreover, it deliberates the perspectives and implications of effective inclusion with a focus on policy support, teacher education reform, availability of data, and monitoring and evaluation paradigm to achieving Agenda 2030 in Cambodia.

LIBRARIANSHIP is an established profession, international in scope, and currently passing through a period of acute shortage of trained personnel. The City of Liverpool, situated at the gate‐way of the New World, has given its School of Librarian‐ship some of the elements of its international character, while the current dearth of librarians has given it the opportunity to expand.