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CONFINTEA V, the Fifth International Conference on Adult Education (report indexed at TD/INT 59.65) was held in Hamburg in 1997. The aim of the conference was to emphasise the importance of adult learning and to encourage international commitment to adult and continuing education in the perspective of lifelong learning. The broad and complex issue of adult learning was considered under 10 themes. In 2003, the CONFINTEA Mid-term Review Conference (synthesis report indexed at TD/TNC 78.108) was convened to review developments in adult learning and the commitments that had been made at CONFINTEA V. A workshop was held at the conference to examine theme five, 'Adult learning and the changing world of work'. This document is one of the papers presented at the workshop. It outlines the various approaches to adult education that exist in Kazakhstan, and says that the implementation of a holistic strategy and policy of adult education is blocked by factors such as: a lack of infrastructure; a lack of studies on the problems of non-formal education for the adult population; a lack of common understanding of the importance of adult education; and a lack of synergy and continuity in the assistance provided by non-government organisations (NGOs) and donors and poor coordination with governmental authorities. The paper ends with recommendations for the further development of adult education in Kazakhstan.

CONFINTEA V, the Fifth International Conference on Adult Education (report indexed at TD/INT 59.65) was held in Hamburg in 1997. The aim of the conference was to emphasise the importance of adult learning and to encourage international commitment to adult and continuing education in the perspective of lifelong learning. The broad and complex issue of adult learning was considered under 10 themes. In 2003, the CONFINTEA Mid-term Review Conference (synthesis report indexed at TD/TNC 78.108) was convened to review developments in adult learning and the commitments that had been made at CONFINTEA V. A workshop was held at the conference to examine theme five, 'Adult learning and the changing world of work'. This document is one of the papers presented at the workshop. It highlights globalisation as one of the main challenges in today's world; one that brings both opportunities and risks. While globalisation has significantly increased women's employment, its benefits are not reaching enough people, particularly in the Asian region. Globalisation favours workers with higher skills. Women continue to occupy low-skilled, low-paid jobs as few women have formal training or qualifications. A competency based training and assessment system that would allow the skills women have acquired outside the formal system to be recognised is needed and new adult learning approaches need to be adopted to motivate women and help them to overcome the barriers they face. Key priorities areas that are highlighted include: improving women's access to enterprise-based apprenticeship programs and on-the-job training for workers; the retraining of women for non-traditional fields; and providing adequate childcare and other services to facilitate women's employment and re-entry into the labour market.

CONFINTEA V, the Fifth International Conference on Adult Education (report indexed at TD/INT 59.65) was held in Hamburg in 1997. The aim of the conference was to emphasise the importance of adult learning and to encourage international commitment to adult and continuing education in the perspective of lifelong learning. The broad and complex issue of adult learning was considered under 10 themes. In 2003, the CONFINTEA Mid-term Review Conference (synthesis report indexed at TD/TNC 78.108) was convened to review developments in adult learning and the commitments that had been made at CONFINTEA V. A workshop was held at the conference to examine theme five, 'Adult learning and the changing world of work'. This document is one of the papers presented at the workshop. It reviews developments, achievements, trends and challenges in adult learning in China since 1997. In 2002, the Chinese central government held a national conference on vocational education and training (VET) at which a number of measures and future development strategies for Chinese VET were adopted. The paper begins by highlighting the changes that occurred between 1997 and 2002 in: employment structure by urban and rural areas; urban employment structure by education and skills; urban employment structure by industry ownership; the gender and age structure of urban employment; the unemployment rate and redundant workers; the gender and age structure of unemployed and redundant workers; the educational structure of unemployed and laid-off workers; and the unemployment insurance system. It then provides an overview of the adult learning system in China, covering community education, labour preparatory training, re-employment training programs, the entrepreneurial training program, the occupational classification and vocational skills standards, occupational skill testing and vocational qualification certification, the integration of training with the work permit system, skills competitions and awards, major laws and regulations on adult learning, and providers and financial sources of adult learning. The paper concludes with a number of recommendations that would further strengthen the adult learning system in China.

CONFINTEA V, the Fifth International Conference on Adult Education (report indexed at TD/INT 59.65) was held in Hamburg in 1997. The aim of the conference was to emphasise the importance of adult learning and to encourage international commitment to adult and continuing education in the perspective of lifelong learning. The broad and complex issue of adult learning was considered under 10 themes. In 2003, the CONFINTEA Mid-term Review Conference (synthesis report indexed at TD/TNC 78.108) was convened to review developments in adult learning and the commitments that had been made at CONFINTEA V. A workshop was held at the conference to examine theme five, 'Adult learning and the changing world of work'. This report contains contributions to the workshop. They are: Adult learning and the world of work: the workshop setting / Ian Birch (p. 3-7); Work-related adult learning in China / Yongtang Ma (p. 8-15); Adult learning for sustainable livelihoods and its relationship to basic education and basic skills for all / Enrique Pieck (p. 16-22); Adult learning and the changing world of work: employability, empowerment, democratisation and citizenship / C. J. Daswani (p. 23-27); Innovative policies, curricula and learning methods for adult learning / Peter Krug (p. 28-29); Gender issues in adult learning and the world of work / Christine Nathan (p. 30-33); Adult learning and the changing world of work in Nicaragua / Nydia Veronica Guardian (p. 34-37); Adult learning and the changing world of work: VET perspectives in Tanzania / Bernadetta N. Ndunguru (p. 38-44); Adult learning and the changing world of work in Kazakhstan / Shaizada Tasbulatova (p. 45-48); Adult education and the changing world of work in Mongolia / Duger Bujinlham (p. 49-57); Guidelines for providing vocational training for unskilled young women before they enter the labour market / Sumalee Sungsri (p. 58-61); Group reports: considerations and recommendations (p. 62-63); Conclusions: the access-quality-equity triangle / Ian Birch (p. 64-66).

CONFINTEA V, the Fifth International Conference on Adult Education (report indexed at TD/INT 59.65) was held in Hamburg in 1997. The aim of the conference was to emphasise the importance of adult learning and to encourage international commitment to adult and continuing education in the perspective of lifelong learning. The broad and complex issue of adult learning was considered under 10 themes. In 2003, the CONFINTEA Mid-term Review Conference (synthesis report indexed at TD/TNC 78.108) was convened to review developments in adult learning and the commitments that had been made at CONFINTEA V. A workshop was held at the conference to examine theme five, 'Adult learning and the changing world of work'. This document is one of the papers presented at the workshop. Its premise is that traditional learning systems no longer fit the changed social and economic context and it uses the example of Tanzania to show how innovations are being introduced to deal with youth unemployment and redundant workers. In 1998, the traditional learning system was replaced by a competence based education and training (CBET) system and the paper outlines the application of CBET in different training settings and its packaging, which is aimed at addressing employment requirements. It concludes with recommendations to address the divide between education and training and the world of work.