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This paper explores liberation movement theory from educational and historical standpoints. Liberation movement theory is defined as a theory in which the oppressed seek personal, political, and social development through freedom from domination. In this paper, liberation, non-formal education, and popular education are learning theories that are viewed from the lenses of Paulo Freire and Amílcar Cabral. The more specific focus is Latin American liberation movement theory with emphasis on Guatemala (Latin America) and Guinea-Bissau (Africa). Historically, both Guatemala and Guinea-Bissau have been heavily involved in the liberation movement using various strategies of non-formal learning and popular education. Paulo Freire and Amílcar Cabral operationalized these strategies in the 20th century. This paper further explores the Latin American liberation movement of the twentieth century as it relates to education for liberation in order to deeply engage in how and why marginalized groups learn what they value as an education, and what they constitute as an education that liberates. This paper concludes with a comparison of both Guatemala and Guinea-Bissau to analyze how these nation-states have contemporarily operationalized liberation movement theory, and to explore if the tenets of this theory have promoted contemporary education for democratic participation in Guatemala and Guinea-Bissau. [For the full proceedings, see ED597456.]

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.

The Koliba/Corubal River watershed is poorly documented due to the hydrometric measurements shutdown and gaps in the very short hydropluviometric timeseries. The purpose of this study is to analyze the variability of rainfall in the Basin, by simulating flows using the GR2M rain-flow model and extending the discharge timeseries. From the regional vector method, the rainfall timeseries were homogenized, and the gaps filled by the estimated values. The rank correlation and Pettitt test on annual rainfall amounts (1924–2015) indicate breaks in 1958, 1967 and 1969, leading to rainfall deficits ranging from 9.7 % to 20.2 %. For some stations, the segmentation method shows a recovery of rainfall towards the end of the 1980s (Gaoual, Mali) and the early 2000s (Gabu). The analysis of the temporal distribution of the Monthly Rainfall Coefficients shows an improvement of the contributions of a few months during the period after rupture. From a hydrological point of view, the correlation between the mean annual rainfall and the runoff has allowed to extend the flow timeseries. The mean monthly rainfall calculated using the inverse square of distance method, the Potential Evapotranspiration, and the flow rates were used to calibrate and validate the model to determine the parameters that better transform rainfall in flow. The values of the Nash criteria close to 100 have made it possible to extend the monthly flow data from Koliba/Corubal to Gaoual, Cade and Tche-Tche until 2015. [ABSTRACT FROM AUTHOR]