Synopsis
The important role Third World's women play in actively influencing the development of their respective countries can no longer be doubted. Still, the status quo of especially rural women poses constraints to this task. Historical factors as well as problems concerning the reality of development practice in Zimbabwe are therefore thoroughly analysed. The analysis clearly shows that women's nonformal education for empowerment is a complex task which can only succeed if the various interacting factors are addressed with respect to women's actual needs.
