Developing countries have a responsibility not merely to provide computers for schools, but also to foster a habit of infusing a variety of ways in which computers can be integrated in teaching-learning amongst the end users of these tools. Earlier researches lacked a systematic study of the manner and the extent of computer-use by teachers. The…

The author defines literacy as a communication skill and argues that India's national adult education program should promote vernacular literacy rather than standard language literacy, using the traditional vernacular oral communication channels with writing as an extension of but not a replacement for the oral mode. (MF)

Based on the author's international observations and experiences in education, the book attempts to convey to educational policy-makers, administrators, and teachers, as well as adult educators in developing countries, the significance of the current agricultural break-through and the need and potential of adult education to farmers. Today's…

AN EFFECTIVE PROGRAM OF ADULT EDUCATION IN INDIA SHOULD PROVIDE FOR THE RAPID ELIMINATION OF ILLITERACY BY MEANS OF MASS EDUCATION AND ATTENTION TO WOMEN, INDUSTRIAL WORKERS, AND OTHER SPECIAL GROUPS, PROFESSIONAL, VOCATIONAL, AND OTHER FORMS OF CONTINUING EDUCATION, NATIONALLY COORDINATED PROGRAMS OF CORRESPONDENCE STUDY, A NATIONWIDE LIBRARY…

An attempt to integrate socioeconomic development with literacy through nonformal education programs in Kerala, India, involved illiterate and semi-literate adults (1050 men, 450 women) in two pilot literacy projects organized by the Sanghom (library organization), Mitraniketan, and state government. Two literacy primers were developed, using an…