The contributors to this document compare the main approaches to agricultural extension in sub-Saharan Africa; the cost-effectiveness in view of precarious national budgets; the weaknesses of the system for generating technology; the difficulties in forging productive partnerships between researchers, extensionists and farmers; the ineffective…

In 1977 the Evaluation and Action Research Unit (EARU) was established in Botswana as part of the Agricultural Information Services to assist in the production of relevant and comprehensible extension materials. One such materials development project in which EARU participated is described in detail. (LLS)

Following a description of the misfortunes Jamaican agriculture has faced in the past decade, this article focuses on the nonformal adult education program and its relationship to long-range stabilization of agricultural production. (LRA)

This paper focuses on intensified information transfer activities in rural areas of Nigeria: community development work, agricultural extension service, mass media (newspapers, television, radio, problems of communication), and the role of the library (reinforcing messages, repackaging information, acquiring specialized materials, coordinating…

Presents a brief description of the designs and strategies of three agricultural and extension education programs and three occupational training programs in lesser developed countries. Specific details of each program are presented in a summary table. (LRA)

This issue contains six articles, reports, and essays on planning and organizing nonformal education in the Asian-South Pacific area. A chapter reprinted from "Planning Nonformal Education" discusses the need for planning, past efforts, and five steps in a strategy suggested for planning locally-oriented and target-specific nonformal…

This discussion of the impact of information services on the agricultural development of the developing countries of Africa. Covers the importance of information and problems of literacy; sources of agricultural information (extension services, radio, films, publications, friends); and the role of library services. Footnotes are included. (EJS)

Reports on the efforts of five village-level promoters of nonformal education who are part of the Guatemalan program of "Education Extraescolar." The program is aimed at improving the quality of life, increasing educational opportunities, making more efficient use of resources, and training in the performance of production and social…

Discussion of agricultural and rural development extension systems in developing countries emphasizes the importance of a communication system and the goal of improvements in the socioeconomic status of farmers. The use of various instructional materials is discussed, constraints to development are reviewed, and the importance of feedback is…

This document reports on a training workshop on educating adults and on the birth of a new professional association. Section A describes the workshop's rationale, purpose, participants, environment, atmosphere, field trips, study groups, inauguration of the Commonwealth Association for the Education and Training of Adults (CAETA), speeches, and…

Discussion of the Nigerian government's efforts to improve agricultural productivity focuses on the role of rural libraries. Highlights include the neglect of libraries, the need for functional education for farmers, the role of library services, libraries as distributors of extension materials, and suggestions for improvements. (LRW)

Four issues of this newsletter focus primarily on the use of communication technologies in developing nations to educate their people. The issues included in this collection are: (1) No. 56 (1987-1), which highlights agricultural, health, and educational projects that have used radio, telecommunications, and interactive video to train trainers…

Common problems and possible solutions in communication with rural villagers in developing countries are discussed in terms of communication extension strategies, mass communication media, the use of simple communication technology in place of the more sophisticated and expensive methods, a case study of a successful communication project in…

Stating that rural extension education in developing countries has neglected small, poor farmers, the author suggests a model changing extension services approach to concentrate on motivating poor farmers to increase production and raise their standard of living through localized personal contact, providing useful technology involving the whole…

The "digital divide" refers to inequitable access to information and communication technologies (ICTs) between wealthy and poor countries and between privileged and underprivileged social groups within all countries. This presentation outlines global parameters of the digital divide, discusses the use of ICTs in education in…