Posits that adult education programing must change functionally if it is to be effective. There is an over-emphasis on textbook teaching which impedes adult education. (JOW)

The author believes that education (formal schooling) is contributing to massive illiteracy in his country, because learning in schools has little to do with the learner's life. He asks what literacy can do to help education regain its mission. (AJ)

The author has a new approach in teaching adult literacy. He states adult literacy is the ability to learn through written communication." Students should be treated as adults not kindergarten children. (MR)

Discussion of learning processes and methods for use with adult learners by the teaching staff, extension committees, councils, and other policy making bodies. Paper presented at the Hyderabad conference on university continuing education. (Editor/ABM)

Discusses dropout problems in adult education courses in India. (DS)

Article describes India's progress in teaching farmers improved agricultural methods. (MM)

In dealing with the problem of illiteracy among women, the author feels that educational programs should form part of the large framework of integrated rural development and should combine education with work. Gives practical hints, and suggests how indigenous methods can be effective in the teaching-learning process. (CT)

An outline of the problems facing adult literacy workers: languages without alphabets, obstruction by social and bureaucratic institutions, and a client population difficult to reach. Literacy workers' prime error has been to underestimate the illiterates' pragmatic knowledge and creativity and capacity for abstraction. (JB)

A survey of teaching methods for farm guidance workers in India, outlining some approaches developed by and used in other nations. Discusses mass educational methods, group educational methods, and the local leadership method. (JB)

A look at one adult literacy class in India indicated that, despite apparently ideal educational conditions, students remained almost illiterate. The author comments on the results and speculates on the reasons. (MF)