UNESCO, through member countries, is stimulating implementation of vocational education in agriculture at several levels. (Editor)

Better organization of the agricultural sector, expansion of production capabilities, increased employment, satisfaction of the country's needs, and improved productivity are the guidelines considered in the planning and development of the agricultural vocational training system in Algeria. Charts illustrate and clarify the organization of this…

Discusses the importance of biological education in the rural development of under-developed countries. Argues that if the peasant farmer possessed even the most basic rudiments of biological knowledge he would be much more adaptable and amenable to technological innovation. Also describes how such an educational program might be implemented. (JR)

Unesco's booklet is intended as a guide (1) for those involved in the planning and development of education in relation to rural and agricultural development and (2) for scientists, teachers, and administrators. In the document, rural development is considered in the context of overall economic growth and agricultural education in reference to the…

One-hundred and forty-seven listings of reports, books, and periodicals comprise this bibliography of available works on nonformal educational programs in Africa, Asia, Latin America, the Middle East, Europe, the U.S.S.R., Canada, Australia, New Zealand, and island areas. This is a limited selection of materials since many of the programs have…

Describes many ecological, social, and economic problems of Bangladesh in order to show the need for development of nonformal education to increase productivity in agriculture and related industries. Describes nine nonformal education projects in various areas of rural development, cooperatives, extension services, and adult education. (MF)

Indian educational policy is based on the Gandhian philosophy that personality development and social transformation result from education based on Socially Useful Productive Work; that is, meaningful manual work resulting in goods or services useful to the community. Decentralized work programs plus a core curriculum are basic to secondary…

This bibliography is part of a series of bibliographies treating various topical areas in nonformal education on an international scale. Though not a comprehensive bibliography, the broad topical organization of current programs and proposals in nonformal education throughout the world provides the user with a foundation for further research.…

Seeking full use of the educational resources available to developing countries in the areas of rural education and agricultural training, this paper is concerned with ways in which the efforts of organizations and institutions concerned with rural development might be improved and expanded. A generalized critical analysis of different facets of…

Work oriented education has been tied to national development in Malaysia since the 1960's. Increasing population, unemployment, and shortages of skilled manpower led the government to relate education more closely to work and develop technical and vocational education. Malaysia extended basic education to lower secondary manpower needs; and…

In Pakistan, academic education is a luxury. Instead, education must be geared to production, solving practical problems, and promoting national development. Since 1951, Pakistan has attempted to bring work and education together and to throw off the structural and attitudinal restrictions of a foreign educational system which strangled tradition,…

Bangladesh stresses the importance of education responsive to the country's development needs and capable of producing, through formal or non-formal methods, skilled, employable manpower. Although no pre-vocational training exists, new curricula have introduced practical work experience in the primary schools and have integrated agriculture,…