The purpose of the document is to (1) define the meaning of development education in a United States context, (2) describe formal and nonformal development activities in the United States, and (3) suggest steps that could be taken in the future to promote development education efforts in the United Staes. Development education is seen as both…

Although recognized as being out-of-date, two characteristics of New Zealand's outlook on the world (a monocultural attitude and isolationism), have played a significant part in forming community opinions and attitudes on national and international development questions. Attitudes toward Third World countries are narrowed by lack of information,…

The study attempts to redefine the objectives of Asian development in terms of rapid social change and the redistribution of political power to the rural masses via collectivism. Part I, "The Perspective", describes the largely "anti" rural development experiences of four Asian countries (India, Bangladesh, Sri Lanka, China) in…

Education for rural areas must go far beyond the concept of formal schooling; it must become a system of learning arrangements in which the learner, in response to his environment, is the chief agent of his learning. There is no single model or educational approach; programs must be adapted to the varying circumstance or situations. When providing…

This document, which contains the discussion papers and the conclusions of The Kericho Conference held in September, 1966, focuses on rural problems in Kenya, including the related issues of education and employment. Papers dealing with general issues are: "Education, Employment, and Rural Development: The Problem in East Africa";…

General objective of the workshop was to provide a forum for Asian rural leaders in which they could discern the significance and implication of crucial processes by which human potentialities are harnessed for the integral growth of rural peoples and communities. The central question addressed was how to combine economic growth with social…

Critical dimensions of the unemployment problem in Africa brought educational concerns to a head. The present survey, conducted by the African-American Institute, was prompted by a growing desire on the part of African governments and aid agencies to identify productive nonformal education programs in selected African countries and to explore…

The five articles in this report explore issues of rural and urban development, formal and nonformal education, and local and national needs in Africa. "Partnership for Productivity" (PFP) and "Brigades in Botswana: Their National Impact" focus on the development of managerial and nonagricultural vocational skills in rural…

A program developed by the Center for International Studies (CIS) at Cornell, focusing on world-based, political problems was evaluated for the ongoing improvement of the program. Of particular interest was whether the program was meeting its characterized goals of interdisciplinary content, problem orientation, and team teaching at the…

Reports on education in Thailand, Afghanistan, and the Philippines and reviews and reports of recent documents selected from the collection of the Unesco Regional Office for Education in Asia comprise this document. The first report, concerning educational reform in Thailand, presents recommendations of a governmental committee on curriculum,…

Of the total number of illiterate people in the world, half are in India. National programs for adult education in India are the Community Development Program, Farmers Functional Literacy Project, and National Adult Education Program, participants in which include voluntary agencies, state resource centers, and district resource units. When the…

This book highlights examples of innovative educational practices in the field of organized adult learning. Fifteen chapters present outcomes of collective research in the Innovations in Nonformal and Adult Education (INNAE) project. "Common Learning--Collective Research: Innovating Adult Education" (Werner Mauch, Uta Papen) describes the…

The main objective of this workshop in Malaysia was to provide training experience to key personnel involved in functional literacy and non-formal education for youth and adults in the development, production, utilization, and adaptation of literacy materials for the use of this group. The first of three sections summarizes the proceedings of the…

Faced with the need to build new social and economic institutions following the 1971 Alaska Native Claims Settlement Act, Alaska Natives formed 12 regional non-profit making corporations. One of these, Northwest Arctic Inupiat (NANA), is bringing a human resources development approach to the area in an effort to develop enduring economic and…

The Third World countries of Botswana and Tanzania have used Radio Learning Group (RLG) campaigns effectively to get a limited amount of important information to a very large group of people at the same time. During campaigns voluntary participants organized in groups of 5-20 meet twice a week for about 5 weeks to listen to radio broadcasts about…