When planning for development in third world countries, the highest priority should be given to (1) the degree to which traditional patterns of land occupation meet inhabitants' needs, and (2) the possibilities of alternative settlement patterns guaranteeing better living conditions and more efficiency in the population's interrelated activities.…

Suggests the need for more emphasis upon popular participation as a means of rural development. Proposes alliances between governments and people's organizations to cooperate in research, education and training, and mobilization. Describes contributions of international organizations toward this goal. (SK)

The organization of adult basic education (ABE) in Thailand is outlined, including instructor training, curriculum building, government objectives, and evaluation and administration of ABE programs. (SK)

Details several agricultural and health development programs initiated during the past decade in the Cauca Valley in Colombia. Introduced through nonformal educational strategies making use of media, these programs have had mixed results. (LLS)

Central governments must recognize the need for decentralization of development efforts, to plan programs specific to the needs and conditions of each target population. Development programs are characterized by program overlap because of diversity of sponsorship. A possible mechanism is a training and development center at the subnational level.…

A study of three Nigerian villages produced the following suggestions for improving the problems facing rural community development: democratic participative decision making, care in project selection, government incentives, promotion of adult literacy, and well-trained community workers. (SK)

Describes study that was conducted to determine which conditions are most likely to encourage individuals to participate in non-formal education (NFE) programs in developing countries. Use of the Delphi Technique is explained, and a listing that ranks the conditions in order of importance is provided. (15 references) (LRW)

Outlines perspectives of nonformal education programs: (1) development (human resource development and integrated rural development) and (2) emancipatory (radical and liberal). (SK)

Peasant women are chained to their homes as child bearers and unpaid laborers working for their husbands. Employing women in rural industry would increase female status and decrease male dominance in the family. Also family size would shrink as women spend less time at home. (MR)

Rural women in developing countries usually produce food for home consumption. Since this food has no exchange value women engaged in subsistence agriculture rank low on the socioeconomic scale. Colonization which brings farm technology and education to men only further deteriorates women's status in agriculture. (MR)

The purposes of this report are: to describe the main elements of the U.S. agricultural extension model and its effects on the agricultural revolution; to analyze attempts to extend this model to non-agricultural technology and/or to less developed countries; and to draw general conclusions about the diffusion of technological innovations, with…

Based on five working papers developed as part of the Program of Studies in Nonformal Education at Michigan State University, this monograph suggests a conceptual framework for analysis of rural development and nonformal education and the relationship which exists between them. The four sections of this monograph are titled and subtitled as…

The keynote article in this issue summarizes some of the lessons learned after a decade of using satellites for public service, and after five years of experimentation with information technologies designed for specialized audiences. Community service programs in the Appalachian Mountain and Rocky Mountain regions and in the state of Alaska are…

The use of video taping as a technique to bring villagers into meaningful communication with each other and with government leaders is discussed. Three pilot projects are described: (1) a United Nations funded project in Rajasthan, India; (2) a Tanzanian project involving several villages; and (3) the Skyriver, Alaska project. As demonstrated by…