The major responsibility of this workshop on nonformal education is to establish some prototypes of community training activities which will coordinate with the agricultural and health components of Ethiopia's Fourth Five Year Plan for rural development and which can later be reproduced in the countryside. Linking education to overall development…

To identify the listening habits and preferences of the audience of a radio-braodcasting station, DXCD, in a rural area of the Philippines, a questionnaire-based survey was conducted. A total sample of 960 respondents was interviewed. The methodology of the survey is presented, and the demographics of the area described. Results are tabulated in…

The confluence of three major forces has given a new significance to nonformal education for the developing countries--denied educational opportunities and resource constraints, questions about the relevance of formal education, and growing awareness of the importance of lifelong education. The absence of inadequacies of concepts and priorities of…

Ethiopia's Education Sector Review and a subsequent symposium set up a framework and guidelines for Incorporating, integrating and financing a nonformal component in a comprehensive educational system for Ethiopia. Most of the governmentally sponsored educational activities now classified as NFE are conducted by organizations other than the…

Education as an integrated part of the productive process of the rural Indian village is discussed, and eight main features of such an alternative educational system are presented. (LH)

Guidelines and objectives for organizing an educationally oriented farmers' fair for rural Indians are presented. Various activities are suggested and described, including: research farm visits, question and answer sessions between farmers and experts, farm equipment demonstrations, agro-industrial exhibitions, and competitions. (LH)

Examines the relationship between education and development in developing nations. Advocates the fostering of a technical humanism--the development of knowledge in all its forms as a basis for action. In this system, technical education is as highly valued as general education. The system, and its applications to rural education is discussed. (CP)

The prosperity of developing countries largely depends upon rural development. Rural people must be made familiar with basic knowledge of biology which they can use in agriculture and other activities. (PS)

The rationale underlying the emphasis of current UNESCO programs on renovation and reorientation of formal and nonformal systems of education in rural areas introduces a series of papers which emphasize the need for coordinated, long-term planning for rural development. (SM)

In this article focus is on some aspects of the planning of educational systems, a fundamental issue involved in developing educational and training programs for rural development. The need for planning of the organization and work of individual institutions and services responsible for education in rural areas is discussed. (SM)

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…

Describes a farmer training program developed in Peru using videotape recorders and audiovisual trainees. Courses are produced and given to rural people on topics such as dairy cattle husbandry, irrigation, potato growing, citrus production, and reclamation of saline soils. (Author/SA)

Argues that an effective industrialization strategy must include measures to improve the lot of rural workers and keep them in the countryside. Suggests a combination of measures to increase the flexibility of real urban industrial wages and to create income-generating opportunities for the rural poor. (Author)