An international conference and a workshop on nonformal education were held on the campus of Michigan State University in East Lansing, Michigan, on April 24-May 3, 1974. The objective was to explore new strategies for developing nonformal education in order to more effectively meet the educational needs of developing nations. This is a report of…

This report contains two main sections and three appendixes (reports of the working groups and summaries of workshop reports in Zaire and in Sierra Leone). Section one reviews the rationale, design, and intended use of the training monograph series, "Literacy in Development," which focuses on the needs of the middle-level literacy workers and…

This article discusses the problems and potentials of nonformal education in India by reviewing a number of booklets, surveys, speeches, and government documents which analyze directions of nonformal education over the past three decades. (KC)

Development of the nonformal education program in the country of Mali (Africa), which focuses on the promotion of literacy and functional literacy through the press and radio, is described. (TA)

The authors describe an experimental 3-year project of the Thailand Ministry of Education's Nonformal Education Department. The project features decentralization and local participation in the integration of government services to villages. Results indicate that the methods used produce better than average participation and more benefits to…

Reviewing educational and economic development efforts in Third World countries, the author concludes that vocational education is not the solution. A combination of nonformal education and technology training, with related literacy training, would be more effective in improving the quality of life. (SK)

The effect of education and rural development in India is assessed from the standpoint of: farmers' education; out-of-school and college education of youth and women; university education; and school education. The general conclusion is that nonformal education has a direct and important contribution for rural development. (LBH)

Based on the theory that educational systems reflect dominant principles within their cultures and that socialization through family and the educational institutions creates a particular sense of identity, attention is drawn to problems created by the challenge to the Indo-Pakistani student's sense of identity when he enters a British university.…

The nonformal education of rural workers can be implemented within their workers' organizations through sub-branch meetings or the multi-branch-level meetings. Aspects that have to be covered in the education and training of officials of workers' organizations and the educators who train them are discussed. (EC)

A growing body of empirical data suggests that there may be a true psychological distinction between academic and practical intelligence. If there is, then conventional ability tests used alone may reveal substantially less than we want to know about people's competence in everyday practical situations. Evidence to this effect is reviewed from…

This guide is designed to expand the use of agriculture as a medium for environmental education. It's goal is to increase communication and sharing among farms, parks, schools, museums and other educational settings that utilize agriculture for environmental understanding. An introduction provides an overview of agriculture and education.…

A study explored how rural women in the village of Srefultoli, Bangladesh describe, from their own point of view, their experiences with nonformal education (NFE). Feminist research has shown that existing NFE programs in developing countries give women traditional knowledge of family planning, nutrition, and health care, but they do not deal with…

The background, philosophy, and mechanics of the Leighton Park Neighborhood Centre are explained. Groups are formed on the basis of friendship and/or interest and are supplied with a resource person who can, on request, assist in demonstrating techniques. (Author/AG)

Because of the current high unemployment rate of British youth, traditional academic and vocational school educational methods are impractical for many young adults. Alternatives such as youth adult networks, evening literacy programs, cooperative theatre groups, and self-employment collectives are discussed. (JA)