A LITERACY HANDBOOK PREPARED BY THE WORLD CONFEDERATION OF ORGANIZATIONS OF THE TEACHING PROFESSION INDICATES THE WAYS IN WHICH TEACHERS' ASSOCIATIONS, TRADITIONALLY CHILD-CENTERED, CAN EFFECTIVELY ENGAGE IN ADULT EDUCATION. A 1966 CASE STUDY ON THE PHILIPPINE PUBLIC SCHOOL TEACHERS' ASSOCIATION, AND WCOTP SURVEYS CONDUCTED DURING 1965 IN KENYA AND THAILAND, SUGGEST THE EXTENT TO WHICH THE PUBLIC SCHOOL SYSTEMS OF DEVELOPING NATIONS CAN AND SHOULD PARTICIPATE IN PLANNING AND COORDINATING LITERACY CAMPAIGNS AND IN PROVIDING SUITABLE FACILITIES AND INSTRUCTION. TEACHERS' ORGANIZATIONS CAN GRANT LEAVES OF ABSENCE FOR TRAINING AND SUPPORT FOLLOWUP READING DEVELOPMENT ACTIVITIES FOR NEW LITERATES. UNIVERSITIES CAN SERVE IN SUCH AREAS AS CURRICULUM AND PROGRAM PLANNING, LEADERSHIP TRAINING, BASIC AND APPLIED RESEARCH, COORDINATION AND LIAISON, AND INFORMATION DISSEMINATION. TRAINING CURRICULUMS WOULD STRESS ADULT CHARACTERISTICS AND MOTIVATION, INSTRUCTIONAL METHODS FOR WORKING EITHER WITH THE STUDENT'S MOTHER TONGUE OR WITH A GIVEN COLONIAL (EUROPEAN) LANGUAGE, AND AUDIOVISUAL TECHNIQUES. FINALLY, TEACHERS' ORGANIZATIONS SHOULD ENLIST MORE NONPROFESSIONAL VOLUNTEER LITERACY WORKERS AND WORK MORE CLOSELY WITH VOLUNTARY ORGANIZATIONS. (LY)