A comparative analysis was made of Experimental World Literacy Program projects in 17 nations (Algeria, Brazil, Chile, Equador, Ethiopia, Guinea, India, Iran, Mali, Jamaica, Madagascar, Nigeria, Sudan, Syria, Tanzania, Tunisia, and Venezuela) after 18 months of operation. Included were functional literacy projects in 10 nations, literacy programs linked with agricultural development in three, and small scale, short-term experiments in seven. Overall strengths and weaknesses in organization, staffing, administration, and implementation were summarized, together with provisions for evaluation. Specific administrative structures and methods, teaching techniques, uses of audiovisual media, research problems, and types of projects and subprojects (cooperatives, irrigation, agricultural settlement, and other facets of agricultural and industrial development and socioeconomic reorganization) were reviewed. Main points included the following: (1) the total program is a coherent set of interdependent and coordinated efforts; (2) the illiteracy of workers--the reason for their lack of technical ability and their low output--is a basic factor in underdevelopment; (3) functional literacy work is an essential factor in lifelong education. [Not available in hardcopy due to marginal legibility of original document.] (ly)