Two adult education programs being conducted in Israel are described in the case studies in this packet. The first case study, by Eitan Israeli, describes a school for parents, teachers, and children established in the 1950s in a distressed moshav (cooperative agricultural settlement) to improve education for both parents and children. About 60 men and women participated in the meetings. The program for each meeting included interaction between teachers and parents; an interaction among parents, children, and a school psychologist; and an enrichment session for parents in areas such as literature, music, and health education. The nonformal learning materials included case studies and examples provided by the participants. Teachers were from the primary school. Although the experimental school did not entirely accomplish its goals, it did facilitate communication between parents and teachers and thus had a positive effect. The second case, by Rachel Tokatli, compares two literacy programs for adults, one for illiterate people who originally came to Israel in the 1950s and 1960s and the other for recent Ethiopian immigrants. The earlier immigrants, known as the Tehila learners, are mostly Oriental women who had lived in Israel for many years and already knew Hebrew, whereas the Ethiopians are black men who do not know the language and are still coping with other problems. The Tehila learners are volunteers; the Ethiopians are forced to attend. Analysis of these two groups of learners and the processes used to teach them can be useful in determining what works with any group of illiterates. (In addition to the case description, this document includes information on the World Perspective case study project, indexes of all cases by country and by category, and guidelines for contributors. (KC)