The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in…

The Amarpurkashi Village Project in India is an example of a total rural development program that encourages the school-leaving generation to remain. Focus is on the Agro-Industrial Polytechnic that provides training for self-employment and agro-industrial employment. Its approach is an evolving one directed to the rural population. (EA)

Describes how the staff and students of Ahmednagar College Center for Studies in Rural Development, Maharashtra, India, worked with the villagers of Pargaon to solve their irrigation problems. (JT)

Assesses the current situation in India and gives guidelines for the next 8 years. (SP)

Focuses on how India's economic planning and development efforts since 1950 have affected rural areas and small towns, which comprise nearly 80% of India's population. Presents several case studies of rural development and concludes that the major keys to the stability of India as a democracy are population control, a unifying language, and…

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)

Eight articles on various aspects of communications in developing countries make up this newsletter issue: (1) "Extension and Communications in Nepal: Reforestation Program Uses Media Support" by P. K. Manandhar, E. Pelinck, and R. H. Gecolea; (2) "Using Puppets to Teach Ideas. 'Khel Dori Ka', an Audiovisual with Puppets from…

Alternative models of education which have succeeded in India are described. They are institutions of non-formal education and rural development with roots in the schooling process of ancient India. The author notes present factors which make India well suited for such systems to function better than the present British-imposed system. (JT)

The Third Annual Conference of United States Universities for Rural Development in India (CUSURDI) was attended by representatives of American and Indian universities cooperating with Indian and American governmental agencies for rural and agricultural development in India. The table of contents lists 21 entries, which include such topics as (1)…

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)

Case studies of two, successful, rural, self-development programs in India are presented in this document, which is designed to supplement the study of India in the social studies curriculum. After a brief introduction to India's village system, the two projects are discussed. The first case study presents a water collection system in Bagrunda…

The rural development program described here works toward integrating education with problems of the masses in Maharashtra, India. Seventeen graduates from six universities and a rural institute live in the villages and work in agricultural development and extension (providing supervision and demonstration) and in social education and…

Various approaches for making functional literacy programs available and for making information available to the illiterate are briefly presented. (AG)

Discusses education for economic progress in rural areas focusing on issues in three age groups: children (up to 14 years old), youth (15-25 years old), and men and women above age 25. It also discusses the importance of teachers in realizing educational benefits and the need for teacher-centered personnel policies. (EM)