Three adult educators from Vienna, on a study trip, were impressed by the idealism evident in the Chinese endeavor to find an intellectual foundation for a new and better world. Several aspects of education in China are mentioned, emphasizing programs for adults, all of whom are now literate. (SA)

Reflections and comments of a school superintendent, a professor, and a seven-year-old child who accompanied a group to China are presented. They comment on a variety of topics, including education, communal life, the state of the revolution, and the people. (RM)

For thousands of years China has been troubled by droughts and floods. In the past 25 years, the country has worked to alleviate these problems. Numerous water conservation projects requiring the communal efforts of the people have been carried out. Record grain crops have resulted from these projects. (MA)

Describes the endeavor by the Chinese Communist Party to construct a community-based, urban welfare system that would cater to the needs of urban dwellers who were not under the protection of the workers' social assistance system or whose needs could not be met entirely by it. (CT)

Author outlines ideas prevalent in China on child-rearing. (DS)

A continuation of articles on "May 7" cadre schools includes discussion on (1) transforming your world outlook while doing manual labor, (2) maintaining close contact with the masses, and (3) studying Mao's philosophy and applying it to transform your world outlook. (ND)

Describes the structure of the Chinese rural school system and its operational ties to the communes, which provide the "productive labor" component of Chinese education, various resources and facilities for schools, and governance of agrotechnical education at the middle and secondary level. (SJL)

A nine-member Study Mission was organized by the Food and Agriculture Organization of the United Nations and visited China in 1975 to study Chinese approaches to agricultural and rural development in depth; to analyze the commune experience as an example of integrated rural development; and to try to determine in what ways the Chinese development…

The Great Leap Forward disaster, characterized by a collapse in grain production and a widespread famine in China between 1959 and 1961, is found attributable to a systemic failure in central planning. Wishfully expecting a great leap in agricultural productivity from collectivization, the Chinese government accelerated its aggressive…

Sparetime education has been developed in the Shanyang People's Commune to accomplish three major tasks. These are to wipe out illiteracy among the young and middle-aged, to disseminate knowledge about society and about agricultural technology, and to train personnel with knowledge in various social, economic, and technological fields. To meet the…

How education has been used for rural development in the People's Republic of China since 1949 may have important lessons for other nations, particularly in the area of nonformal schools. Responsibility for all education lies with the commune. Educational programs, enthusiastically received by the people, support local needs and development rather…

Educational accomplishments of the People's Republic of China have been achieved by emphasis on moral, intellectual, and physical development of every individual, and on schooling combined with and in preparation for productive labor. Open-door schooling combines in-school learning with out-of-school practice, so students learn about life and work…