In a previous article for "EJHE," I detailed Curricula Reform (CR) efforts in Higher Education (HE) in four (relatively) well developed regional and national settings (The EU, the USA, Hong Kong SAR China, and Singapore). I detailed the backdrop motivating the moves by policymakers to reform the curricula in such "world class"…

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…

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)

The contributors to this document compare the main approaches to agricultural extension in sub-Saharan Africa; the cost-effectiveness in view of precarious national budgets; the weaknesses of the system for generating technology; the difficulties in forging productive partnerships between researchers, extensionists and farmers; the ineffective…

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 contributions distance teaching (education delivered to learners who study anywhere and in their own time) can make to work-oriented, family and community, professional and paraprofessional, and general basic education in developing rural areas are discussed briefly. Its use in professional education is illustrated with description of the Free…

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)

A college instructor discusses his experiences in leading a student field study and planning project centered on the traditional rural African Market. Students benefitted from their work, but the instructor was unable to convince his colleagues about the project's validity. (Author/WB)

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…

The 345 items cited in this annotated bibliographical study are listed under various aspects of education for rural development, including development planning, adult education, educational programs and content, methods, schools and colleges, higher education, and nonformal education. (LLS)

Agricultural education institutions in developing countries must address immediate production needs as well as food security, sustainable agricultural, and rural development needs. This will mean moving to an interdisciplinary, systems approach that incorporates new topics. (Author/JOW)

A study examined the academic, research, and extension programs of selected agricultural institutions in the Asia-Pacific region in order to determine the extent of their involvement and participation in promoting rural development. Questionnaires were mailed to 65 institutions in 16 countries; 28 (43.1 percent) were returned from 10 countries:…

Describes a problem-solving instructional unit which utilizes a simulation gaming method to help students in an introductory college-level geography course understand rural community development in a developing nation. (DB)

This issue is dedicated to folk media. Using Indonesia for his case study, Dr. Nat Colletta analyzes traditional culture as a medium for development. Juan Diaz Bordenave expresses doubts about adapting folk media to development objectives; Susan Hostetler and Arthur Gillette report on uses of the theater to promote development objectives; and…

Describes two Tanzanian reform programs: Education for Self-Reliance and Decentralization. The first supports programs to make education relevant to rural life, correct elitist biases, and improve students' attitudes toward rural living. The second, already instituted in primary and adult education, seeks to promote community participation in…