Stresses the significance of rural development oriented toward anti-poverty for developing countries, indicating the need to identify the educational implications of such a strategy. (Author/MP)

Although failures have been encountered in the West African cooperative movement, farm cooperatives are an indispensable tool for rural development. They can generate an investment budget at the village level and can provide a stimulating framework for education. The Senegalese farm cooperative movement has experienced a number of problems. Three…

Describes a workshop held in Zambia in August 1979, to disseminate among performing artists and rural development workers skills for using the performing arts to communicate information on problems related to agriculture, health, and community development. Over 70 participants from the U.S., Canada, Botswana, Lesotho, Tanzania, Kenya, and Zambia…

The importance of nonformal education in integrated rural development is examined in light of the differences between formal, informal, and nonformal education, with the conclusion that the objectives of nonformal education and their relationship to the rural poor support the argument for a curriculum for nonformal education in the arena. (LAS)

Details several agricultural and health development programs initiated during the past decade in the Cauca Valley in Colombia. Introduced through nonformal educational strategies making use of media, these programs have had mixed results. (LLS)

Central governments must recognize the need for decentralization of development efforts, to plan programs specific to the needs and conditions of each target population. Development programs are characterized by program overlap because of diversity of sponsorship. A possible mechanism is a training and development center at the subnational level.…

Describes study that was conducted to determine which conditions are most likely to encourage individuals to participate in non-formal education (NFE) programs in developing countries. Use of the Delphi Technique is explained, and a listing that ranks the conditions in order of importance is provided. (15 references) (LRW)

Outlines perspectives of nonformal education programs: (1) development (human resource development and integrated rural development) and (2) emancipatory (radical and liberal). (SK)

Based on five working papers developed as part of the Program of Studies in Nonformal Education at Michigan State University, this monograph suggests a conceptual framework for analysis of rural development and nonformal education and the relationship which exists between them. The four sections of this monograph are titled and subtitled as…

The major responsibility of this workshop on nonformal education is to establish some prototypes of community training activities which will coordinate with the agricultural and health components of Ethiopia's Fourth Five Year Plan for rural development and which can later be reproduced in the countryside. Linking education to overall development…

The confluence of three major forces has given a new significance to nonformal education for the developing countries--denied educational opportunities and resource constraints, questions about the relevance of formal education, and growing awareness of the importance of lifelong education. The absence of inadequacies of concepts and priorities of…

Ethiopia's Education Sector Review and a subsequent symposium set up a framework and guidelines for Incorporating, integrating and financing a nonformal component in a comprehensive educational system for Ethiopia. Most of the governmentally sponsored educational activities now classified as NFE are conducted by organizations other than the…

The rationale underlying the emphasis of current UNESCO programs on renovation and reorientation of formal and nonformal systems of education in rural areas introduces a series of papers which emphasize the need for coordinated, long-term planning for rural development. (SM)

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 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)