Assuming that schools, colleges, and adult education programs cannot alone produce significant rural improvement in developing nations, this booklet presents argument for educational policy that is part of a total planned rural policy and that incorporates an indirect rural bias. It is argued that if education with a rural bias is to be acceptable…

The role of education in the human development of rural areas is considered by some to be the single most important thing that can be done to raise rural standards of living. Recognizing this need, the Federal government has sponsored three types of training programs relative to rural development; each is the responsibility of a different agency.…

Designed to assist rural planners and policy makers of developing countries in the use of nonformal education programs, this book analyzes the findings of a two-year irternational research study. Emphasizing a functional view of education and equating education with learning, the focus is on: (1) preplanning diagnosis, (2) educational delivery…

Using a pamphlet format, the Ad Hoc Rural Development Committee of the Northeast Regional Center for Rural Development formulated a working agenda that addresses the challenges and opportunities of rural development research and extension programming. The agenda establishes the need for emphasizing rural development in the Northeast, and presents…

Using library search, structured interviews, mail questionnaires, and personal observations, Kenya's Farmer Training Centre (FTC) Program (a 30-year old experimental rural development strategy) was assessed in terms of its curriculum. How structured courses are utilized within the FTC program should be of interest to administrators, trainers, and…