This monograph outlines the trends of rural development communication in Bangladesh and places the processes of communication in the Comilla Rural Development Project in a broad historical perspective. In this way, it relates rural development communication to the larger framework of cultural and political change within the country. Five sections…

A brief resume of literacy, adult education, and rural development activities have been abstracted from the UNESCO Director-General's report for 1974. (LH)

Discusses the importance of biological education in the rural development of under-developed countries. Argues that if the peasant farmer possessed even the most basic rudiments of biological knowledge he would be much more adaptable and amenable to technological innovation. Also describes how such an educational program might be implemented. (JR)

Details essential elements of any rural development program, describes a seven-stage project development strategy which has proved successful in water management projects in Pakistan and Egypt, delineates the key concepts in each of the seven stages, and recommends integration of the client system into rural development programs. (Author)

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 author describes an Indonesian program for village development: graduate students in any discipline at State universities must spend six months working at community development in a village in order to receive their master's degrees. Results have been varied; the author raises several questions and warns against unexpected negative results.…

Reviewing the activities of the Literacy Corps in Iran, the article examines the national service organization which has done much to combat illiteracy in rural areas and lower the national rate of illiteracy. (MW)

This report describes the state-of-the-art of audio cassette technology (ACT) and reports findings from field tests, case studies, and pilot projects in several countries which demonstrate the potential of audio cassettes as a medium for communicating with rural people. Specific guidance is also offered on how a project can use cassettes as a…

Designed to provide developing nations and government agencies with information on nonformal education, this study presents general guidelines on how to: (1) assess the needs within a given country for rural children and youth; (2) plan effective/economic programs to meet these needs; (3) develop means to evaluate and strengthen such programs; and…

A new system of education designed to solve problems facing rural areas in developing countries is needed. Guidelines for the rural development functional literacy systems for Upper Volta, Tanzania, China, Cuba, and Thailand are described. (BP)

Several of the new agricultural universities in India have identified a special need to improve their communication capabilities through the better use of the mass media and other channels to narrow the communication gap between agricultural scientists, educators, and farmers. This paper discusses the basic concept, goals, administration,…

The title reflects the first and major article in an issue of this newsletter devoted entirely to communication satellites. This series of articles on the potential and applications of communication satellites in development projects is concerned with their development for commercial and public service, development in the Pacific region, SPACECOM…

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…

Section I of this paper discusses assumptions about ruralization of the educational curriculum in developing nations (both problematic and exemplary); Section II reviews the achievements of selected African countries in the school, community, and the student's post-primary work life and presents relative implications for curriculum reform. Major…

Calling study-service a kind of nonformal education with potential to generate other kinds of nonformal education, the author describes Nepal's National Development Service to explain this scheme in developing countries. All degree-level university students must complete a year of community development service in rural areas before their final…