The study explores and unfolds the purpose of education in general, its value and the role it plays in helping development of the people in rural areas especially at Thabaneng Village in Lesotho. It reveals that education is the key to development and functions to equip the rural population in Lesotho with knowledge, training and worthwhile skills…

We live today in a "knowledge society", but "knowledge transfer" is no longer the dominant extension education paradigm. The principle of "learning to learn" and the concepts of self-directed, collaborative and action learning are more crucial today then ever. The key principles are to stimulate knowledge discovery…

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)

The author examines the relevance of the monitoring and evaluation literature and practice to the issue of how to understand and to monitor and evaluate nonmaterial or nonproductive objectives of rural development. He discusses an alternative monitoring and evaluation approach that will resolve this issue. (CH)

This discussion of the cultural aspects of mass media in Indonesia covers the following topics: (1) PALAPA, the Indonesian communications satellite; (2) cultural, demographic, and economic characteristics of Indonesia; (3) television policies and programming; (4) the number of government- and privately-owned radio stations; (5) a longitudinal…

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)

AN ANALYSIS OF THE PRESENT SITUATION IN ETHIOPIA AND A REVIEW OF AGRICULTURAL EDUCATION DEVELOPMENT IN THE WORLD WAS MADE THROUGH INTENSIVE LIBRARY RESEARCH. GUIDELINES AND OBJECTIVES WERE BASED ON THE REVIEW SUBMITTED TO A JURY OF EXPERTS FOR VERIFICATION. REVISED GUIDELINES AND OBJECTIVES WERE THEN DEVELOPED FOR GUIDING AND IMPLEMENTING THE…

Presents the subject matter of a UNESCO sponsored conference in Pamplona, Colombia, April 26- May 23, 1970 of school directors and Ministry officials in Agricultural Education from 12 Latin American Countries. (GB)

Reporting on a rural planning and development program that proposes to develop, install, and evaluate alternative models for more effective collaboration and integration of the complex bureaucracies with responsibility for rural regions, this paper describes "Partnership for Rural Improvement" (PRI). Focusing on 11 counties in…

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…

The paper is a summary of some impressions of agricultural education that my colleagues and I gained during the past two years in the course of conducting an international study of non-formal education for rural development. (Author)

Integrated basic education is directed toward all segments of the population, fits in with the activities of the local community, and emanates from the people themselves. The objectives and implementation of integrated basic education in rural areas are discussed. (RM)

While most economists agree that educational attainment contributes to national economic performance, studies have not generally confirmed a similar conclusion with respect to rural areas. This paper examines the relationships between rural education and economics. The new aim of American education, restoration of national economic…

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…