A model for education for development in developing countries is proposed. The author reviews problems of education for rural development. Emphasized is the necessity of internal change in efforts to reconcile the objectives and forms of rural development with the pressures of demographic trends and possible rates of general economics. (SM)

The U.S. lacks a well defined Federal policy for rural education, as those in decision making positions traditionally have represented urban and suburban interests. Much of the blame lies with those of us who are concerned with rural education, for it is our responsibility to see that policy makers are aware of and interested in the unique…

The author encountered many obstacles to Papua New Guinea's transformation from a subsistence to a cash economy during two months' field work: the people's conservatism, lack of confidence, indifference to cash, and deep commitment to tradition. These, and "subsistence affluence," warn against hastily exposing the people to inflation's…

Discusses education for economic progress in rural areas focusing on issues in three age groups: children (up to 14 years old), youth (15-25 years old), and men and women above age 25. It also discusses the importance of teachers in realizing educational benefits and the need for teacher-centered personnel policies. (EM)

The major contention of this paper is that the emphasis in developing countries on non-formal alternatives to formal schooling can be related to a major reconstruction now underway of the concept of economic development. The earlier concept of development is defined as economic growth reflected in increased gross national product, principally…

Statements presented at the Cabinet Committee Hearings' on Mexican American Affairs by 52 men and women of divergent backgrounds and professions on the problems facing Mexican Americans are given. The topics covered are in the areas of agriculture; labor; health, education, and welfare; the war on poverty; and the general improvement of the…

Describes many ecological, social, and economic problems of Bangladesh in order to show the need for development of nonformal education to increase productivity in agriculture and related industries. Describes nine nonformal education projects in various areas of rural development, cooperatives, extension services, and adult education. (MF)

Representatives from 15 villages participated in a workshop planned to give teachers in rural small schools an understanding of the nature and problems of the small school and its community, an appreciation of the cultural background of village people, and the skills to implement practical village development programs. Prior to the workshop,…

The problems, challenges, and opportunities of rural education are the focus of the fourteen speeches and nine workshops presented at the second annual conference on rural education, held February 1-2, 1979, in Des Moines, Iowa. Conference proceedings are presented in this newsletter in transcript or summary form. Speeches cover the topics of…