A study was made of eight former Area Winning Community Clubs in Middle Tennessee. Sixteen club representatives and five County Agents were interviewed for the purpose of identifying and describing certain factors that contribute to the organization and continuation of community clubs. The study revealed that every primary reason for original…

Information concerning Slovene rural development was presented in the form of 5 study reports from which statistical notation was deleted for readability. The purpose of these reports was to provide an accurate opinion reading concerning extension program dimensions and target audiences, and to provide information for agronoms (extension agents…

A framework for the development of adult education within the community development process is presented, based on a three-year project in England that experimented with a number of approaches. The network system suggested involves: (1) an organizational model for adult education provision in a community development setting which may be adopted…

Rural Development is viewed as a process of improving the quality of life of rural residents. Quality of life has a number of aspects, but the economic is viewed as a particularly strategic one for promoting overall life quality. The economic is defined as providing jobs for rural residents. Two techniques for doing this, inducing firms to locate…

From no action to co-action through cooperation should become a maxim for community educators in community colleges, local school districts, universities, and all agencies concerned with adult and/or community education. Barriers to interinstitutional cooperation should be eliminated through delineation of the roles of community colleges and…

The author describes his experience in the establishment of Botswana Extension College in Africa. Difficulties of assessing educational needs and experimentation with radio-correspondence courses and various forms of face-to-face group work in village study centers are described with focus on different roles for teachers and for institutions with…

The community development program, initiated in 1952, failed, in the author's opinion, because no sustained attempt was made to involve the people in the development process. Discussed are: program objectives, implementation, administrative structure, an evaluation of 15 program aspects, a community development strategy, and the failure of the…

This article provides a close-range study of conditions leading to illegal migration from a rural village in Mexico. Its primary concern is the social network of relationships and mutual obligations conditioning the decision to migrate. (Author/EB)

Several Nebraska communities have recently completed innovative recreation complexes, using a variety of funding sources. (MJB)

Measured citizens' attitudes toward 15 community life areas on four dimensions (importance, influence, equality of opportunity, and satisfaction). Discusses use of this instrument in community theory, attitude theory and research, and public policy applications. (RL)

The idea of setting aside part of the cost of public buildings for "decoration" took form in the 1930s. Discusses the current policy of commissioning decorative works as a way of building an artistic heritage for the future. (Author/RK)

This article discusses how the policy to allocate Community Block Grants has changed to the disadvantage of needier communmities as the result of demographic changes and an increase in entitlement communities. Options are presented for policy makers to change allocation so that more distressed communities will be targeted for funds. (VM)

Examines case studies of special public works programs in five countries (Burkina Faso, Burundi, Rwanda, Nepal, and United Republic of Tanzania) that included afforestation projects, anti-erosion works, and the building of reservoirs. Discusses program design, implementation, and impact. (CH)

Describes the "Walking Teachers" program in Thailand, developed to bring functional literacy to all adults in the community where they live. The walking teachers have three functions: (1) teaching adult functional literacy, (2) overseeing nonformal educational activities, and (3) coordinating rural development activities in general. (CH)

Alberta's University of Lethbridge is developing a degree program in human and community development to train native-education professionals and community-health workers to find solutions to problems in Indian communities that interfere with the attainment and use of education. (MSE)