Article describes the results of a study which shows little evidence that formal education stimulates agricultural or industrial development. (Author/MM)

Fictitious case study describes personnel problems in an attempt to provide an elementary school in a Mexican-American town in Texas with a community agent responsible for designing parent participation programs. Absence of any training causes the agent's rapid resignation. (MF)

The author presents the history and development of evening classes sponsored by non-governmental agencies in British Columbia. (AS)

A training course about nutrition and immunization for the people of a poor section in Madras was developed by the Community Development project. It was felt that it would be good to train a few of the community members who in turn would teach others. The trainees found this program very pleasant and satisfying. (Author/RR)

This paper is concerned with the roles of adult educators and social workers in urban industrial society. (Author)

Describes the results of a study to determine the relationship of various social and personal factors to adjustment and to identify the attitudes, values and motivations which either facilitate or retard adjustment. Provides guidelines for planning adult education programs to revitalize the rural people in war affected areas. (RB)

Discusses the concept of public health education and its affinity with the development of the community. Presents the opinions of various authorities or the fundamental opinions of the development of the community. Underlines the importance of these principles for the direction and evaluation of programs. (RR)

In Liverpool, England, the University Institute of Extension Studies, the Workers Educational Association, and the Educational Priority Areas project are working together in primary education, adult education, and community development in a working class community. (EB)

Argues that those activities variously called community development, organization, action, or education involve the imposition of the values and beliefs of community workers or agencies upon their clientele and that community work has a strong, albeit unintentional, manipulative or exploitative aspect. (SK)

The author discusses the concepts of community most appropriate to adult education, integrating various theoretical perspectives. He presents a conceptual typology of three dimensions of community practice: adult education for the community, adult education in the community, and adult education of the community. (Author/SK)

Attempts to discover how and why community development has been used in the past, and to formulate some ideas on prospects for community development in the future. (CT)

Examines the perspectives and dimensions of social change and community development in rural United States. Argues that the causes of poverty must be reconceptualized, and emphasis placed on long-range institutionalized programs of community services, training, and citizen participation. (SK)