Objectives for non-formal education and training in Africa are discussed in this article. Specific forms for out-of-school education are suggested: National youth service training; Correspondence education; and Extension, adult and continuing education programs. The problems of resource allocation for such national programs are considered. (SM)

Truly integrated learning calls for all the school's resources and careful planning by teachers and pupils. (Author)

An overview of the development of computer assisted instruction in Great Britain. (HB)

Traces the history of education in India and the policies for educational development that can have significance for Adult Education. (RK)

Author explains his model of instructional development for initiating and continuing change in education. (HB)

Higher education in the United States today has not only lost its favored status in terms of public and private support, but has lost, in definitions of mission and in individual institutions as a whole, even minimally agreed-upon definitions of mission and of assessment of students. (Author)

Article examines university adult education in a global context, and raises the question of whether the university should be responsible for the continuing education of community members. (Author/RK)

The author describes and analyzes the main directions of educational renewal in the French-speaking schools of Belgium. (Author/JB)

Article presents the conclusions of the Third International Conference on Adult Education and a sound basis for further international cooperation in adult education. (Author)

Article was triggered by author's reading to January (1973) issue of Pulse, the monthly publication of The National Association for Public Continuing and Adult Education, a letter written by James R. Dorland, Executive Director for NAPCAE, in which he assesses the current plight of adult education. (Author/CB)

Author stresses that social changes are coming to developing countries in Asia, that this will lead to economic changes, and it is the job of adult educators to give direction to these changes. (Author/RK)

Defining field sensitive teachers as those who are warm, personal, and use the deductive approach and field independent teachers as ones who appear to be more formal and who employ inductive methods, this research indicates that proper development of educational environments will allow children of any cultural background to function in either…