Rural adult education projects using television in Tanzania, the Ivory Coast, Dominican Republic, and Guatemala are described and compared with special attention given to objectives, organization, selection and recruitment of supervisors, monitors and participants, use of communication media, feedback and evaluation systems impact, and constraints. The Dominican Republic's Radio Schools of Santa Maria (RSM) is judged most successful in terms of impact and enrollment. It is suggested that RSC (Radio Study Campaign) in Tanzania acts the most directly as a means through which the state influences and transforms the socio-political climate and economy of the country in accordance with domestic and international political and economic power relations. (JEG)