Discusses the findings of a survey on what foods should be given to toddlers. Concludes that there is a need for greater awareness among rural mothers about child feeding and nutrition education. (JOW)

Discusses changes in the extension service of the New South Wales Department of Agriculture since World War II. Notes a change in emphasis from technology to farm business management. (JOW)

The intervention of the United States government in agriculture in the 20th century is an explainable response to basic characteristics of agriculture: unpredictability, immobile resources, technological changes and disproportionate supply and demand factors. The concentration of large benefits among relatively few producers and diffusion of costs…

Discusses the challenge of educating interest groups in the functioning of government and the policy-making process by examining the initiation and implementation of an agricultural drainage program in Manitoba. Presents guidelines on how Extension workers can operate in such politically difficult situations. (JOW)

The village adult education center holds the key to the success or failure of rural adult education programs. To meet the objectives of field work, new methodologies and approaches are needed, and programs must be strongly community-based. (SK)

This article describes how the U.S. Department of Agriculture's Cooperative Extension Service (CES) might serve as a model for improving the dissemination of education research and development results. After reviewing the distinctive aspects of each dissemination system, various features of CES are listed that might be replicated and others that…

New technology, updating, or simply meeting the changing educational needs of vocational agriculture teachers after they are on the job are tasks faced by teacher educators. How well these needs are met is often the sole measure used when vocational agriculture teachers gauge if teacher educators care about them and their programs. (SSH)

This paper is the summary of a substantial report presented to the Botswana Ministry of Agriculture. The report evaluates a program of nonformal education provided for women farmers at rural training centers. The analysis reveals that the content of women's courses tends to be wholly domestic. (SSH)

Four administrators of the Cooperative Extension System share their views concerning recent substantial changes in the system's focus of programing, sources of funding, and organizational structures; the need for all disciplines involved in extension to grapple with societal problems; and relationships with institutions of higher education. (LP)

This issue contains six articles, reports, and essays on planning and organizing nonformal education in the Asian-South Pacific area. A chapter reprinted from "Planning Nonformal Education" discusses the need for planning, past efforts, and five steps in a strategy suggested for planning locally-oriented and target-specific nonformal…

During the past 20 years, international and bilateral assistance and funding agencies have become increasingly involved in evaluation activities in adult and nonformal education, especially in developing countries. The adult education field pioneered many approaches now advocated by specialists in program and project evaluation. Beginning in the…

Discusses the conceptual development of a cooperative multi-state delivery network created in the intermountain states to provide informational and educational resources for rural residents. Open universities, the rural library as a Community Learning and Information Center, and problems of distance and small, scattered populations are noted. (EJS)

Adult agricultural education has been a major component of vocational agricultural programs from the first introduction of agriculture instruction in the public schools. (SSH)

A switchover by any government to a more integrated, community-based approach to rural development will inevitably require the recruitment, training, and effective "backstopping" of large numbers of front-line workers. (SSH)

Tuskegee Institute sponsored the first movable school to bring agricultural training to Black adults in rural areas. Thomas Monroe Campbell, the school's first teacher, pioneered the use of demonstrations as an effective teaching tool for rural families. (IAH)