Long-term centralization of Thailand's Adult Education Division resulted in a preponderance of urban-oriented curriculum in a country that was 80 percent rural. Beginning in 1976, the World Bank-Thai government's Nonformal Education Development Project facilitated decentralization by sharply increasing rural staff, offering new career…

To what extent is it possible to produce materials centrally that meet the nonformal learning needs of distant communities, and how might local community groups use them? Experiences in Great Britain, Canada, Colombia, and rural education programs worldwide provide some insight. (Author/MSE)

The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)

Melanesian education systems generally reflect the biases of their former Western colonial masters in that formal education is regarded as a means of preparing for employment in a formal market economy. This bias is evident in resource allocation, with formal education getting the lion's share of education spending. Focusing on the market economy…

Traditional education in Micronesia has been informal and experiential, with a communal orientation. Certain knowledge is secret, and much folklore and mythology is sacred. For over 100 years, Western-style education has been imposed on Micronesia by the Spanish, Germans, Japanese, and Americans. Western education has focused on instruction in the…

This publication contains 10 articles on nonformal adult education in the Pacific Region. The first describes the Mobile Training Team in Micronesia and its strengths and weaknesses. The second article introduces the Micronesian Seminar and an examination of its methods of combating social problems through seminars and workshops. The next two…

This report of the Paris conference of the International Council for Adult Education (ICAE) consists of edited versions of all the written reports of the various sessions of the conference, together with a general introduction and other supporting material. The eight chapters of the report contain 31 speeches, policy group working reports,…

The monograph, written for persons and organizations at state and local levels who share concern about learning activities for adults in rural America, explores characteristics of three traditional providers of nonformal education (the Cooperative Extension Service, public libraries, and community service divisions of community colleges), assesses…