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)

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)

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 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…

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

Women in development refers to the needs and problems of women in developing countries and the responsibility of industrialized countries to ensure that aid programs serve the best interests of these women. A concern of adult educators is the relationship between adult education and the challenges facing women in the development of their…

Describes many ecological, social, and economic problems of Bangladesh in order to show the need for development of nonformal education to increase productivity in agriculture and related industries. Describes nine nonformal education projects in various areas of rural development, cooperatives, extension services, and adult education. (MF)

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…

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…

This document contains abstracts and the complete texts of 19 papers that were presented at a conference held to improve the policy education efforts of extension workers responsible for public affairs programs. The following papers are included: "Microwave Society and Crock-Pot Government" (Bill Graves); "Citizen Participation,…