The author's investigation of women's programs in rural development in twelve Latin American countries shows that such programs ignore the time constraints of women's domestic and family responsibilities. She proposes a model for nonoppressive adult education that will enable rural women to integrate their varied roles. (SK)

Education for rural areas must go far beyond the concept of formal schooling; it must become a system of learning arrangements in which the learner, in response to his environment, is the chief agent of his learning. There is no single model or educational approach; programs must be adapted to the varying circumstance or situations. When providing…