This working paper from the annual conference of the Indian Adult Education Association briefly describes the current state of adult education in India and outlines important steps that should be taken to make adult education an integral part of national development. (SK)

Nonformal education refers to any organized program of learning carried on outside the framework, rules and logistics of the formal education system. (Author)

Discusses the concept of nonformal education: age groups involved, institutions and agencies involved, attention given to the training of school dropouts and adult illiterates, the variety of techniques used in nonformal education, and the need for nonformal education. (CT)

The concept of nonformal education is reviewed as it is discussed by various educators and philosophers. The economic, social, and pyschological perspectives are considered along with implications for Indian society. (LBH)

Sub-group proceedings at the 28th all-India Adult Education Conference held in October, 1975, are summarized. Sub-groups discussed the theme "non-formal education" as it applies to one of five population groups: school drop-outs, youth, women, farmers, and industrial workers. The sixth sub-group considered policy and financing for…

Nonformal approaches to primary education in developing countries are described in detail in the hope that the discussion will benefit decision makers and planners confronting situations marked by mass rural illiteracy, urban marginalization, employment of young children, and ethnic and cultural differences between minorities and the majority…

The tasks of socialization (especially political) and modernization have placed the political and educational systems in India in close interrelationship. One result of this close relationship has been politicization which forces the educational system to resort to the use of political influence. (Author/MS)

Folk tales and indigenous material can be used as a resource when developing teaching technology for poor women in India. (JOW)

Oral folklore and folk drama are emphasized in this report, which focuses on the use of folk media to convey developmental messages through mass media agencies. Discussion covers the relationship between folk and mass media, experiments in India to integrate the two media, problems encountered in the integration process, and folk media's potential…

Alternative models of education which have succeeded in India are described. They are institutions of non-formal education and rural development with roots in the schooling process of ancient India. The author notes present factors which make India well suited for such systems to function better than the present British-imposed system. (JT)

The effect of education and rural development in India is assessed from the standpoint of: farmers' education; out-of-school and college education of youth and women; university education; and school education. The general conclusion is that nonformal education has a direct and important contribution for rural development. (LBH)

The author discusses recent increasing concern for social justice in India, analyzing the link between the existing educational system and the prevailing social system. In this context he discusses questions: What should be priorities in educational activities? How effective is education as an instrument of social change? Should students…