The Governor's alternate in Georgia explains the importance of evaluation for regional programs and Georgia's approach to the problem. (Author/JC)

This paper surveys the literature on educational programmes in selected rural areas of the world. It reports present trends in organization, content and methodology. The focus is on the structure of formal education, its innovation and impact on the development of the rural areas. (SM)

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)

A model for education for development in developing countries is proposed. The author reviews problems of education for rural development. Emphasized is the necessity of internal change in efforts to reconcile the objectives and forms of rural development with the pressures of demographic trends and possible rates of general economics. (SM)

Communities experiencing rapid growth due to energy development have serious and predictable social and human service problems, especially concerning women, the aged, and other minorities. The Wyoming Human Services Project, a model of impact mitigation, might be emulated elsewhere to modify the effects of such growth now and in the future.…

The Barrio (now Barangay) High School movement was started in 1964 to contribute to rural development by helping unemployed primary school leavers to continue their education. This article gives some details on tbe original Barangay High School at Bactad and discusses the benefits of this community-sponsored educational movement. (SJL)

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)

Stating that rural extension education in developing countries has neglected small, poor farmers, the author suggests a model changing extension services approach to concentrate on motivating poor farmers to increase production and raise their standard of living through localized personal contact, providing useful technology involving the whole…

Lewis-Clark State College, Idaho, developed a model program, Partnerships Project, designed to provide rural community residents with access to higher education and to assist communities in increasing their local capacity for development. In pursuing these objectives, the program helped to change the nature of the postsecondary undertaking in…

The six-chapter book highlights the main issues and findings of the 1979 New Delhi Conference on Non-formal Education for Development. Chapter 1 defines non-formal education, discusses development needs, and discusses motivation at the political, operational, and participatory level. Chapter 1 includes two case studies of non-formal education in…

The five studies on education for rural development are directed to teachers, administrators, and others concerned with education in rural areas in their efforts to raise the social and economic status of the rural poor. The Indian study discusses the problem of wastage at the primary school level (with specific reference to Tamil Nadu), and…

Successfully field tested in four villages in the Federal Capital Area, Pakistan, the model is designed to: identify and prioritize village concerns and educational needs; validate and analyze the needs with respect to village values and goals; and select, develop, implement, and evaluate a best solution. Major steps in the model are: data…