Utilizing data from Maine, this article suggests that the relatively young, highly educated professionals currently migrating into rural areas should be considered in terms of rural development resources. (JC)

Describes a problem-solving instructional unit which utilizes a simulation gaming method to help students in an introductory college-level geography course understand rural community development in a developing nation. (DB)

This is a discussion of the educational opportunities for the economically disadvantaged rural populations of Third World Nations. Emphasized is the need for broadening the educational base for the small farm in order to involve members of rural communities in rural progress. (Author/SA)

Discusses nonformal education programs for women in four categories, as well as nonvocational education programs, constraints, problems, directions, and strategies. The four categories are part-time facilities in formal educational institutions; in-plant training; on-the-job training by employers; and courses offered by public and private sector…

In dealing with the problem of illiteracy among women, the author feels that educational programs should form part of the large framework of integrated rural development and should combine education with work. Gives practical hints, and suggests how indigenous methods can be effective in the teaching-learning process. (CT)

Examines the use of information about rural populations for the purposes of rural development with emphases on information needs, population information systems, the exchange of data at the rural level, and data management. Implications and suggested options for government are identified. (FM)

Describes institutional overload and cultural clash as principal forms of disturbances which create problems in the areas of education, community solidarity, health care, social welfare, crime and public safety, and other municipal services. Advises rural planners and developers to focus on objective indicators of these areas, for successful…

The author encountered many obstacles to Papua New Guinea's transformation from a subsistence to a cash economy during two months' field work: the people's conservatism, lack of confidence, indifference to cash, and deep commitment to tradition. These, and "subsistence affluence," warn against hastily exposing the people to inflation's…

Various approaches for making functional literacy programs available and for making information available to the illiterate are briefly presented. (AG)

The author describes an Indonesian program for village development: graduate students in any discipline at State universities must spend six months working at community development in a village in order to receive their master's degrees. Results have been varied; the author raises several questions and warns against unexpected negative results.…

Reviewing the activities of the Literacy Corps in Iran, the article examines the national service organization which has done much to combat illiteracy in rural areas and lower the national rate of illiteracy. (MW)

A discussion of regional community development through self-help programs in rural developing areas presents the need for a diversified system of institutions to ensure a developmental process based on qualitative rather than quantitative criteria. Available from: Editorial and Business Offices, Piazza Cavalieri di Malta, 2, 00153 Rome, Italy. (EA)

Discusses education for economic progress in rural areas focusing on issues in three age groups: children (up to 14 years old), youth (15-25 years old), and men and women above age 25. It also discusses the importance of teachers in realizing educational benefits and the need for teacher-centered personnel policies. (EM)

Discusses the provision of functional adult education to rural people, particularly for the largely illiterate sections of the population, and the importance of literacy in rural development. Emphasis is on educational communication as interaction between people and on the use of media technology. (MF)