The paper documents and analyzes the nature of community self-help efforts in rural areas of Anambra State, Nigeria. It notes that community perceptions of development are based on a social and economic yardstick and differ from the prevailing public policy on agricultural development. (Author/SB)

Reports on results of a survey sent to a random sample of the American Planning Association in Virginia, Iowa, and Colorado and to the entire membership of the Virginia Planning Caucus. (AN)

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)

This paper examines the literature on the role of the rural elementary school in community change and discusses certain socio-economic factors which may help determine a community's acceptance or rejection of the school. It concludes with a discussion on the relationship of the community to the community school. (Author/SJL)

Describes the structure of the Chinese rural school system and its operational ties to the communes, which provide the "productive labor" component of Chinese education, various resources and facilities for schools, and governance of agrotechnical education at the middle and secondary level. (SJL)

Discusses the need for and the difficulties in providing rural development and education programs for rural workers in Latin America and suggests linking adult education with community associative enterprises. Low income rural workers maintain membership by contributing their work to the enterprise and receive goods according to their…

Blacks who settled in the Western United States influenced the region's development in a number of ways, including agriculture, the cattle industry, mining, and business. (MC)

The paper is a summary of some impressions of agricultural education that my colleagues and I gained during the past two years in the course of conducting an international study of non-formal education for rural development. (Author)

Some major dimensions of an evolutionary trend in which the rural development process has become separated from the modern agricultural development process are analyzed and the implications related to emerging opportunities of land-grant universities, government agencies, and business enterprises for broadened public service to rural…

The function of schooling on different levels in the direction of the processes of social mobility which influence the development of rural areas in Poland were studied during 1967-71. Data was collected by means of a network of 35 permanent teacher correspondents, as well as 2 field stations which were operated for 3 years in 2 investigated…

This state of the art report sees progress toward improving social and economic conditions in rural America, but cites areas where there is lag when compared with metro counterparts. Wage levels, family income, employment opportunities, housing, and access to health and other essential services could be improved. (Author/KR)

The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)

Discusses problems associated with communication in rural areas to promote participation in development programs. Suggests that success of such programs depends on continued government policy in favor of citizen participation in agricultural and rural development. (SK)