Evaluation as a political arbitration entity is discussed in the case of a multilateral literacy development project in the fourth year of operation in a Third World country. An external evaluation team was invited to evaluate the project when conflict appeared between the funding agency (A) and the technical agency (B) over a project-related…

A fervent idealist whose dream was to eliminate illiteracy throughout the world, Frank C. Laubach sought to bring Christianity to the masses by giving them the ability to read and spread the teachings of the Bible. In working with people in the nonindustrialized nations, Laubach also saw the need for economic and political self-sufficiency. He…

At the heart of the enterprise of providing reading materials to new readers is the writer. The writer must write before the new literates can read and must write both effectively and interestingly. Although talent helps, acquired skills play an important part in writing, especially in expository writing. More important, to enable them to produce…

This issue contains six articles, reports, and essays on planning and organizing nonformal education in the Asian-South Pacific area. A chapter reprinted from "Planning Nonformal Education" discusses the need for planning, past efforts, and five steps in a strategy suggested for planning locally-oriented and target-specific nonformal…

The author examines the effect of three factors (province or social milieu, curriculum, age of instructors) on the behavior attitude of adult students enrolled in a pilot project (family planning and literacy skills) in Turkey, described in the preceding article. (Author/AJ)

Adult education in China consists mainly in literacy classes, skills training (agricultural, Industrial, and otherwise), and political training. (Author)

Communications for Social Development, a regional training program designed by UNICEF to teach field extension agents in developing countries about interpersonal and group communications, is described in the lead article in this issue of Development Communication Report. The strategy employed in the development of this program involves a simple…

During the Second Five Year Plan (1958-1962), the Chinese Communists expanded spare-time adult education schools to part-work, part-study Red-and-Expert universities and schools to provide ideological indoctrination and cultivate socialist citizens (Red) and to train skilled manpower for modern industry and economic development (Expert). The…

A study undertaken in India on the diffusion of innovations compared 108 villages on factors which affect adoption of agricultural innovations, and then made comparisons of the adoption behavior of 680 Indian farmers. The third phase of the project compared the effectiveness of radio farm forums and adult literacy classes for communicating…

In Seki Tribal Trust Land in Rhodesia, during June and July, 1970, full-time literacy courses attended by 65 participants were held for members of three savings clubs. The first objective was to replicate the literacy teaching developed for the Chiduku literacy project (see AC 008 361), which included teaching the Shona primer and then teaching…

This study sought to outline the general consensus of sociologists, educators, planners, administrators, and social reformers in India as to the nature of adult literacy; to examine drawbacks (if any) in their concepts; and to analyze and harmonize different viewpoints on functional literacy. Differing concepts in the field at large were traced…

This paper analyzes what is meant by basic education. The author presents six principal usages of the term that are based on the kinds of education offered and their purposes rather than on whether they take place in or out of school. Examples of the six usages are given. Variations in terminology are generally more than purely semantic or…

The speech reviews the efforts of Indian leaders to develop literacy programs among the poor in this century, and discusses the relationships between poverty and illiteracy in India. (LH)

Describes impressions of Cuba and its education system eighteen years after the Revolution, from a trip by students and teachers mostly from Florida State University (Tallahassee). Cuba emphasizes adult education, both basic and continuing. Through an intensive campaign the literacy rate was raised to and remains at 96.1 percent. (MF)

An increase in literacy among Third World countries will reduce unjust class distinctions, provide farmers and industrial workers with useful knowledge and understanding of their economic role, increase opportunities for women and youth, and raise social and individual values. (AV)