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The document focuses on the evaluation processes of educational programs in nonformal education which are designed to help adults develop new attitudes and practices particularly in developing countries. It consists of two articles which discuss basic evaluation concepts in nonformal education. The first article, Perspectives on Evaluation, by George Papagiannis, discusses various aspects of evaluation in relation to the development of educational programs designed for individual and national development. It introduces some basic concepts and problems in the effective use of evaluation and suggests that evaluation should not only involve the formal learning process and achievements of a program but also its administrative features and the relationship of the program to other facets of the social and political environment. The second article, Evaluation of Broad-Aimed Education Programs, by James A. Farmer, Jr., discusses the need to evaluate broad-aimed programs which seek to affect the quality of the learner's lives through education and to help students cope more effectively with their problems. The phases involved in mixed-scanning, a decision-making approach for evaluating nonformal educational programs, are discussed. Appended are rules for conducting an evaluation, a bibliography of materials on the evaluation of education for development, and general references. (Author/EC)

A two-year, nationwide research study was funded in 1974 with discretionary funds of Title I of the Higher Education Act of 1965 (HEA) to identify alternative patterns for developing community service programs. The study focused on methods used by decisionmakers in a variety of settings in which it was felt that strengthening had occurred as a result of HEA-funded efforts. Interviews were conducted around the country, and approximately 150 factors were identified as potentially important. Data were analyzed qualitatively through content analysis, and quantitatively through the use of multivariate analysis. Typically, those who were interviewed indicated that strengthening occurred in one or more of the following areas: (1) higher education institutional involvement in community service; (2) faculty involvement in community service; (3) instructional programs related to community problem-solving; (4) linkage between institutions and communities; and (5) the image of the institution as a resource for problem-solving. (MSE)