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The two essays that make up this discussion paper explore the cultural implications for non-formal education. "Modes of Intervention" examines the typical fashion in which nations have aided the development of other nations through technical assistance. This mode comes from the assumption that a modern nation has special knowledge to assist a developing one. A different mode for intervention is suggested, however, one that requires the intervening nation to explore the institutions that already function within a society and build on them toward development goals. "Educational History and Non-Formal Education: A Methodological Strategy" sets out to articulate an historical study of education and to organize the inquiry along the lines of a search for similarities between educational arrangments and extra-educational variables. Education is cast as a dependent variable in a system where change in techno-economic arrangements generates change in social organization and in ideology. A typology is developed that matches primitive, modern, and traditional social units with techno-economic arrangements, social organization, and ideology, and with educational activities (enculturation, skill transfer, and knowledge transfer). This typology, delineated as a format for a cultural history of education or as a step toward an anthropology of education, is considered remarkable in that it does not automatically reveal a particular categorization for non-formal educational activities. (JH)

This book aims to provide practical information and insights to practitioners involved in collaborative international development programs. It draws on literature and the authors' many years of field experience to combine theory and practical tools as a guide to action in the field. The introduction defines concepts in rural development, outlines functional and structural models of development, and discusses implications of farm and community characteristics to the potential success of development interventions. Part 1 discusses forces of continuity and change in rural life, the evolution of attitudes toward development and development programs, the cyclical nature of development, and issues and concerns (sustainability, equitable participation, decentralization, corruption, gender issues, accountability, and collaboration). Part 2 addresses: (1) strategies in international development collaboration (essential factors, collaboration in training and research, and a systemic approach involving levels of planned change); (2) program development and evaluation (elements of program planning, planning cycles, goal setting, means-ends hierarchies, projects as tools of program implementation, planning tools, and evaluation strategies); and (3) learning and communication strategies for development (importance to learning of attitudes, banking systems of formal education versus problem-solving approaches, literacy-based versus practical approaches, indigenous knowledge systems, nonformal education and teacher-student relationships, accountability and collaboration strategies in learning, communication systems and channels, and elements of effective communication). Part 3 discusses program implementation and administration and covers such aspects as organization, personnel management, direction, and finance. Part 4 reflects optimistically on the future of collaboration in international rural development. (Contains references in a selected bibliography, an index, data tables, and figures.) (SV)

Based on five working papers developed as part of the Program of Studies in Nonformal Education at Michigan State University, this monograph suggests a conceptual framework for analysis of rural development and nonformal education and the relationship which exists between them. The four sections of this monograph are titled and subtitled as follows: (1) Conceptions of Rural Development (Functions, Development Cycle, Ecosystem Flow, and Power); (2) Education as an Instrument for Rural Development within the Rural Social System (General Nonformal Education and Internal Analysis); (3) Education as an Instrument for Rural Development--Approaches from the Outside (Systems Model, Definition of Concepts, Linkages and Transactions Model, Transactions and Development); (4) Conclusions (large-size, rapid--usually energy intensive and capital intensive approaches to development have not been successful; when social, economic, and political power are concentrated in the central cities, or in the hands of a few rural exploiters, rural development does not occur; packages of "modern" technology, even when supported by education, credit, and marketing arrangements, have been disappointing; unless the impetus comes from within the rural community, perhaps stimulated from outside, but controlled from inside, change will be minor; nonformal education is likely to prove a necessary component in any change strategy. (JC)