F E B R U A R Y 1954- N o

Education for Community Development A Selected Bibliography

Prepared b y Unesco and United Nations

Education Clearing House -0 i f

EDUCATIONAL STUDIES AND DOCUMENTS

I - Report on the Unesco L a Breviere lntemational Seminar on Workers' Education, 1952, by G.D.H. Cole (also in French and Spanish)

11 - African Languages and English in Education (also in French)

I11 - H o w to Print Posters, by Jerome Oberwager (also in French)

IV - Bilateral Consultations for the Improvement of History Texthooks (also in French)

V - Methods of Teaching Reading and Writing: a preliminary survey, by W. S. Gray (also in French and Spanish)

VI - M o d e m Languages in the Schdols VI1 - Education for Community Development; A selected bibliography

Printed in the Workshops of the United Nations Educational, Scientific and Cultural Organization

19, Avenue Kle'ber, Paris - 16F

The Education Clearing House also publishes the following periodicals :

E DUCATION ABSTRACTS (monthly, in English, French, Spanish editions) A n annotated guide to recently published material of interest to educators. O n suitable application being made readers with special interests in educational bibliography may receive this journal regularly, free of charge.

FUNDAMENTAL AND ADULT EDUCATION (a quarterly bulletin, in English, French and Spanish editions) Short accounts of experiments, field work and materials used. Annual subscription: $1.; 5 s.; 250 Frs. From Unesco and all sales agents.

I

Education for C o mmu n i t y 0 ev e I opm e n t : A Selected Bibliography

Prepared b y Unesco and United Nations

C O N T E N T S

Page

Preface ..........................................

Section A - General works on the theory and practice of community development .................

Section B - Descriptive material on individual projects. Section C - Selected list of periodicals on or related to

community organization and development. ..

Section D - Useful addresses ........................

Author index ......................................

Subject index... ...................................

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40

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P R E F A C E

This is the fourth in a series of special subject bibliographies in work relating to fundamental education which have been prepared annually since 1950 by Unesco’s Educational Clearing House. The first, issued in April 1950, listed and described materials found useful in literacy work in various parts of the world (Literacy Education - a selected bibliography, Occasional Papers in Education No. 5); the second, Health Education, a selected bibliography, Occasional Papers in Education No. 11, appeared in December 1951, and the third (Teaching Agriculture - a selected bibliography, Occasional Papers in Education No. 15) in October 1952. Some confusion, perhaps inevitable, has arisen from the use in these and other related publications of Unesco, of such differing terms as fundamental education, social educa- tion, basic education and community development. It may therefore be appropriate here, since Unesco in particular is closely associated with the term fundamental education, to make some comments on the choice of title for this present work.

In selecting entries for this bibliography w e have understood community development as a generic term covering the various processes by which local communities can raise their standards of living. This process may include, separately or together, the organization or establishment of services for social welfare, health protection, education, improvement of agriculture, development of small-scale industries, housing; local government, co-operatives, etc. Effective programmes for the establishment and organization of these services within the meaning of the term 4 community development, have certain characteristics. They require a combination of local self-help and effort based on the felt needs of the local community with assistance from outside the community which may come from voluntary organizations- national or international - from governments or from such agencies as the United Nations, Unesco, VHO, FAO, ILO. The second characteristic is that though, in practice, community development may begin with activities in a single field, e.g. in health or home economics, it is essential that in due course more comprehensive services be established, aiming at sociul progress through aided or non-aided locul action whereby all or most of the basic problems of the community can be attacked.

The application of these criteria to the selection of material has led to the inclusion of works describing programmes which are known by other descriptive terms. The term U commmity development x has gained a certain currency in English language areas of recent years, though even here there is little consistency; India, for example, preferring the terms tsocial education, or 6 socid upliftn. In each case it is necessary to look beyond the descriptive title to the nature of the programme being executed, and the practices w e have just described as being U commu.nity development, are not peculiar to an,y o m language or political area. It has thus been a constant concern of the editors to make as wide a geographical representation as possible.

If we then accept the definition of community development as the organization of comprehensive programmes for social progress based on local self-help and effort, assisted from outside but firmly resting on the existing and emerging felt needs of the local community, the-place of fundamental education in such a development can be more clearly se.en. Unesco has defined fundamental education as tthat kind of minimum and general education znhich aims to help children and adults who do not have the advantages of formal education, to understand the problems of their immediate environment and their rights and duties as citizens and individuals, and to participate more effectively in the economic an,d social progress of their community,. It is, therefore, often an appropriate first stage in community development through which a conscious effort is made to awaken the minds of people to the realization of their individual and communal potentialities ahd to assist them to gain the elementary knowledge and skills requisite for the progress implicit in community development. It is conditioned by local exigencies, and may operate by the imparting of specific skills or may be in the nature of a total educational activity. Its relation to commu- nity development is a close one for it will seek to develop the acquisition of knowledge or skills, which

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might have been imparted by formal schooling, at a time and in a way appropriate to the needsand interests felt by the people themselves (learning to read and write, for inscance, will only come when these skills are felt to be necessary for the fuller attainment of the purposes of the people concerned). Clearly, however, after this e fundamental * educational purpose of awakening minds, fostering habits and imparting basic knowledge has been attained, there will still be much educational work to be done; this, however, will no longer be within the sense of e fundamental,, but will be part of a many-sided programme of c o m m - nity development in the normal sense of the term.

The present work was prepared jointly by Unesco and the United Nations Division of Social Affairs, and Unesco wishes to express its appreciation of the spirit of friendly collaboration in which it was carried out.

The bibliography cannot claim to be comprehensive; it is selective, material from certain areas and on certain topics having been sifted so that only what would seem to be typical cases have been retained; on the other hand, there are naturally omissions from certain regions, the material on which is not suffi- ciently known to the compilers. The Unesco monthly Education Abstracts have been scanned from the first number in March 1949, and items relating to the topic have been brought together. To these have been added new titles which have since come to the knowledge of Unesco's Education Clearing House or have been suggested by the United Nations Division of Social Affairs. The MS has also been submitted to the Mass Education Clearing House, Institute of Education, London University and the Centre d'ihforma- tion sur l'kducation de base, Centre National de Documentation Pkdagogique, Paris. Officers from both organizations have submitted valuable suggestions.

The Table of Contents will show that the material has been divided into general works on commnity development and works on individual projects. It was in the compilation of this second part that the authors encountered the greatest difficulty. W e have been guided in our selection by the considerations given above on our understanding of the meaning of the terms 8 community development, and a fundamental educationn. W e have tended towards the selection of projects operating in a clearly defined and delimited area, preferring to select an individual project working in a single village or in a group of villages, to campaigns being carried on at a national level. W e have preferred, too, the project operating a compre- hensive programme to those concentrating on one subject. Throughout the work we have, as the title will indicate, selected works describing programmes where the process of community development is largely characterized by the use of the fundamental education technique. Fe are fully conscious that this selection may have omitted descriptive material on significant projects of which the compilers have no knowledge, or whose programmes they have not fully understood. We invite our readers to assist us in improving the bibliographical service on community development by sending to the Unesco Education Clearing House additional material for possible inclusion in our monthly Education Abstracts ; critical comments and suggestions on the present work will also be most welcome.

As with the Education Abstracts, three separate language editions of these annual bibliographies are issued: in English, French and Spanish and, as far as possible, full descriptive data are given throughout. Prices of publications are included as a convenience to readers but orders must be sent to booksellers and not to Unesco except for materials directly issued by Unesco. Enquiries about material issued by the United Nations and other Specialized Agencies of the United Nations should be addressed directly to the headquarters of these organizations.

A similar bibliography on the teaching of modern languages will be issued in the coming year. It is hoped that these bibliographies will be found useful to librarians, field workers, teacher training institu- tions and administrators, both in locating specific items and in suggesting sources for the supply of technical materials.

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SECTION A

GENERAL WORKS ON THE THEORY AND PRACTICE OF COMMUNITY DEVELOPMENT

GENERAL WORKS

1. Alcock, A.E.S. and Richards, H.M. How to plan your village. 5s.

London, Longmans, 1953. 60 p.

Based on the authors simple English for use in school classes and in adult discussion groups where village reconstruc- tion may be studied with a view to community action. The various subjects dealt with - contours, roads, water supply, erosion, public buildings, etc. - are illustrated by diagrams and sketches.

long experience in planning villages in Africa, this booklet is written in

2. Batten, T.R. "The community and development". Corona, Vol. 3, pp. 330-334. September, 1951. London, H .NI .S .O . Annual subscription: 14s.

According to this article the three underlying principles of community development ((i) the co- ordination of outside development agencies in their approach to the people; (ii) the approach to the social group rather than to the individual; (iii) an emphasis on initiative and action by the people themselves as the prime instrument of change), are not in themselves new, but are so when taken as a unit. Serious questions are raised, such as "How can we ascertain what a com- munity does want?" and warning is given that without careful planning and thought for the economic future of a community, community development might very well be community disintegration,

3. Biddle, William W. The cultivation of community leaders. New York, Harper, 1953. 203 p.

The book is addressed to citizens and leaders actively engaged in community activities and to edu- cators and teachers who have an opportunity of arousing enthusiasm for community work in their students. The author discusses the ways of discovering leaders and making them aware of com- munity needs, leadership training and, in particular, the use of potential student leadership I His wide experience in community work in the United States of America proves valuable in his analysis of effective means of encouraging community activity and his discussion of the sociological pro- blems which leaders will encounter. The last chapter "A Practitioner's Handbook" is a series of notes containing advice and practical hints for the active community worker. liography giving a practical evaluation of each item.

Appended is a bib-

4. Brunner, Edmund de S., Sanders, Irwin and Ensminger, Douglas, ed. Farmers of the wor1d;the - development of agricultural extension. New York, Columbia University Press, 1945 ~ 208 p. $2.50; 12s. 6d.

Are there any common principles for the education of adults in rural areas all over the world? This book is an affirmative answer written by sixteen specialists from different countries and con- tinents, all having a thorough experience in rural extension work. sion is "the most effeckive general approach which a government or a private agency can use in helping rural people solve their everyday problems". , It is based on the principle of cultural var- iation and cultural change, since progress cannot be imposed indiscriminately upon social groups but must be adapted to the sociological characteristics of each community. The authors also em- phasize "working e t h e people rather than for them and selecting for treatment those problems which the people themselves recognize as important".

To quote the editors, exten-

The three parts present studies by each of the authors on the problems and organization of rural extension in (a) non-literate societies, (b) peasant societies and (c) Euro-American society. While each chapter features various practices and develops points of view and opinions that may differ in detail, the underlying principles of rural extension, as drawn up in the last chapter, are uniformly illustrated through the whole work; "there is no extension unless people are changed, and there is little constructive change unless the people co-operate. Extension moves forward only as it is charged with the dynamic energy of earnest men and women seeking answers to pro- blems of everyday life.''

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5. Bureau of Current Affairs. Discussion method. London, The Bureau (117 Piccadilly) I 1950. 1OOp. 3s. 6d.

Learning through discussion is a popular technique in many branches of modern education.

This book is designed as a guide for both the leaders and members of discussion groups, the Members of the Bureau's staff give

Another section is emphasis throughout being on practice rather than theory. detailed descriptions of the preparation, conduct and control of discussions devoted to the application of the method to various types of groups - young people, workers, etc. Centro Regional de Educaci6n Fundamental para la America Latina. Educaci6n fundamental; ideario, principios, orientaciones metodol6gicas. PLtzcuaro, Michoach, Mexico, 1952. 127 p. ( Monografl'a sobre educaci6n fundamental, no. 1)

This monograph is based on the conclusions of a seminar organized by students and teachers of CREFAL, in June 1951, as a preliminary step to the training programme of the Centre. not final Unesco doctrine, but records a general discussion of the principles, objectives and me- thods of fundamental education, in the light of present-day world problems.

6.

It is

The ideals of fundamental education are identified with those of freedom, peace and democracy.

Education should be adapted to the particular physical and social environments, All members of the community should have equal opportunities to share the benefits of a free, de- mcratic society. as well as to the cultural characteristics of every group. Fundamental education is equivalent to social education, it is the education of the community, but it should not become mere "mass edu- cation'' as this would mean loss of individuality, which should rather be preserved through such education. It should also be an education mainly for the present, directed towards all members of the community, but essentially towards the adults. The objectives of fundamental education are the improvement of health conditions, rural economy, home and family life, the use of leisure time, as well as the teaching of basic knowledge.

The last chapter contains some suggestions on the methods used in fundamental education and announces the preparation of a second monograph on adult education and literacy teaching.

7. Colombain, Maurice. Co-operatives and fundamental education. Paris, Unesco, 1950. 171 p., illus. (Monographs on fundamental education, 2) $0.60; 3s. 6d.; 160 frs. Published also in - . French and Spanish.

The author was for many years head of I L O Is Co-operative Service, In this study for Unesco he has examined from the educator Is point of view certain principles of, and practical experiments in, co-operation. ficient production or economical consumption, and so leads to a higher standard of material condi- tions in the community; cussions, the common effort and responsibility - are a highly educative process.

Two distinct themes are stressed: the co-operative represents a means of ef-

and second, the workings of a co-operative society - the rules and dis-

Mr. Colombain has presented his study in the form of short accounts of present and past ex- periments. These are grouped loosely according to the people they serve - farmers, fishermen, industrial workers, etc. - or according to the main aim,- credit, purchasing, health, reform of customs. The seventh chapter deals with co-operative education and describes the programmes of institutions in Britain, Canada, India, Poland, Switzerland, Sweden and the United States of America. An appendix lists documentation centres from which further information may be ob- tained, and the reader is also given a selected bibliography for further reading.

8. Essert, Paul L. Creative leadership of adult education. New York, Prentice Hall, Inc., 1951. 333 p. $5.OO(to schools: $3.75).

This textbook for in-service and potential adult educators is based on the author 's belief that adult education should be related to the learners I daily lives and is more effective when the "school", or laboratory of learning, is the cultural environment of the learner. problems are: how to relate adult education to daily experiences and aspirations and how to help adults to educate themselves.

The two leading

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The book comprises four parts. Part I sets as the goal of adult education the development of sound and wholesome individuals and communities. factory solutions to one or all of the five essential areas of adult experiences: (1) occupational achievement (2) understanding or search for truth and beauty (3) self-government (4) close fellow- ship (5) intermittent solitude. Part I1 describes the varioils forms of educational opportunities offered in the United States of America and leading to personal gain in the above-mentioned areas. Part 111 discusses community development as a form of adult group learning. The author believes that activities in acquiring an understanding of community problems and active participation in the improvement of group life offer one of the best laboratories of adult education. The educator can play a leading role in guiding-the processes of such activities. analysing concrete examples of educational leadership in community development. There is also in this section a discussion of state-centred as against personality-centred programmes, the lat- ter being charactenistic in the United States of America. contributing toward education for community development are next discussed. The last section gives a series of case studies presented in the form of a study guide for students of adult educa- tion.

The task of the educator is to help find satis-

This is further explained by

Institutions and agencies capable of

An extensive bibliography is appended.

9. Food and Agriculture Organization. Essentials of rural welfare. Washington, 1949. 43 p. $0.50; 2s. 6d. Published also in French.

A guide to practical assistance programmes based on objective examination of the nature and meaning of rural welfare, the factors which affect it, and its essential conditions. aesthetic, religious and community aspects of welfare are stressed as well as such material fac- tors as the conditions of production, health, housing and the like. Specific procedures are out- lined for planning and implementing rural welfare programmes, and considerations to be taken into account in determining priorities among various welfare projects are suggested ~

The ethical,

10. Food and Agriculture Organization. Social welfare in rural communities. Washington, May. 1949. 20p. Free.

A practical discussion, by Mr. H. Belshaw, Director of Rural Extension Services of the FAO, of approaches to rural reconstruction by self-help, centred around the family and kinship group, using local leaders and such village institutions as the community centre or co-operative society. Throughout the text reference is made to significant rubal welfare projects in various parts of the world.

This practical outline of the aims, organization, and methods of agricultural extension work is de- signed particularly to assist British colonial agricultural officers in helping rural people to adopt improved farming methods and ways of living. M r . C. W. Lynn to study extension work in England, Canada, the United States of America and Puerto Rico (a brief description is given on each in the annexes), before taking up his duties in the newly created Lectureship in Agricultural Extension Methods at the Imperial College of Tropi- cal Agriculture in Trinidad. The author states that "in preparing this report the conditions of African peasant agriculture have been kept mainly in mind".

The report was based on a tour made in 1947 by

12. Johannot, Henri. L'individu et le groupe; les relations entre humains, le r6le des leaders, le travail en equipe. Neuchdtel, Paris, Delachaux et Niestle, 1953. 143 p. 450 fr.

This book is devoted to the philosophical and sociological aspects of the relations between the in- dividual and the group. In the first part, Association, the group, the team, the author describes various forms of associations, the individual as part of the group, the discussion methods and tie exterior relations of the group; he distinguishes between the group "that seeks to unite its m e m - bers by creating homogeneity through the elimination of contradictors'! and the group that attempts to do so "through the free search for a ground of mutual comprehension and common will". In the second part, entitled The trainer, the promoter, the leader, he studies the relations of the leader with the group and the leaders I personality, methods of action and formation; the leader and the chief are studied in a very interesting comparative approach: "the specific function of the leader is to put in movement, to promote action; while that . . . of the chief is to order to command, to demand obedience . . . the difference lies essentially in the nature of the ties of association

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existing between them and the group in their charge". with the diverse aspects of Working together, considering the conditions that are necessary for collaboration, dynamic administration and active participation and collaboration between groups The annexes contain an example of "discussion method", questionnaires to improve the methods of individual and collective work, and a bibliographical list of the main works on discussion tech- niques and group leadership.

In the third part, the author is concerned

13. Lebret, J.-L. Guide pratique de 1'enqu&e sociale. Paris, Presses Universitaires de France (108 Bd. Saint-Germaifi),-de - l'enquaeur. 1,000 fr. Part 11: L'enquBte rurale; Ilanalyse de la commune et du canton. 1,500 fr. Part 111: ~ L'enquae urbaine. (In pre- paration).

The author is convinced that effective action in the social, economic, political and cultural fields cannot be achieved without a clear background knowledge of the communities in which one is to operate. the fact-finding. surveys in the broad socio-economic field were carried out by the author and his associares in France and abroad.

This series of survey manuals is therefore written with a view towards action following It is prepared on the basis of twenty years' experience during which numerous

This guide, which supersedes "Methode d 'enqu&e", published by Economie et Humanisme, is Volume I consists of an in-

The guide is essen-

divided into three volumes, of which two have so far been published. troduction to methods common to all social surveys. rural communities, and Volume 111, in preparation, deals with urban areas. tially a practical one, with theoretical discussions reduced to a minimum. In order that it may be useful to non-specialists, the author has been careful to avoid technical terms, except in sec- tions which are devised for the specialist and are so marked. to elucidate the points under discussion.

Volume I1 is especially concerned with

Many concrete examples are given

Volume I begins with a statement on the aims of social surveys - i.e., the discovery of human needs and possibilities; a definition follows of the scope of the surveys and the areas to be covered ary listed. tial global impression, methods of statistical analysis and interpretation of results. Part I1 deals with the organization of surveys, and methods of collecting and classifying data and the preliminary work with the data, graphs, diagrams, etc. niques, and a bibliography on social surveys.

Part I also gives the scientific basis of surveys, consisting of three stages: the ini-

The annexes include a description of sampling tech-

Volume 11, devised for the study of rural areas, is very detailed and gives sample record sheets, diagrams and charts covering every phase of rural life: social, economic and family life, as well as geographical and demographic data. The text is essentially an explanation of the gra- phic materials, and in each case, the source is indicated and the relevant reference work listed.

14. Metropolitan School Study Council. New York, 1947. 49 p.

Techniques for study groups concerned with unmet needs.

A study of the means by which public education can help to fill the currently etnerging needs of a community, In 1944 the Committee on Unmet Needs, which is one of the four policy committees of the Metropolitan School Study Council (a group of 70 communities located within 50 miles of the metropolitan area of New York City) sponsored the establishment of seven study groups. Based on the results of their experience, this manual of suggested practice was prepared by Dr. William R. Begg. Part I deals with methods of organizing such a group, the identifying of needs, the ini- tial general meeting, the encouragement of discussion, recording of data, and the editing of a con- structive report of the meeting. Practical suggestions are also given on the formation of small groups to study selected areas; the gathering, classification, and evaluation of factual data; the maintenance of continued interest and activity, and the compilation of a monograph embodying the findings and recommendations of the group. Part I1 discusses the theoretical basis for such a study. Bibliographical notes are appended, and the publications of the various study groups of the Committee are listed.

15. Olsen, Edward G. School and community. New York, Prentice Hall, Inc ~, 1945. 422 p. $5.15.

Discusses the philosophy, procedures, and problems of collaboration between schoois and communi- ties to their mutual benefit. Describes "ten bridges between school and community - documentary

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materials, audio-visual aids, resource visitors, interviews, field trips, surveys, extended field studies, school camping, service projects, an? work experiences''. faced - planning, administration, evaluation, public relations, co-ordination, and teacher train- ing.

Presents the problems to be

A companion volume, School and community programs, New York, Prentice Hall, 1949, 510 p. $5.65 (schools $4.25), includes accounts of successful projects in many different types of com- mnities. The material is arranged in chapters according to methods of approach and in the or- der adopted in the first volume. through the elementary and secondary school to the university and to the stage of adult education. Studies are reported by first-hand observers and cover both rural and urban communities.

Each chapter follows the project from the primary grades up

16. Pearse, Innes H . and Crocker, Lucy H. structure of society. London, George Allen & Unwin Ltd., 1947. 33 p. Cheap ed. 5s.

The Peckham experiment. A study of the living

This experiment was begun in 1936 to study health as the total development of the individual in his social context, and the family as a social unit. A health centre was organized as a laboratory to facilitate spontaneous social expressions of persons at all age levels. The Centre became a real community centre for the families who joined as members until its work was interrupted by the war in 1939. This report describes in detail the principles underlying the experiment and the methods and approaches used at the Centre, It gives an analysis of the processes by which a living social group spontaneously emerged.

Work was resumed for a short time after 1946.

17. Ritchie, Jean A.S. Teaching better nutrition. Washington, Food and Agriculture Organization of the United Nations, 1950. 148 P . ~ illus. (FAO Nutritional studies, no. 6) $1.50; 7s. 6d. Published also in French and Spanish.

The importance of background information in relation to the planning of educational programmes for better nutrition is first discussed. conditions of the area concerned are, of course, factors of primary importance. Various methods of organizing educational programmes in nutrition, the training of nutrition workers, teaching methods and materials are reviewed, and an evaluation is given of their effectiveness. chapter presents seven concrete examples of approaches tried out in different countries. The im- portance of nutrition pr'ogrammes being carried out in conjunction with other educational program- rnes is throughout emphasized.

The existing food patterns and the social and economic

The final

18. Ruopp, Philiips. Approaches to community development A svmposium introductory to uroblems and methods of village welfare 352p. $3.00.

I . I .

in underdeveloped areas. The Hague, W. van Hoeve, Ltd., 1953 ~

As an introduction to the question of community development, this volume includes a number of general essays by authors from different countries. In the introductory chapter the editor sets the problem, and a description is given of national and international programmes of technical as- sistance to underdeveloped countries and the role of non-governmental organizations is examined. The three main parts are devoted to: sociological considerations of community development, eco- nomic development and its various methods, and education for community development. The 'last includes a paper setting out the general aims and methods of fundamental education, a discussion of field work, and one on the use of teams of workers. final section presents a general picture of problems facing each of the regions or countries: Africa, India, Indonesia and Latin America. The editor is the chairman of Community Development Pro- jects Ltd., an international voluntary organization established in 1951 "to recruit, train and sub- sidize international teams of voluntary technical personnel for long-term, experimental develop- mental projects in underdeveloped communities". Contributors include T .R. Batten of the Uni- versity of London; Kenneth L. Little, Head, Department of Social Anthropology, University of Edinburgh; V.C. Griffith, former principal, Institute of Education, Bakht er Ruda. Sudan; and A.G. Dickson, officer in charge of the Community Development Training Centre, Man O'War Bay, Cameroons.

Each section ends with a case study. A

19. Spicer, Edward H., ed. Human problems in technological change: a casebook. New York, Russell Sage Foundation, 1952. 301 p. $4.00.

A casebook in applied social science, the method of presentation in each of fifteen cases being to describe briefly a "problem" in a given community. This is amplified by an account of past

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21.

22.

23.

events and of social factors which are likely to determine the group's response - in fact, the data that a social scientist working in the community might be expected to have at his disposal. At this point the reader of the Casebook is asked to make his own analysis and predict the outcome of the "problem". Having done so, he may refer again to the book and find the rest of the case history, subsequent events, and the author's analysis.

The cases are all concerned with efforts to bring about some change - usually technological - in a culture; and it is this change or resistance to it which constitutes the ''problem". Both suc- cessful and unsuccessful examples are given, -and the material is roughly graded in order of com- plexity. Among the case histories a few may be mentioned as representative: the introduction of the practice of green-manuring in an Indian village; a government-sponsored scheme for wells in a Peruvian valley which failed; the introduction of a new form of political organization in the Micronesia.

The editor sums up and draws generalizations from these separate cases, with a view to lead- ing the reader to think more carefully and objectively about the question of cultural change. The volume is directed to that ''new kind of specialist . ~. in spreading knowledge and practice beyond the small world of the college-educated", whether he be, in the first instance, medical, agricul- tural or educational specialist.

Turner, C .E. Community health educator Is compendium of knowledge. St. Louis, MO., C. V. Mosby, 1951. 266 p. $3.00.

A practical handbook designed to help health educators, school health personnel and adult group leaders to plan and carry out community health education programmes. principles. Part I1 deals with community organization and group dynamics. Part I11 discusses in detail the use of various mass communications media in health education. sources in the United States of America of printed and visual materials and a selected bibliography are given in appendices.

Part I outlines basic

A directory of

Unesco. Fundamental education; a description and programme. Paris, Unesco, 1949. 84 p. (hfonographs on fundamental education, no. 1) $0.25; 1s. 6d.; 75 fr. Published also in French, Spanish and Arabic.

The booklet sets out the aims and scope of fundamental education, discusses the various elements of its content and related problems and the various. aspects to be taken into consideration in or- ganizing a local or national programme. Discussions are rather general and are intended for the guidance of persons and organizations connected with this work.

The second part of the yolume describes the Unesco programme in fundamental education, chiefly as based on the resolutions of 1949. general lines of action remain the same.

Since then, a few changes have been made but the

United Nations. ganization and Development. New York, 1953. 24 p. (Series on community organization and de- velopment; ST/SOA/Ser. 015. ST/TAA/Ser .D/5).

Selected list of books, pamphlets and periodicals in English on Community Or-

In some senses wider than the one reported elsewhere in this list, this bibliography covers com- mnity activities which are not always closely related to educational projects. so with social welfare activities in various communities. The books are listed alphabetically by author and subdivided by the country of production. United Kingdom and the [Jnited States of America. A separate section is devoted to periodicals in the field, again divided by country of publishing. The publishers do not claim that it is a compre- hensive bibliography, though it is thought to cover representative publications in all sections of the field of community development. working in the field.

United Nations. (Series on community organization and development; country monographs, no. 3).

The United Nations Study Kit No. 1 is designed to supply readers with information on self-help ac- tivities carried out by local communities in various parts of the world. It makes available useful

It is concerned al-

The biggest entries are from Canada, the

It is addressed particularly to experts and fellowship holders

Social progress through local action - Study kit of 34 titles. New York, 1953.

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24.

25.

''raw material" for study and discussion by groups of experts, trainees, governmental and non- governmental agencies and others concerned with the stimulation and improvement of community movements.

Included in the kit is a 15-page pamphlet giving suggestions for its use and containing abstracts of the individual items of the kit which include one book (Our Neighbourhood, abstracted in this is- sue under no. 49). reprints of articles taken from various journals, and pamphlets dealing with the planning and structure of community activities. A good many case studies in selected areas are included, and a sample list oPCommunity Welfare Centres and Community Development Projects gives some information about the work of 79 centres as abstracted from printed sources which are named.

United Nations. community development projects. New York, 1952 ~ 38 p. (ST/SOA/lO) Processed.

Department of Social Affairs. Sample list of community welfare centres and

In selecting these centres and projects fos the list consideration was given to projects emphasiz- ing a comprehensive approach to the solution of the various problems. Projects which were limi- ted to a single type of activity, and purely technical or institutional programmes were not included. The list is divided geographically, each centre is written up and sources of information given.

Ware, Caroline F. 20s. 2a. ed. Washington, Uni6n Panamericana, 1952. 162 p. $0.50.

Estudio de la comunidad; c6mo averiguar recursos, como organizar esfuer- - Prepared for teachers and community workers, this manual discusses in general terms the essen- tials of a community survey and the various methods for obtaining the relevant information. tailed check lists are given for each of the factors of community life, with suggestions for organiz ing community programmes based on the principle of active local participation.

De-

(AFRICA) AFRICA (General)

26. Great Britain. Colonial Office. Education for citizenship in Africa. London, H.M.S .O ., 1948. (Colonial No. 216) 40 p. 9d.

Report of the Advisory Committee on Education in the Colonies on principles and techniques of education for citizenship in Africa.

Recommended practices include classroom instruction and out-of-class activities in schools, adult education, and practical experience in self-government through participation in the operation of town councils, co-operative societies, and local education, welfare, and development commit- tees.

27. Great Britain. Colonial Office. Advisory Committee on education in the Colonies. Mass educa- tion in African society. London, H .NI .S .O ., 1944. 63 p. 1s.

The report outlines basic policies and practical suggestions regarding the general problems of the mass education of African communities

Part I defines the objectives of mass education: improvement of health and agriculture, build- ing up of strong units of local government, sound family and social life including recreational and leisure-time activities. Widespread literacy is considered to be an immediate objective, but the acquisition of the skill of reading and writing should be related to the people's needs and interest, and the material used should assist in stimulating their desire to improve and control the condi- tions in which they live. The problem of organization and training of personnel is also dealt with and the appointment is urged of a Mass Education Officer in each district directly under the author- ity of the District Commissioner.

Part I1 deals with some techniques of mass education work and gives first priority to the pro- duction of low-priced literature and reading material. The important part played by the cinema and radio is also described at length. Speaking of the language problems, the authors of the re- port assert their conviction that a popular mass education movement must be based on literacy in the mother tongue.

- 10 - Part 111 is devoted to the lessons which can be drawn from mass education and adult literacy

campaigns undertaken in other countries, e .g. U .S .S .R . , Turkey, China, India, Indonesia and the'southern States of the United States of America. gained during the war in the British African Territories, cription of the Laubach method of teaching how to read and write; a short bibliography of reading matter for literacy campaigns; and an organizational chart of mass education in a district in Africa.

Reference is also made to useful experience The three appendices contain: a des-

(AFRICA) BELGIAN CONGO

28. Belgium. Ministere des Colonies. Contribution a l'etude du probleme de lleconomie rurale in- Communications presentees par la Delegation belge A la Conference af- digene au Congo Belge.

ricaine de 1'Economie rurale indigene (Jos, Nigeria, 17-24 nov. 1949). (Numero spCcial du Bulletin agricole du Congo belge vol. 43).

A series of papers presented by the Belgian delegation to the African Conference on Native Rural Economy held at Jos, Nigeria, November 1949. Taken together, they give a good description of the principal areas where efforts have been made for the development of rural areas in the Belgian Congo. tive co-operatives. well-being of the rural people, are organized in various forms according to the native customs and traditions of the area. troduced largely through education and by allowing the people to see the results achieved. Improv- ed economy is the basic aim, and other activities in promoting social welfare (education, health, etc. ) are also introduced. native population are extensively used as a means of economic development, and "it is through co-operating that the natives become co-operators" (p. 113). Also of interest are a description of the Fonds du Bien-Etre Indigene, a Belgian development and welfare organization, and an ac- count of rural schools which attempt to adapt curricula to the needs of rural areas, thus consti- tuting an important factor in community development.

[Gang 1952. 267 p.

Of special interest are the papers on the "paysanats" or agricultural settlements and na- ' The paysanats, which aim at increased production and improved general

Changes are brought about gradually and new farming technique is in-

Co-operatives specially adapted to the needs and understanding of the

(AFRICA) FRENCH CAMEROONS

29. Pauvert, Jean-Claude. "La formation du personnel". Initiatives; bulletin d 'education de base, No. 2, p.6-16, 2e. trimestre 1953. Yaounde, Bureau d'hducation de base au Cameroun.

The author stresses the importance of the selection and training of fundamental education workers, and discusses the various aspects of the problem. Fundamental education workers must, he feels, have a thorough knowledge of the communities in which they operate, and, in the light of this know- ledge, adapt their action to local conditions. H e warns against a fundamental education team operating merely as a group of specialists, each working in his specialized field, and insists on the importance of concerted action. assistants.

It is essential that an "outside" team enlist the help of local

The training scheme planned for the French Cameroons is then described. At the centre would be a team of specialists consisting of a psycho-sociologist, a medical doctor, a technical education specialist, a social worker and a teacher with training in the use of audio-visual aids. This team would not only supervise field operations, but would also be responsible for conducting training seminars for teachers and agricultural and health workers to staff the regional centres, which are the bases of mobile field teams.

The training of local leaders constitutes a further important task. Here, the chief problem is to discover natural leaders, provide them with a proper training, and instil in them a sense of their responsibility to exercise leadership for the development of their own communities.

(AFRICA) GOLD COAST

30. Busia, K.A. Report on a social survey of Sekondi-Takoradi. lonies, 1950. 164p. tables, maps. 7s. 6d.

London, Crown Agents for the Co-

During the latter half of 1947 and throughout 1948 a social survey was conducted in the urban areas of the twin-towns of Sekondi and Takoradi, on the southern coast of the Gold Coast. The team of

- 11 - workers was under the leadership of the author. ficial request to study living conditions in an urban area where overcrowding had led to a lower- ing of the standards of living and cultural and ethical values. its population was rapidly increasing owing to migration resulting from the opportunities offered by the railway link with the gold-mines and the development of Takoradi harbour.

The survey was started in response to an of-

Sekondi-Takoradi was chosen since

The survey covered housing conditions, which had proved inadequate; occupations and earn- ings, which were diversified and low; .married life, which had been ill-affected in the conflict be- tween tribal tradition and urban living; school training, which was short of providing the neces- sary facilities; municipal government and associations; and juvenile delinquency, which created an acute problem.

Each of these problems is discussed at length and the author Is opinions are supported by figures and case histories. blems is given as an appendix.

A set of suggestions on the ways and means of overcoming these pro- I

(AMERICA) CANADA

31. A handbook of community programs/Un manuel d'action=e [Published b$ McGill Univer- sity Adult Education Service Land1 Service exterieur d education sociale, Universite de Laval. Quebec, 1946. 74 p. Processed.

A report of the School of Community Programmes (Laquemac Camp School), jointly sponsored by the McGill University Adult Education Service and the Laval University Extension Department and held at Camp Mernphremagog in the Eastern Townships of Quebec in August 1946. Contributions are made both by students and instructors who participated in this bilingual training course for adult education leadefis. The articles cover most of the areas of Canadian adult education.

The first section "The Canadian Scene'' gives a broad survey of general problems facing edu- cators, such as education for national unity, racial tolerance and democratic ways of working in the community.

Sections I1 and I11 are devoted to methods and technique in community problems.

The last section describes the actual experience gained in the training of community workers in the School of Community Programmes itself.

Contributions axe either in French or English; French articles are summarized in English and English articles summarized in French.

There is an extensive bibliography.

(AMERICA) COSTA RICA

32. Unesco. Technical Assistance Mission to Costa Rica. Mision de asistencia tkcnica de la Unesco en Costa Rica. 1. Educaci6n Rural. San Jose, 1952. Various paginations.

A report on two projects conducted by the Unesco Technical Assistance Mission from November 1951 to April 1952, one on Rural Education, under the direction of Mr. Max H. Mihano Garcia, the other, with Mr. Adrih Cruz Gonzilez as the responsible expert, on Primary Education.

As a preliminary step three regions of 10 communities each were surveyed; the main aspects studied were: Geography, Natural Resources, Population, Means of Communication, Agriculture, Industries, Health and Diet, Educational and Cultural Conditions. The surveys include statistical tables giving information for each of the ten communities. perts, health and nutrition are the aspects requiring greatest attention, as well as agriculture, cattle raising, industries, home and family life, education and recreation.

According to the findings of the ex-

In the light of this information, the rural education project is trying to apply new techniques to solve the most important problems of the rural population.

- 12 - (AMERICA) GUATEMALA

33. Clark, Ann Nolan, Arce, Manuel Antonio and Gordillo, Miguel Angel. El maestro rural en la comunidad. Guatemala, C .A. Ministerio de Educacibn, Departamento de Educaci6n Rural, 1948. 164 p. (Guia de instrucci6n para maestros rurales, No. 1).

A comprehensive handbook for rural teachers in country communities and training colleges. Part I, on preparing the teacher, outlines the personal qualifications needed; sets forth the main com- munity factors as regards hygiene, water supplies, nutrition, physical well-being of children, summarizing these in a draft social survey of the community; and includes a note on the teacher's rdle in the community.

Free.

Part I1 deals with the classroom and programme. For furniture and teaching aids, local im- provization or manufacture is urged. The main community interests - health, agriculture, home economics, recreation - are shown to be integral parts of the class work, and the teacher is given hints on how to organize his curriculum.

Part I11 contains suggested plans of work for each of the first four grades. As far as possible the various topics taught are grouped in units corresponding to the community interests, and they do not form specific projects. The final part gives practical guidance on the learning process.

(AMERICA) MEXICO

34. Mexico. Direcci6n General de Asuntos Indigenas. Las comunidades de promoci6n indigena en Wxico.

This publication contains the programme for the development of Indian communities, as it is being implemented by the Mexican Office of Indian Affairs. The main objective of this programme is the creation of new communities, either agricultural or industrial, according to the possibilities of the region. shops for rural industries, office buildings, a school and a library; the farm includes a house with an additional piece of land (1/4 Hectare as a minimum) installations for the raising of domes- tic animals and a garden. A limited number of Indian families are selected and trained for each resettlement scheme; recruits are sought among groups which have the lowest level of living and culture, but they must be in good health and feel the desire for self-improvement. The Govern- ment furnishes the premises, equipment and domestic animals, and gives financial help to the group until it becomes self-supporting. The group is trained and guided by a team of experts staffed by a teacher, a social worker-nurse, an agriculturist, two instructors of rural trades and an expert on industrial or agricultural organization. end of. which, the farm becomes the property of its occupants. The detailed programme of the activities and courses is given. The subjects taught to women are: farming, domestic economy, literacy, general culture, health, family and social life; and to men: agriculture, gardening, cattle raising, small industries and trades, public health, literacy, general culture, physical edu- cation, family and social life.

CM6xico. D.F., 195q 64 p., illus.

Each community consists of a small unit formed by farms, medical services,

The period of training is three years, at the

(AMERICA) PUERTO RICO

35. Puerto Rico. Universidad. Consejo Superior de Ensezanza. Educaci6n de adultos;. (orientaciones y tecnicas). Rio Piedras, P.R.,1952. 366 p. (Publicaciones pedagbgicas, serie 11, No. XIII).

Reaffirming that adults, too, can learn, and can apply their learning to improve the social and economic conditions which confront them in urban and rural environments all over the world, the author maintains, however, that effective learning largely depends on the provision of better train- ed teachers and educational materials adapted to adult needs.

The book is divided into two parts; the first deals with the philosophy and psychology of adult education, adult interests, the training of teachers for adult education work, methods and tech- niques of adult education, the teaching of reading and writing to adults, and the preparation of reading materials for use in adult education projects. The second describes in some detail the various adult education pfojects operated by public and private agencies in Puerto Rico, and re- commends specific steps which might be taken to improve the quality of adult education in this ter- ritory.

- 13 - Part One is of particular interest because it presents the findings of many research workers

in the adult education field, and suggestions for adapting these findings to a Spanish-speaking area which serves as a bridge between the Anglo-Saxon and Hispanic cultures of the New World.

The chapter on community education starts with some brief considerations on the history of education - stressing the increasing gap between education and society - and .on the problem of il- literacy in America; a short review of adult education in Puerto Rico, follows. The philosophy of the community education programme in Puerto Rico is then described as principally orientated chiefly toward the countryman, not imposed "from the top on a passive mass of the population, but rather making a call on those interested to solve their problems democratically". The organiza- tion of the programme is outlined: the Director-General is a member of the Department of Edu- cation; he is assisted by two deputies, one for the Educational Section and the other for the Pro- duction Section; the former has two assistants and approximately forty "community organizers" who should "be from the people, preferably natives from the community where they will have to work''. it is recalled that audio-visual material "in spite of its efficiency as an aid in the process of learning; cannot replace the teacher. balistic and theoretical education".

In the account given of the work of the Production Section (films, booklets, posters, etc.),

If we only listen, see and discuss, we will be giving a ver-

For factual and more detailed information on community education in Puerto Rico, the reader may also consult the following reports:

Puerto Rico. Divisibn de Educaci6n de la Comunidad. The work of the Division . . . from the time of the passage of the Law May 14, 1949 to present. San Juan, Puerto Rico, 1951. 56 p. Processed. Published also in Spanish.

. Report of ?he work of the Division . ~. San Juan, Puerto Rico, 1952. 36 p. Processed, illus. Published also in Spanish.

(AMERICA) UNITED STATES OF AMERICA

36. Brunner, Edmund de S. and Yang, E. Hsin-Pao. Rural America and the extension service. A history and critique of the cooDerative agricultural and home economics extensior

i, 1949. 224 p. Paper: $2.30, Clc -

York, Teachers College, Columbia Universitj

-~ - i service. New 3th: $3.00 ..

The Extension Service of the- United States of America is a vast institution involving governmental participation at the federal, state and local levels. Its programme at the local level is carried out by ag5icultural agents (for men), home demonstration agents (for women) and 4-H Clubs (for boys and girls). and trains personnel. strations are used extensively and local leadership encouraged. terest and needs of the local people who participate on a voluntary basis. historical review and a critical survey of the present setup and prdgramme ol the service. particular interest are Chapters 7 and 8 on Programmes and Programme Planning snd Methods of Extension Teaching. A final chapter summarizes the principles underlying the work of the entire Extension Service.

At the State level there is the agricultural college which carries out research The extension work in the communities is essentially educational; demon-

The programme follows the in- This study includes a

Of

37. National Society for the Study of Education. The community school. ,Chicago, University of Chicago Press, 1953. 292 p. (Fifty-second yearbook, Part 11) $2.75 (paper cover).

A comprehensive discussion, by several writers, of ?he theory and practice of the community- school enterprise. ent relationship between the goals of education and the attainment of better standards of community living. measuring the community school, and describes the distinctive features of such a school in terms of its programme, selection and training of staff, organization and administration, school-building facilities, and others. abroad, and shows how the barriers to the development of community schools may be overcome.

Explains the nature of community organization and emphasizes the interdepend-

Defines the term "community school" and sets up specific criteria for identifying and

Gives examples of community schools in the United States of America and

- 14 - 38. National Society for the Study of Education. Education in rural Communities. Chicago, Univer-

sity of Chicago Press, 1952. 359 p. (Fifty-first yearbook, Part 11). $3.50.

A general treatise on the major characteristics and services of rural schools, considered from the point of view of the functional relationships of the rural school programme to the present needs and future opportunities of children and youth in rural communities. programmes in rural education in the United States of America, and suggests ways and means by which rural education may be improved, thro.ugh the reorganizatlon of the curriculum of rural schools and improved educational leadership in rural areas education.

Describes a number of pilot

Suggests ways of evaluating rural

39. Ogden, Jean (Carter) and Ogden, Jess. munity development initiated and carried out by the Exterision Division of the University of Virginia.

These things we tried. A five-year experiment in com-

fi The purpose of the project was to study and discover methods of promoting community develop- ment by the people themselves. Experiments were carried out in three communities in Virginia with three different approaches. At Greene, consultants were assigned to live in the communi- ties to get well acquainted with the people and to help them to gain an understanding of their com- munity problems, and work out a programme of action through existing agencies. At Louisa, the project staff worked with prominent citizens and the County Council, and at Nasemond, the devel- opment of community programmes was carried out by the principal of the high school, who gave to the project encouragement and only remote control. detail and an evaluation made as to the effectiveness of the approach used. The use made of pam- phlets, radio, cinema and workshops is discussed and evaluated in turn. Before beginning its ex- perimental work, the project collected a large amount of materials on community programmes un- dertaken in different parts of the country. Those which proved successful were written up in sim- ple language and published in the New Dominion series which were distributed widely in the com- munities. The unsuccessful ones are analysed and reasons of their failure reported in this book. A selection of the successful stories were compiled by the same authors and published as a case- book under the title of Small communities in action (New York & London, Harper & Bros., 1946, 244 p.).

Each of these experiments is described in

(ASIA) INDIA

40. All India Adult Education Association, National Seminar, 2nd. 12-20 October 1951, Report. Delhi, Indian Adult Education Association, 1951. 97 p. 2 rupees 8 annas.

The theme of this seminar was the organization of community centres. ed for discussion. munity centre. tion work. centres with reference tu the problems of leadership. of activities for community centres. 8. R61e of various state and voluntary organizations in community centres.

Eight topics were select- 1. Concept of adult education and the place of community organization and com-

2. Definition of community and community centres as an agency for adult educa-

6. Types 3. Objectives and functions of community centres. 4. Organization of community

5. Problems of participation. 7. Finance and administration of community centres.

41. Hatch, D. Spencer. Toward freedom from want. Bombay, Oxford University Press (Indian Branch), 1949. 303 p,. illus. 8 rupees 8 annas .

A first-hand account of methods of village improvement work which have proved their value in the course of the author's 18 years of experience in Martandam, India. in detail, are inspired by agricultural extension work and the principles of self-help, co-operation and demonstration are emphasized. rural people increase farm income through better agricultural practices and co-operative market- ing,the improvement of nutrition and sanitatibn, cottage industries, and community recreation, Considerable discussion is devoted to the problem of leadership training, and suggestions given as to how this should be carried out.

These methods, described

Among the subjects discussed are practical ways to help

Much of the material contained in this book is reprinted from two earlier works by the same author - Up from poverty in rural India (0 .U .P ~ 4th ed. 1938) and Further upward in rural India (0 .U .P 1938) . A final chapter of the present volume is devoted to Mexico, and the author describes the work carried out there during World War 11, applying me- thods developed in Martandam.

- 15 - 42. India. Bureau of Education. Teachers ' handbook of social education. Delhi. Ministry of Edu-

cation, 1952. 137 p.

This handbook, prepared by the Central Ministry for the guidance of workers and administrators of social education, is divided into three parts. Part I gives a short history of adult education in India since its inception in 1918, roughly divided into five periods. The purpose of social educa- tion and methods and materials useful for social education are then described, and practical sug- gestions given. Part I I outlines the content of social education, presenting as an illustration the syllabus developed in Bombay, and discusses the use of tests and examinations with adult students and suggests various sources of supply of social education teachers, and ways of training them. Part I11 discusses the different agencies and the ways they should be used to further the purpose of social education, the need for inter-departmental education is stressed. a chapter on outstanding examples from other countries, a statement"oy Spencer Hatch on rural centres, an annotated list of organizations engaged in social education in the various States of India, and a list of subjects which might be treated in social education literature.

The appendices include

43. India. Planning Commission. The first five year plan. Delhi, Ministry of Information and Broadcasting, 1953. 263 p. 2 rupees 8 annas; 4s. 6d.; $0.60.

The Planning Commission set up in March 1950 by resolution of the Government of India was charged to assess the resources of the country, to formulate a national plan and to suggest mea- sures for implementation. ing the years 1951-52 to 1955-56, the full text of which is being published in two volumes. present volume summarizes the most salient features of the plan and is divided into three parts: Part I gives the underlying principles and a review of the present conditions and problems; Part I1 describes the proposals of administrative reforms and of public co-operation; with development programmes in agriculture, irrigation and power, industry, trade, transport and communications, health education, the rehabilitation of displaced persons, housing and social welfare. Among the social welfare projects, may be noted the development of local organization and the creation of community programmes which could be centred around fundamental education.

After a year's work the Commission evolved the present plan, cover- The

and Part 111 deals

A rBsum6 of the plan has been published under the title The five year plan. A short introduc- - tion. Delhi, Publications Division, Ministry of Information and Broadcasting, 1951. 68 p. 8 annas.

A companion volume Development schemes in the first five year plan (1952, 165 p. ) gives the detailed expenditure for the various development programmes for each of the five operating years.

Of special interest to workers concerned with community development is the rural development

The following publications are among the first available on this sub- programme proposed in the plan and for the implementation of which the Community Project Ad- ministration has been set up. ject:

India. Community Projects Administration. Planning Commission. Community projects, a draft handbook. Delhi, Government of India Press, 1952. 183 p.

. Community projects, a draft outline. Delhi, Government of India Press, 1952 53 p.

. Development Commissioners' Conference on Community Projects, 7 May - 13 ~

May 1952. Summary record. Delhi, Government of India Press, 1952. 44 p.

Kurukshetra. Journal of the Community Projects Administration. Delhi, Publications Divis- ion. Vol. I, Nos. 1-5. Annual subscription: 4 rupees; $1.00; 7s. Single issues: 6 anpas.

Ford Foundation, tance. New Delhi,- Ford Foundation, 1952. 30 p.

Preliminary report on programs in India receiving Ford Foundation assis-

The first publication listed above gives an outline of the duties of workers in the projects. Sub- jects treated are: village extension work; training of extension workers; irrigation; housing; roads; education; social education; social welfare; publicity and public relations; health services;

- 16 - cottage and small-scale industries; financial and accounting procedure; evaluation; people's participation. publish workers' handbooks on each of the subjects separately. be hard and fast fules, but rather suggestions which the worker can adapt to meet local conditions.

It is stated that this draft handbook is merely a beginning, and that it is hoped to The contents are not intended to

The second document gives the provisional method of operation of the Community Projects ~ It is expected that amendments and changes will have to be made as the result of working experience.

The third document is the result of a conference which was held to set up the working system behind the Community Projects. ions of the conference, one of which was that a monthly journal should be published. Kurukshetra, fourth on the list above. and guidance regarding Community Projects.

It begins with a summary of the recommendations and conclus- This became

Its purpose is to publish articles of interest, information.

The report of the Ford Foundation is a concise statement of the work being done by the Found- ation in co-operation with the Community Project Administration, how help is allocated to the projects, what help is given, what the results are expected to be, what the initial expenses have been, what the continuing expenses are expected to be, andoother basic information regarding Community Projects and the r61e of the Ford Foundation.

44. Kumarappa, J.C. An overall plan for rural development. Wardha, All-India Village Industries Association, 1951. 80 p. 1 rupee 8 annas.

This study contains a detailed proposal for rural development through State planning in India. After outlining the various factors at play in such an undertaking and the shortcomings of isolated attempts to improve rural productivity and conditions, the author stresses the need for an overall attempt to organize and co-ordinate all efforts in this field in all the Indian States.

The main force behind such an undertaking would be the village industries with their various products, and instances are cited of the actual workings of some of these industries with sugges- tions of how they could be expanded to embrace the total area of India.

45. Moomaw, I. W. Education and village improvement. Madras, Oxford University Press, 1947. 188 p.

Suggestions to teachers as to what they should do in various fields of.teaching to effect village im- provement. a channel through which new life may flow into the village. provement is that it comes from the village itself rather than from outside influence. Further, some of the most practical lessons are taught through a practical village service or demonstra- tion in the presence of both the pupils and their parents. health, indebtedness, cottage vocations, farming and co-operation.

2 rupees 12 annas .

The school should be not only an institution for mental training, but it must become The greatest value in village im-

Some of the subjects treated are rural

(ASIA) PHILIPPINES

46. Philippines. Bureau of Public Schools. The community school of the Philippines. Manila, 1952. 75 p.

The first community schools were started in the Philippines in 1948, and a national movement rapidly developed. the school and the community in which it functions. The school not only relates its classroom curriculum to the needs and resources of the community, but also conducts adult education activi- ties and initiates projects which result 'in general community improvement. This b:ochure gives a nation-wide survey; it describes the philosophy and principles underlying the community school, and the methods and techniques which are applied in different parts of the country. of detailed practical information is given on how the schools work and on the results achieved.

The underlying principle is that there should be a close relationship between

A great deal -

47. Philippines. Bureau of Public Schools. It can be done. (Community schools in the Philippines). Manila, Bureau of Printing, 1952. 115 p.

This is a collection of reports by ten division superintendents of schools on the correlation of school work with the activities of the people on the farm, in the factory, in the government, in

- 17 -

business and in commerce. Bulacan, Negros Oriental, Pangasinan, Sorsogon, Pampanga, Cagayan, Cebu, Bataan and Cotobato. zation, problems, scope and objectives; on the basis of achievements some evaluation is attempt- ed, and aims for the future are briefly stated. of school leadership to local conditions and to the interests and capacities of the people.

Projects in each of the following provinces are described: Iloilo,

In each case some account is given of the development of the programme, its organi-

The diversity of method reflects the adaptability

Cabreros Laya, Juan. Little democracies. lang Street), 1951. 274 pi No price given.

Manila, hang Wika Publishing Co. (169 Dimasa-

A detailed description of community schools in the province of Bataan, Philippines, how they went about changing people's ways, in training leaders, in utilizing local resources in mater- ial and manpower to improve living conditions in the homes and community.

Cabreros Laya, J. Co., 1952. 461 p. No price given.

New schools (for the little democracies). Manila, hang Wika Publishing

Outlines the principles of the community schools is developed and suggests methods for planning and carrying out the programme. based on the author's first-hand experience as superintendent of schools in the Province of Bataan.

the background against which the programme The book was-

(EUROPE) GREAT BRITAIN

48. Great Britain. Ministry of Education. Community centres. London, H .NI .S .O ~, 1'946 40 p. 9d.

The Education Act 1944 calls for the organization of community centres both in rural and urban areas to promote a constructive use of leisure time among adults as a part of further education. This report, prepared for the guidance of local education authorities and other interested persons, sets out the aims, activities, organization and management of such centres. The immediate aim of the centre should be to foster a sense of community by providing a place where people living in the same neighbourhood can come together on equal footing to enjoy social, recreative and educa- tional activities. events. The report warns against an institutional atmosphere at the community centre and re- commends that it start with social activities and that its programme should follow the interests and needs of the people it serves. While the centres serve chiefly the-adult interest, provision should be made for youth groups. Local education authorities are advised to undertake a survey of their areas, to appoint organizers and to consult interested voluntary bodies before starting a centre. On the management side, there should be a full-time warden and it is important that the users should participate in the running of the Centre.

It should be both a club and a headquarters for holding certain community

The appendices include a note on the bodies mainly responsible for the provision of community cgntres in Great Britain before World War 11, and specifications with plans of accommodations re- quired for a neighbourhood unit of 5,000 - 10,000 people.

49. Great Britain. Ministry of Education. Our neighbourhood; a handbook of information for com- munity centres and associations.

A companion volume to Village halls and social centres in the countryside, prepared by the same publishers, for people working with similar aims in urban areas. experience of the National Council of Social Services in working for the development of neighbour- hood life and the creation of means by which people can serve their communities in the United Kingdom.

London, National Council of Social Service, 1950. 108 p. 4s.. 6d.

It embodies the accumulated

The various requirements for the establishment of community centres are discussed at length and suggestions are offered concerning the methods which could be followed to meet them. The majority of these are taken from actual cases which are described at some length. of appendices is included dealing, among other things with the organizations which can help com - munity associations. cluded.

A valuable set

A bibliography of publications on community centres and associations is in-

- 18 - (EUROPE) I TA LY

50. Italy. Ministerio della Pubblica Istruzione. Manuale di educazione popolare; guida per 1 'in- segnante della scuola popolare e delle scuole speciali per adulti. dello Stato, 1950. 479 p. 3,000 liras.

This is a complete compendium for the worker in adult education, made up of a large number of articles by different authors. The earlier chapters give the teacher background information: the present political, economic and social factors in Italy, the history of adult education and modern psychological knowledge about adult learning. The main section deals with programmes and me- thods of work for the "scuola popolare"; an outline syllabus is given for the various subjects taught - literacy; arithmetic; social, civic and religious instruction. This teaching is resumed further in the chapter "Preparation for life": the needs of family life, of the worker and the emi- grant, the developmedt of co-operatives and the use of leisure provide points of focus in the work of the adult school. It is worth noting that in 1948 there were 12,238 adult courses in progress with 271,647 students of whom 60% were under 20 years of age.

Roma, Istituto Poligrafico

The final sections cover legislation and recent statistics.

(MIDDLE EAST) MIDDLE EAST (General)

51. Allen, H.B. Rural reconstruction in action; experience in the Near and Middle East. Ithaca, New York, Cornell University Press, 1953. 204 p. $3.50.

The author, Director of Education of the Near East Foundation, brings out in this book the me- thods of working with people to improve their living conditions that have been developed by the Near East Foundation in many projects undertaken during the past twenty years. approach is used; among the projects described are improvements in farming methods in Iran, health and sangation in Greecc, home crafts in Syria, recreation in Lebanon, literacy education in Eritrea, a total programme of reconstruction in Macedonia, and farm schools in Albania and Cyprus. Wherever he can, the author abstracts general principles from these cases. Demon- stration is often used as the initial approach and the idea is always present of moving slowly to win the confidence of people and help them to help themselves. Dr. Allen is also the author of an earlier book Come over into Macedonia (New Brunswick, Rutgers University Press, 1943. 313 p.) which describes in detail the development of the Near East Foundation's programme of community improvement in Greece between the two wars.

The case-study

The projects currently being carried out by the Foundation are described in the Annual Report of the Educational Director, December 1952 (28 p. mimeographed).

- 19 - SECTION B

DESCRIPTIVE MATERIAL ON INDIVIDUAL PROJECTS

(AFRICA) BELGIAN CONGO

52. United Nations. Congo Belge et Ruanda-Urundi. New York, 1953. 22 p. (Serie de publications des Nations Unies relative a 1 'organisation et au developpement general des collectivites. ST/SOA/Ser .0/8-ST/TAA/Se?- .D/8).

This description of community development activities in Belgian Africa is primarily concerned with various forms of social welfare. the local authorities, the work of Les Foyers sociaux as centres of social service and education, and gives a detailed description of the method of financing community activities from Le Fonds du bien-are Indighe (FBEI) work of the missions in the field and of Les Paysannats indigenes, which are systems of organiza- tion of rural economy. m r e detail

It describes the responsibility in this field of activity of

There is a discussion of the various forms of co-operatives of the

A short bibliography lists nine books covering the Belgian activities in

(AFRICA) FRENCH CAMEROONS

53. Initiatives; bulletin dleducation de base. Supplement au Bulletin de l'enseignement au Cameroun. No. 1, Feb. 1953. Yaounde, Bureau dleducation de base au Cameroun. Quarterly.

The first issue of this new journal includes a brief account of two pilot projects in fundamental education and community development in the French Cameroons. Edingding, began in 1952 as an experiment in educational methods. including audio-visual aids. A team of technicians was assigned to carry out the work consisting of a school for children,adult literacy classes, practical training in masonry, carpentry, metal work with a view to improving the living quarters of the population and education in hom-e making, child care, health, recreation and for the improvement of agriculture and commerce. The second project, also begun in 1952, was established after consultation with the village chiefs of Nomaya with a view to its becoming a model village. and a village hall. enable the population to make full use of their native resources to raise their own standard of liv- ing.

The first one, located at

The villagers contributed voluntary labour in erecting a school house, a clinic It has now been decided to combine education with practical activities, to

This issue also carried an article on how to conduct a survey in a rural community, and a dis- cussion of the cinema in fundamental education.

(AFRICA) FRENCH WEST AFRICA

54. I' Une experience fransaise d 'education de base en A .O .F .'I Revue de l'action populaire, nouvelle serie, No. 65, pp. 128-144,"fevrier 1953. subscription, France: 1,200 fr ~, Other countries: 1,500 fr Single issues: 180 fr.

Paris, Editions Spes (79, rue de Gentilly). Annual

In 1951 the newly created Federal Commission for Fundamental Education in French West Africa (Commission Federale pour 1'Education de base en A .O .F .) decided to launch an experiment in fundamental education in a village in the territory. M'Boumba, an isolated village in the Canton of Cascas along the river Senegal was chosen as the site. The expepiment took place in 1952 and had as its principal objective the trying out of methods and materials for adult education. The programme covered literacy, recreation, health, agriculture and cultural education. The methods used included talks, demonstrations and films with appropriate commentaries, epidiascope and other audio-visual aids. The article reports on the immediate results achieved during the short- term experiment, gives an assessment of difficulties encountered and offers suggestions for spread- ing fundamental education in French West Africa.

(AFRICA) GOLD COAST

55. Gold Coast. Department of Social Welfare and Community Development. Welfare and mass educa- tion in the Gold Coast, 1946-1951. Accra, Government Printing Department, 1953. 89 p. 2s. 6d. Also obtainable from the Crown Agents for the Colonies, 4 Millbank, London, S. W. 1.

- 20 - This report records the activities of the Department of Social Welfare and Community Develop- ment from its inception up to the end of 1951. mass education and community development. This activity began in 1948 when a mass education team was trained to conduct courses for voluntary community leaders for the social development of their communities. community leaders in the Gold Coast" in Oversea Education, vol. 22, no. 1, pp. 8-2 1, Oct. 1950. Also Community Development Bulletin, vol. 1, no. 2, pp. 22-26, March 1950, and vol. 1, no.3, pp. 50-53, June 1950). In 1950 the plan of local development committees was put into execution, and the mass education scheme was found particularly valuable in helping villagers to understand the needs of their communities and the importance of their participating actively in bringing about village improvement. to communities which are prepared to help themselves.

Of special interest is Part IV which reports on

(For a description of the work of mass edducation teams see "Training

Financial assistance in the form of equipment and materials is provided

With the great constitutional progress towards self-government in 1951 the need for an en- lightened and literate population received a fresh impetus s Accordingly a systematic Plan for mass literacy and mass education (Accra, Department of Social Welfare, 1951. ed by the Legislative Assembly, with a view to intensifying the work already in progress and to extending it to other areas of the Gold Coast. is to be the "entering wedge" of community development. As in the past, thework is to be under- taken largely by voluntary leaders with paid workers in charge of planning and follow-up work. The plan was immediately put into execution. Additional mass education officers were recruited and trained, courses for voluntary leaders organized, village literacy committees were set up and an

44 p.) was adopt-

The plan gives priority to literacy education which

intensive mass literacy drive began in June 1952. by the Department of Social Welfare and Community Development describes the year's work in

The report Literacy campaign - 1952 published considerable detail.

56. Gold Coast. University College. Department of Extra-Mural Studies. Report for the academic year 1951-52. Achimota, University Press, 1952. 44 p. 3d.

A report of the activities of the Department in the various parts of the Gold Coast and Southern Togoland. As during past years, in addition to extra-mural classes, study groups and confer- ences were organized. Outstanding experiments include teaching in the vernacular and training of trade unionists. Although the Department caters for the literate population, there is a close con- nexion with mass education for illiterate people. local branches of the People Is Educational Movement which initiates community development acti- vities with the help of the students, and the Department also helps to train mass education workers. The Department has published West African Affairs, a series of pamphlets serving as discussion guides for its various activities. Of particular interest is one prepared by E.R. Chadwick, en- titled Community Development, suggesting step by step activities leading to improved living in African villages.

Most classes are organized in conjunction with

(AFRICA) KENYA

57. Kenya. Community Development Organization. Annual report, 1950. Nairobi, Government Printer, 1951. 53 p. 2s.

The most important single event during 1950 in the Kenya Administration was the replacement of the Commissioner for Social Welfare by the Commissioner for Community Development. The re- port defines the term "community development" as ''an intensification of normal administration, using new methods and media to launch betterment schemes, to convince African communities of their value and to persuade them to co-operate with the government in their implementation". The Commissioner for Community Development is also the principal of the Jeanes School, which is the chief training centre. ent report summarizes the many different activities carried out during the year, including child, youth and family welfare, rural improvement schemes and training for community developments

He is assisted by a field staff of district officers and assistants. The pres-

The report for 1951 shows that work was continued and intensified in "building up enthusiasm for development by communities through their own efforts". velopment schemes, organized training courses in a variety of subjects, fostered the creation of farm clubs, women's institutes and community halls, and encouraged sports. tion Service supported the various schemes by preparing and distributing reading matter, running

The district teams initiated new de-

The African Informa-

- 21 - mobile cinema units and providing broadcasting services. The Jeanes School continued to pro- vide short citizenship courses for selected Africans and longer courses for training officers in community development. As in the past, the organization also carried out numerous activities in the purely welfare field.

(AFRICA) NIGERIA

58. Chadwick, E .R. "Community development in Eastern Provinces", Corona, the journal of Her Majesty's Colonial Service, vol. 111, no. 2, pp.421-425, Nov. 1951.

In summarizing the progress made in 1950 in the Eastern Provlnces of Nigeria, the author states: "there is at least one focus of community development in each Division, and the principles of the use of voluntary labour and voluntary rating for the purpose of supporting village development projects are now generally accepted by the people.. . .'I. ed for 1950, partly because of the regional policy putting stress on community development. general plan for the region has been approved, proposing the setting up of provincial teams for the purpose of co-ordinating the work of administrative and departmental officers. The plan, part of which was already in operation at the time of the report, lays great emphasis on training pro- grammes of various kinds.

London, H.M.S.O.

Accelerated progress has been record- A

After reporting the achievements for the year in some detail, the author gives a series of gen- eral principles for community development work arrived at from his past experience in the area.

"Udi today". Corona, vol. 111, no. 3, p.421-425, Dec. 1951, records the progress made dur- ing 1950 in one of the Divisions in the Eastern Provinces where community development was first undertaken. The article should be read in conjunction aith an earlier report by the same author, "Fundamental education in Udi Division" . no. 4, Oct. 1949, p. 9-21), where he traces in great detail the development of the project from its inception.

(Fundamental education; quarterly bulletin, vol. I,

59. Faulkner, D.E. A pilot sch-eme in community development. Lagos, Senior Welfare Officer, 1950. 16 p.

For the past three years a pilot scheme in village betterment has been carried out in Lagos Col- ony, Nigeria, where, in a group of six villages chosen as the experimental area, social workers have been appointed to carry out the work of stimulating community effort. Activities have been developed around the building of a village institute (or community centre). At a higher leve1,the Senior Welfare Officer has been working to establish a Community Development Ccmmittee for the district, thus bringing together all branches of government, both central and local. The principal obstacle so far has been the lack of leadership among the villages themselves ~

60. Hunt, E .O .W. An experiment in resettlement. Kaduna, Government Printer. 1951. 33 p.

Detailed report of a Government-sponsored agricultural development and resettlement project on uninhabited but fertile lands in Shendam Division, Northern Nigeria. Part I tells the story of the first six months of the project in 1948, when 50 families of ex-soldiers were settled at "Sabon- Gida" (already published separately in a pamphlet under this title); Part I1 covers the following two years up to July 1950, during which three other areas were settled. raising the living standards of Africans by means of improved farming methods, social welfare are introduced gradually in response to demand. operation. aiming at the progressive establishment of 30 settlements. Northern Provinces.

The scheme aims at Education and

Self-help is the principle of the

The author is District Officer of the In view of the success of the experiment, a 10-year plan has now been put forward,

61. Nash, T .A .M ~ The Anchau rural development and settlement scheme. London, H .M .S .O . for the Colonial Office, 1948. 22 p., illus., plates, diagrams. 3s. 6d.

Concise factual ten-year report (1935-45) of a government programme in Northern Nigeria which moved and resettled the population into a concentrated tset'se-free area. This book explains the reason for choosing the area and describes the initial surveys and experiments, the planning and building of the village and measures undertaken to encourage the new population to maintain and develop their village. experience gained, suggestions for similar schemes.

The report also includes an evaluation of work done and, in the light of the

- 22 - (AFRICA) NY ASALAND

62. Nyasaland. Domasi Community Development Scheme. Annual report for the year 1950. Zomba, Government Printer fi.dJ 24 p.

The Domasi Community Development scheme is regarded as a pilot project. district with an area of 102 square miles and a population of 16,000. Its purpose is to investi- gate fully all aspects of the problem of raising the standards of living and of the general better- ment of the way of life of African communities in Nyasaland. The intention is that as much as possible should be done on the initiative and with the willing co-operation of the people affected. This first report contains chapters on agriculture, forestry, trade and marketing, social develop rnent, adult education, child education, fundamental education, and housing. The annual report for 1951 is also available, and continues from the point where the 1950 report ends. The two should be considered together.

It operates in a

(AFRICA) SIERRA LEONE

63. Sierra Leone. Community development (11): Governor Is despatch. Freetown, Government Printer, 1949. 4 p. 6d.

Childs, H. Community development. Freetown, Government Printer, 1950. 3 p. 6d.

The first of these two pamphlets contains a short report sent by the Governor to the Secretary of State for the Colonies on the implementation of a despatch of 10 November 1948 concerning com- munity development in Sierra Leone.

The second pamphlet, a reprint of articles published by M r . H. Childs in the Sierra Leone Observer, gives a definition of community development. the old problems. community development is the modern way of doing this".

It is a new and invigorating approach to "From the beginning of the world men have sought to improve their lot, and

After describing the immediate objectives of community development, the author gives a short account of the steps taken by the Government of Sierra Leone in the organization of provin- cial community development committees. by these committees in the various districts.

A short account is also given of the results achieved

(AFRICA) UGANDA

64. Ladkin, R.G. "Health education in Buganda", Oversea education, vol. XXILI, no. 1, pp. 179- 185, October 1951. London, H .NI .S .O.

The article outlines the background against which the programme was carried out. Because of the existing community spirit, it was decided to use a group approach. Health weeks were held during which a cornbinationof educational methods were used: posters, films, demonstrations, models etc. Although the author is concerned only with health education, the procedure and approaches described may be applied to other fields.

These methods are analysed and follow-up work described.

Senkatuka, Mary E. "Women's clubs in Buganda". 30, April 1953, describes the work of women's clubs which are formed on the initiative ofthe women themselves to further their interests in all educational spheres. technical help when needed, but the clubs are mostly self-governing.

Oversea education, vol. XXV, no. 1, p.28-

The Government supplies

(AMERICA) BOLIVIA

65. Claure, Toribio. Una escuela rural en Vacas. La Paz, Bolivia, Empresa Editora "Universo", 1949. 218 p.

Vacas was chosen as the centre for a rural school following the offer of the Cochabamba authori- ties to give the land as a gift. school (1935-36). The Indians were already working for "patrones" who were unwilling to let them go.

The book describes the difficulties encountered in building the First the recruitment of workers proved difficult.

The school organizer won the battle

- 2 3 -

and, in order to avoid exploiting the free labour of Indians, persuaded the Government to agree that they should be freed from military service, provided they worked for the school for at least one year. their children to it, and even to attend some courses themselves. friend, the school their meeting place. their conditions and teach them how to live better.

Finally, the school was finished, and the Indians were on the whole willing to send The director had become their

The rural school for Indians is the only way to improve

( AME'F~ICA) BRAZIL N

66. Brazil. Ministbrio da Agricultura. MissEes rurais de educaqao, a experiencia de Itaperuna. Uma tentativa de organizasgo da comunidade. 1952. 200 p., plates, map. (Serie estudos brasileiros, No. 3).

Rio de Janeiro, Servico de InformaqBo Agrkola,

A report on a pilot project conducted during 1950 and 1951 by the Brazilian Government in Itaperuna (State of Rio de Janeiro), to determine the general direction to be followed in the fields of education and social work so as to improve the economic and social conditions of living in rural Brazil. The experiment was a preliminary step to the setting up of a Rural Social Service on a national scale. The rural education mission in Itaperuna was made up of: two agronomists, one veterinary surgeon, one doctor, one nurse, one specialist in home economics and cottage in- dustries, one social worker, and a radio operator and a driver. The work was divided into four distinct units: (a) agricultural, (b) medical and health, (c) home economics and (d) social service. The first part describes how the work was planned, and includes a social and economic survey of the community. The second part reports the activities of the mission, unit by unit, and those of the team as a whole. gestions are made for the future setting up of permanent rural education missions, stating their basis, objectives, techniques, area of activities, detailed structure and giving a general outline for action. from the point of view of the objectives of the future Rural Social Service.

The third part is an analysis of the work accomplished by the mission. Sug

Finally, some of the conclusions drawn from the Itaperuna experience are considered

(AMERICA) CANADA

67. Laidlaw, Alex. A factual outline of the Antigonish movement, Antigonish, St. Francis Xavier University, Extension Department, 1952. 27 p.

This is a revised version of a summary report submitted to a meeting of the Food and Agriculture Organization of the United Nations held at Turrialba, Costa Rica in 1949. It deals with the pro- gramme developed by the Extension Department of St. Francis Xavier University, Antigonish, to help raise the economic and social standards in the Maritime Provinces of Canada.

The report describes the problems which faced Nova Scotia, New Brunswick and Prince Edward Island, the most serious of which were the emigration of its youth and the uneconomical methods of marketing local produce. its programme to overcome these difficulties through co-operative action and adult education. The various aspects of this programmk are briefly described and examples of its successful achieve- ment are cited.

In 1929 the Extension Department was founded and launched

An earlier book by Coady, M . M . Masters of their own destiny. New York and London, Harper & Bros., 1939. m e and the approach adopted for its execution.

170 p. gives a most detailed account of the development of the program-

(AMERICA) CHILE

68. Escuela experimental de cultura popular, "Pedro Aguirre Cerda" . Quinta Normal (Mapocho 4129), 1949. 26 p. Free.

Santiago, Chile, Comuna de - ~ -

This pamphlet describes an adult and community education experiment conducted since 1943 in one of the poorest parts of Santiago. The schooj, ''Pedro Aguirre Cerdo", provides activities mainly for adults, Gut caters also for school and even pre-school children. cludes courses, institutes and committees. The courses are kept as unacademic as possible; they are set up at the request of groups who want to learn a technique that will help them improve their conditions of living or of work.

The programme in-

The institutes are study-groups for examining and solving

- 24 - community problems; among those established are the co-operative, the library, various clubs and associations for sport, drama, mothers, etc., all of which have their headquarters in the school. permanent character.

The committees resemble institutes in that they deal with similar problems, but have no

(AMERICA) COLOMBIA

69.

70.

Capb, Carmelina. 1951. 28 p. (Occasional papers in education, no. 9). Free. Published also in French and

A family living programme in Viani, February-July, 1950. Paris, Unesco,

Spanish.

Miss Capo is a Puerto Rican specialist in home economics who was sent by Unesco to the Associa ted Project of Viani, Colombia, in response to a need expressed by the people of the community. In the course of her five months I work with the project she tried to influence all possible agencies and groups to adopt programmes which might lead to better home conditions ~ A n initial meeting and discussion with the villagers showed what the main groupings - and needs - might be. Miss Capb then met the teachers (to discuss curricula and parent-teacher relationships); the women (leading to home visits and informal Sunday meetings); adolescent girls (who then organized clubs and study meetings); the boys (leading to home gardens and furniture making); finally the men and the municipal authorities. ment is one of the greatest importance to fundamental education.

The technique of indirect leadership used throughout this experi-

Shnchez, Patricio S. Activities in the associated project of Viani: a report for 1949. Paris, Unesco, 1950. 39 p. (Occasional papers in education, no. 7). Free. Published also in French and Spanish.

During 1949 the Government of Colombia developed a project for community improvement in the village of Viani, high up in the Andes region. an expert in conservation education was sent to Viani for nine months, and he gives here a sum- mary of his work. cational activities designed to improve the conservation practices of the farmers and their sons. A characteristic of Mr. Skchez I work is the extent to which he succeeds in forming farmers I groups, with their own leaders, while he himself remains in the background.

Through "association" of the project with Unesco,

The report falls into two parts: scientific survey of the soils of Viani and edu-

(AMERICA) ECUADOR

71. Salazar, Segundo Miguel. pales actividades. Quito, 1951. 17,6 leaves. Processed.

SAREC (Servicio ambulante rural de extensi6n cultural) y sus princi-

Twelve units, one for each province, have been in operation since the Service was begun in 1950. Each unit is headed by a teacher who is selected from among inspectors of schools and given three months intensive training. chine, film projectors, etc., and a library. The objective of the service is to improve the health and living conditions and to raise the cultural level of the rural population of Ecuador, through a co-operative effort of interested national and local bodies and the people themselves. The detail- ed programme calls for work in the following fields: literacy, health, food, home and family life, sports, and campaigns in favour of school registration. As a result of the first year's work, a number of literacy centres, women's clubs, sporting clubs and sanitation drives have been or- ganized. In addition, the units gave medical care, sprayed DDT, constructed latrines, planted trees, distributed seeds, etc. led in the afternoon and films were screened in the evening.

Each unit also has a van equipped with microphone, recording ma-

When the units visited a village, a mass meeting was always cal-

(AMERICA) HAITI

72. Haiti. Direction generale de 1 'enseignement rural. L'action sociale des ecoles d'orientation. Pol-t-au-Prince, 1948-49. 2 vols. (Pub. Nos. 2 and 3).

These publications are part of a series on the teaching and community welfare work of the "social missions" in Haiti. and hygiene, maternity and infant care and home economics, training in vocational crafts, evening classes for adult illiterates, and community recreation. Publication No. 2 gives a detailed, day- by-day account of the work of the missions in four rural communities: Vaudreuil, Descloches,

Activities of the missions include instruction and demonstrations in health

- 25 - Lilavois and Haut de St. Marc. Publication No. 3 includes the inaugural address, outlining Unesco Is concept of fundamental education, made by Dr . Alfred Metraux at the opening of the summer training programme for teachers in service, and a report of the activities of the well- known model school at Descloches .

73. Unesco. The Haitipilot project: phase one 1947-1949. Paris, 1951. 84 p. illus. (Monographs on fundamental education, no. 4). $0.35; 2s .; 100 fr. Published also in French and Spanish.

This booklet describes brieflythe earlystages of the educational project in the Marbial Valley, un- dertaken jointly by Unesco and the Government of Haiti. scheme includes the original work plan and the agreement governing operations. The first direct action was a sociological survey of the Valley by Dr . Alfred Metraux whose findings are published in Making a living in the Marbial Valley (Haiti) Paris, Unesco 1951. 217 p. (Occasional papers in education no. 10). During this period certain remedial steps in education were taken in the pri- mary school; simple reading matter in Creole was being prepared, and activities were initiated in agriculture, health and the development of crafts and small industries.

An account of the background of the

(AMERICA) JAMAICA

74. Marier, Roger. Social welfare work in Jamaica. Paris, Unesco, 1954. 165 p. (Monographs on fundamental education, no. 7) Published also in French.

This monograph, resulting from a field study sponsored by Unesco, deals with the history and work of the Jamaica Social Welfare Commission. Commission and the social and economic background against which the Commission set to work, the author gives a detailed account of ideas and events leading to the formulation of the "better village plan", which consists in a co-ordinated effort using local leadership to attack the many problems of rural areas. which includes community education, the promotion of cottage industries, co-operatives, and the use of mobile cinema units. paign as an illustration of the educational approaches used by the Commission. volves the training of leaders, house to house visits, distribution of literature, group meetings, and other activities. larged to include other aspects of home improvement. Another chapter is devoted to selection of personnel and leadership training, which is one of the Commission's most important activities. An account of the present setup of the Commission and its relation to other agencies in Jamaica, a summing up of the findings, together with the author Is recommendations completes this study.

After tracing the historical development of the

This is followed by a description of the Commission's programme

A full chapter is devoted to the 3 F (Food for Family Fitness) Cam- The campaign in-

Started as a nutritional and agricultural project, its scope has now been en-

The Commission issues an annual report (mimeographed). As a part of its community educa- tion programme considerable literature has been published: the Caribbean Home Library which comprises booklets on various topics; Home Making projects series prepared specially for the 3 F Campaign and a monthly journal The Welfare Reporter. In connexion with its recently laun- ched literary project, a primer for adults, Our Class, and a number of readers, Introducing Willie Gordon and others, have also been published.

(AMERICA) LATIN AMERICA

75. Centro Regional de Educacion Fundamental para la America Latina. Patzcuaro, Mich., Mexico, 1953. 28 p. illus.

3a etapa de actividades.

An illustrated pamphlet on CREFAL, the fundamental education training centre for Latin America set up by Unesco in collaboration with the Organization of American States and the Government of Mexico. about to receive the third group of students. parts : theoretical studies in fundamental education, and practical work in teams in the surround- ing communities and the preparation of educational materials. needs of th and booklets on agriculture, hygiene, home management, co-operatives etc. carteles by Jerome Oberwager (Patzcuaro, Mich., Mexico, CREFAL, 1952, 54 p .) gives a des- cription of a hand printing process developed at the Centre. English under the title How to print posters. Paris, Unesco, 1953, 28 p. (Educational Studies and Documents No. 111).

The Centre opened in May 1951 and, at the time of publication of this pamphlet, was The course, lasting two years, is divided into two

The latter activity is geared to the field programme and has resulted in the production of a number of filmstrips, posters,

C6mo imprimir

This booklet has been translated into

- 26 -

Further material on this Centre includes: Learn and live (Paris, Unesco, 1951. 23 p .) which describes the setting up of the Centre and what it set out to do. Tzentzenhuaro (Paris, Unesco, 1953. year, emphasizing its impact on the neighbouring villages and how attitudes are being changed largely as a result of CREFAL's field programme.

New horizons at 33 p.) gives an account of the Centre's work in the first

(AMERICA) MEXICO

76. Ensayo piloto mexicano de la educacidn bgsica. Anuario, 1950/51. Santiago Ixcuintla, Nay., Mexico, 1950. 156 p.

A general picture of the work planned for 1950-1951 in the community schools within the area covered by the Nayarit pilot project. fundamental education, the organization and methods to be used in the schools and the character- istics of the programme, which is intended to be flexible in its experimental stage. objectives is the encouragement of initiative and a creative spirit among teachers. devoted to the teaching of language, mathematics and the sciences in relation to specific situa- tions, to conditions of work and to the experience of. teachers in the region, rather than from the point of view of pedagogical methods. is appended to each chapter.

The introduction states the aims of this experiment in

One of the Chapters are

Interesting suggestions are made and a list of useful books

The Nayarit pilot project aims at total improvement on a regional basis and works through kindergartens, primary schools, cultural missions, elementary agricultural schools and normal schools. The progress made during the first year is reported in Un plan an accion (Boletin del ensayo piloto de la educaci6n basica, Yearly, No. 1, February 1950. English and Spanish ver- sions). A summary of the project may also be found in La alfabetizacion en Mexico by Rafaela Chacon Nardi (Mexico, Ediciones, Lyceum, 1951, pp. 115-125).

Two evaluations of the project were carried out in 1949 and 1950 by Professor Laszlo Radvayi. The results were published under the title Medicidn de la eficiencia de la educaci6n bksica. (Encuestas sobre 10s resultados del Ensayo Piloto de Educacion Basic de la Unesco, en el Valle de Santiago, Nayarit) Mexico, D. F. Casa Editorial las Ciencias Sociales, Calle Donato Cuerra No. 1, 31 p. Also available in English. The study is also of interest from the point of view of survey methods. Dr . Radvanyi used the sampling method in gathering data, supplemented by direct observation and case studies of typical families.

77. Hughes, Lloyd H. The Mexican cultural missions program'me. Paris, Unesco, 1950. 77 p. illus., (Monographs on fundamental education, no. 3). $0.45; 2s. 6d .; 125 fr. Published also in French and Spanish

In the summer of 1949 the author, an American educator with wide knowledge of Latin America, was sent to Mexico by Unesco to make a survey of the fundamental education work in progress. The present report reviews the historical development of the Cultural Missions, describes present or- ganization and programme, gives examples of typical missions at work, and an assessment of achievements and problems. The Cultural Missions programme was organized to "help rural communities, through the better utilization of their human and natural resources, to solve their problems, raise their levels of culture and improve their living standards". A typical mission includes a chief of mission, a medical doctor, a nurse, an agronomist or practical farmer, a home economics leader, a music teacher, a teacher of plastic arts, a teacher of recreation and sports, a teacher of carpentry and a teacher of building construction. There are also special missions and motorized missions for urban areas and special campaigns.

The report on DirecciBn General de Alfabetizacibn y Educaci6n Extra Escolar published by the Secretariat de Educacibn PGblica (Mexico, 1951, 60 p.). includes a chapter on the cultural mis- sions which are under its charge. It gives a review of the progress made uw to that date. future . - plans, as well as a reprint of Bases para la organizaci6n y conducci6ndel trHbajo de las Misiones Culturales, prepared in 1950, and outlining the basis for the programme's work (pp. 34-60).

78. Redfield, Robert. A village that chose progress; Chan K o m revisited. Chicago, University of Chicago Press, 1950. 187 p. $2.75.

A sociological study of a Mexican village in terms of the impact of material changes upon the native culture. The beginning of advance toward progress in the village of Chan Kom, a principally Maya

- 27 - community,occurred in 1917 when it decided to become a pueblo, a fact which involved the ac- ceptance of certain government rules and regulations. Later it experienced the influence of visi- tors from North America, the village school teacher, the Christian Churches and the cultural mission. The author visited the village in 1931 and again in 1948, and records here some of the changes in material wealth, political organization, industry and commerce, personal comfort and health etc., which occurred during the seventeen years I lapse. within their cultural context reveals the fact that outer changes affected very little the traditional values of the village, which, in fact, guided the course of progress.

His analysis of these factors

79. United Nations. Caribbean area and Mexico. New York, 1953. 45 p. (Series on community organization and de- velopment; ST/SOA/Ser .0/7 - ST/TAA/Ser .D/7). Also in Spanish.

Report of the mission on rural community organization and development in the

The report was prepared for the Technical Assistance administration of the United Nations by Dr. Ahmed Hussein and Dr. Carl C. Taylor. servations and the second stating the principles and conclusions of the authors concerning rural community development. economic and social improvement and progress.

It is in two parts, the first being a report on field ob-

Community development is conceived as a method of accomplishing

There is a discussion of techniques and processes which have been usefully employed in the area in establishing community activities. The work of community education agencies is treated separately from the other technical agencies in such ffe-elds as agriculture, marketing, health and housing, although relatively few of the governments maintain community education or development agencies. technical agencies and communities in reaching a greater proportion of the people, and believe it desirable that more such agencies should be established in the area. The work and possible ef- fective use of local leaders is stressed, e.g. in an Indian community in Mexico where the tradi- tional leaders are the Elders whose sanction is essential to the introduction of improved practices and new undertakings. National policy with regard to the provision of marketing and communica- tion facilities was seen as an important factor in determining the success of community activities, e.g. in an area in which increased agricultural production was being promoted, but from which the produce could notreadily be distributed because of lack of transport and marketing facilities.

The authors consider that the function of a community education agency is to assist

The development of community activity is seen to operate in three clear stages; the people of the community, usually stimulated by an "organizer". become aware of common problems; as a group they attack one specific problem, and then, they organize a solution to that problem by making use of such material and financial assistance from outside the community as is essential, but for the most part using the internal resources of the community, under guidance. mal outcome of such a development is the growth of a degree of group responsibility and pride which leads them to attack other community problems.

The nor-

(AMERICA) PERU

80. Servicio Cooperativo Peruano Norteamericano de Educacidn. Nuclear schools; a report on the rural education programme, by J. Zebedeo Garcia.. . assisted by Leopoldo Dfaz Montenegro. Lima, Ministerio de Educaci6n Pfiblica, Divisi6n de Educaci6n Rural(Lampa 879), 1949. illus. Published also ih Spanish.

A report of the Office of Education of Peru jointly with the Institute of Inter-American Affairs of the U .S ~ Department of State, this pamphlet reviews the educational problems of the rural areas of Peru, in relation to their geographical and social conditions. It describes the programme of rural education and the results achieved by the S .C .P .N.E . by means of the Nuclear School sys- tem in the Lake Titicaca basin and the Vilcanota Valley. Each Nuclear School unit consists of a central school integrated with from 15 to 20 sectional schools, with instruction centred around agriculture, health and vocational training. Efforts were made to extend the influence of the school to the community; the site of the central school was used for community meetings and adult classes were organized in a number of them. were required to donate the necessary land for the school buildings as well as the manual labour involved. chers, supervisors and directors.

51 p.,

To arouse their interest, the rural people

Before the scheme was put into operation, training courses were organized for tea-

- 28 - (AMERICA) PUERTO RICO

81. Berrios, Eliseo. "The rural second unit at Puerto Rico", Fundamental education; quarterly bulletin, vol. 2, no. 1, pp. 3-9, January 1950. Paris, Unesco. $0.20; 1s. 3d.; 60 frs. Pub- lished also in French and Spanish

A detailed description of the elementary level (grades 1-9) rural second unit school programme in Puerto Rico. ing agricultural production and raising the health standard and home conditions of the peasant family. The units are co-educational; the curriculum centres around agricultural instruction, handicrafts and domestic economy; teaching is largely by means of practical projects. An ex- tensive programme of social work and numerous community activities are essential features. In 1949 there were 33 rural second units in operation, with an enrolment of 16,420 pupils.

In addition to providing essential primary instruction, the unit aims at improv-

82. Unesco. Community education in Puerto Rico, a report prepared by the Division of Community Education, Department of Education, San Juan, Puerto Rico, on work accomplished from 1 July 1949 to 15 October 1951. (Occasional Papers in Education, No. 14). Paris, 1952. 25 p. Free. Published also in French and Spanish.

The programme described in this report is designed to offer a basic education to adult citizens who have had little or no formal schooling. Its central aim is to encourage co-operative action by the communities for improvement 'of living conditions. Law 372 which established the pro- gramme in May 1949 states further: "Such teaching, addressed to citizens meeting in groups in barrios, settlements and urban districts, will be imparted through moving pictures, radio, books, pamphlets and posters, phonograph records, lectures and group discussion". The Division of Community Education has been producing the materials used in the field, selecting and training field staff, developing extensive and intensive-work with rural communities, and purchasing and often rebuilding equipment for all phases of the programme. Instructional materials used are fitted into programmes, each of which consists of films, booklets and posters. Up to the time covered by the report five separate programmes have been produced and two others were in pro- duction. A typical programme of the series (No. 111) aims to create a more realistic and scienti- fic attitude toward individual and community health problems. It includes an eight-reel film, Pueblito de Santiago (Santiago Village), a music film, 7,000 posters, and 200.000 copies of Book- let 111, Ciencia y superstici6n (Science and Superstition). This important large-scale programme is of particular interest to fundamental education administrators and field workers in other coun- tries, because of its sound approach and the excellent quality of the varied materials produced.. Appendix I lists and describes these materials.

(AMERICA) UNITED STATES OF AMERICA

83. Bathurst, Effie G. Petersburg builds a health program. Washington, Govt. Print. Off., 1949. 50 p., illus. (U.S. Office oT Education. Bulletin 1949, No. 9). $0.20.

A detailed account of an enterprising three-year school and community health project in a West Virginia town of about 2,000 inhabitants. cover means of making health education as functional as possible and to learn ways of using the community as a laboratory and a field of civic service in health improvement". was initiated by pupils who formed committees and worked out methods of approaching members of the community and investigating the actual sanitary conditions of their town. of the pamphlet describes the rechecking of the first year Is work, results achieved at the end of a two-year period, and planning ahead for more publicity and further action in the third year,

Hamblen. Stewart B. and Page, Richmond. New York, American Association of Colleges for Teacher Education, 1951. 69 p. $0.75,

In 1939 the Sloan Foundation sponsored an extensive Project in Applied Economics designed to show that school instruction can improve living conditions, particularly in such health and welfare essentials as diet, clothing and housing. The approach centred around practical co-operation be- tween teacher-training institutions, schools, and community agencies, for the purpose of adapting the content and method of instruction in elementary and secondary schools to existing local needs. The present report describes and evaluates community programmes conducted by ten teacher- training institutions and their co-operating schools since 1943, when the AACTE began participation

The school was used as an experimental centre "to dis-

The programme

The second part

84. Improvement of living through the schools. Oneonta,

- 29 - in the Sloan Project. linked to American conditions; however, its findings deserve study by fundamental educators in other parts of the world. Other publications relating to the Project include: Learn and live, by C.M. Olson and N.D. Fletcher, 1946, 101 p., $1.50; School community co-operation for better living, by C.L. Durrance and others, 1947, 239 p., $0.35; elementary and secondary schools.

By its very terms of reference the Sloan Project is, of course, closely

numerous low-cost textbooks for

85. Lilienthal, D.E. TVA: democracy on the march. 20th anniversary ed. New York and London, Harper, 1953. 294p. $3.50.

The ex-chairman of the Tennessee Valley Authority describes here the method of work in this vast regional development project. Two principles guided the course of action and ensured its success: first, the unity of resources or the interrelatedness of water, land, people; planning work was therefore undertaken with the total picture in view and resulted in the working together of experts in many different specialized fields for the common purpose. The second principle was that the project was initiated for the people living in the region and it must be developed with the wide participation of the people concerned. This was translated into co-operation with farm- ers, forest owners, business men individually and with their governmental agencies and voluntary associations.

The administration of TVA was therefore highly decentralized and great importance was at- tached to bringing experts to the people. Voluntary demonstration farms were widely established, farmers got together to talk about their common problems, at first about their land, then gradual- ly about other community affairs. The author makes the point that, although the control of the river and the generating of electric power brought great changes into people's lives in the region, the working with people was none the less of the greatest importance in the total development of the valley.

A bibliography for the TVA program published by the Technical Library Tennessee Valley Authority, Knoxville, Tennessee, July 1953, lists further readings on this project.

86. Orata, Pedro T. Fundamental education in an Amerindian community. Washington, Bureau of Indian Affairs, U .S. Department of the Interior, 1953. 220 p. Paper cover $1.50; cloth cover $2.00.

Describes the work undertaken in an Indian reservation in the United States of America to estab- lish a community school through the joint effort of the staff, the schoolchildren, and the adults, to implement the objectives of the Indian Reorganization Act, which provides, among other things: "first, to give them Dndian peoplq the opportunity to attain economic security and eventually self- support; second, to give them a large share and a large responsibility in the management of Indian Affairs" . government, better housing, better health, and improvement of native culture. The book des- cribes how the staff, the pupils and the adults worked together to define objectikes, to plan and carry out projects, to evaluate results in terms of the goals agreed upon, and to institute measures to rectify errors. As such, the school was of, for and by the community in every aspect of its needs, programme, and life.

These goals were translated into educational objectives of self-support, self-

87. Reid, Jesse T. It happened in Taos. Albuquerque, University of New Mexico Press, 1946. 118 p. $2.50.

This book explains in some detail and attempts to evaluate the organization and work of the Taos County Project, an experiment in co-operative county planning and action carrked out from 1940 to 1943. Many problems were considered which had been sources of difficulty and irritation for a considerable time - the need of more water for irrigation, shortage of grazing land, degeneration of livestock, insufficient educational facilities and insufficient medical service. The book em- phasizes that the solution to these questions could not have been found had it not been for the whole- hearted co-operation of everyone in the community and the interest taken by the community which started the Project.

- 30 - 88. Tireman, L.S. and Watson, Mary. A community school in a Spanish-speaking village,

Albuquerque, University of New Mexico Press, 1948. 169 p., illus. $2.50.

An account of a five-year project (1938-1942) in the Nambe village school. directed toward the main needs and interests of the community - land use, diet, health and a com- mand of oral English. work, and succeeded in making the school a recognized and powerful social agency in the com- munity at large. documented.

The curriculum was

The teachers struck a balance between free activities and formal class-

The methods of teaching and the evaluation of the project are both carefully

(AMERICA) VENEZUELA

89. Consejo Interamericano de Educacibn Alimenticia, Venezuela. Annual report 1950. Caracas, 1950. 71 p.

The Consejo was established in 1948 when the Venezuelan Government invited the American Inter- national Association for Economic and Social Development (AIA) to co-operate in a nation-wide campaign of rural instruction. This report records the various activities of the Consejo during its second year of operation; the run- ning of mobile information-demonstration units, nutrition clubs, working with schools and com- mnity centres, through radio and press. Subject matter included soil conservation, nutrition, health and recreation. The Consejo published a number of popularly written booklets addressed to various audiences: the better educated, housewives, schoolchildren. Of particular interest is a booklet prepared for teachers, El mercado libre. Caracas, Imprenta Nacional, 1952. 105 p. which gives detailed suggestions on teaching nutrition in the fifth grade. teaching aids and essential scientific facts for the teacher.

Work was started in 1949 and was in full service in 1950.

It also lists useful

(ASIA) CHINA

90.

91.

92.

Buck, Pearl. Tell the people. Mass education in China. New York, American Institute of Paci- fic Relations, 1945. 72 p. (I.P.R., no. 16). $0.25.

Tells the story of how a rural reconstruction programme was carried out in a group of villages in Northern China. Owing to the villagers ' traditional respect for learning, they were persuaded to attend literacy classes, the curriculum of which was adapted to the daily living of the farmers and included cultural topics. and growing livestocks, to organize co-operatives, to set up a public health system and to run their own government. given responsibility and guidance for carrying out this work.

Gradually, the villagers were taught to use better methods of farming

The programme was largely developed through local leaders who were

Food and Agriculture Organization. Training rural leaders. Shantan Bailie School, Kansu Pro- vince, China. Washington, 1949. 136 p. $1.50. Published also in French,

Describes the educational programmes of the Shantan Bailie School, in Kansu Province, China, which aims "to give country boys an initial technical education and to train them in co-operative philosophy and in co-operative habits of work for an effective programme of rural reconstruction". The scheme aimed at the industrialization of China through the training of co-operative technicians for such village industries as farming, auto repair, spinning, pottery, coal-mining, glass-making paper-making, tailoring, knitting, leather-work, brick-making, printing, flour-milling, herding and similar activities. The book is fully illustrated and the activities are described in great de- tail.

Unesco. The healthy village: an experiment in visual education in China. Paris, 1951. 119 p. (Monographs on fundamental education, no. 5). $0.50; 2s. 6d.; 125 fr. Published also in French and Spanish.

During 1949, Unesco conducted a limited experiment in fundamental education in West China. aim was to prepare teaching materials, ranging from charts, posters and booklets to filmstrips and films, which could be used for health education in a community where the literacy rate was low, The project was carried on for one year as a joint venture of Unesco and the Chinese Mass Educa- tion Movement.

The

- 31 - This monograph brlngs together the reports of the four principal organizers: the director, Dr. Hugh Hubbard; the field worker, Eugene Fan; the health specialist, Dr Clara Nutting; and the technical expert, Norman McLaren. describe how the educational programme was organized and conducted using the materials pre- pared. were produced where expensive equipment, such as a camera for making filmstrips, was lack- ing.

The reports of the field worker and the health specialist

The technical section describes in detail how teaching materials, particularly visual aids,

(ASIA) INDIA

93. Madhya Pradesh. Directorate of information and publicity. The story of social education move- ment in Madhya Pradesh. Ll. iJ The main activities of the Social Education Movement, introduced in Madhya Pradesh in 1948 are

44 p., illus.

illustrated in this pamphlet. Pradesh from 1948 to 1950. (Nagpur, Government press, 1951. 18 p., illus.) the programme aims at providing "education for enlightenment and living" and citizenship training. Two courses of five months I duration and seminar camps are conducted each year, mostly by volunteers. This brochure describes briefly the aims, organization, programme of work, achievements of the first three years, and future plans. Several handbooks have been prepared for organizers and social education teachers: A handbook for social education camps 1951. 1951. 20 p.); A handbook of suggestions to teachers of social education. (Nagpur, Government printing, 1949. 37 p.). Since the carrying out of the scheme depends on volunteers, several Appeals have been issued to secure the help of educated men and women. In addition, a good deal of literature for new-literates has been published in Hindi and Marathi.

As described in an earlier publication: Social education in Madhya

(Nagpur, Government printing,

94. Mysore Adult Education Council. Annual report 1951-52. Mysore, 1952. 32 p

The Council was founded in 1942 to carry out literacy work among adults. its work widened, and its present activities include the organization of adult literacy classes, rural libraries, comprehensive adult education centres, social services camps for students to carry out development work in villages, training courses for leaders and a residential people Is college (Vidyapeeth). ture including a weekly paper and a monthly magazine in Kannada, the regional language of Mysore, and since 1948 an annual report in English. A sizable booklet giving details on the various aspects of the Council's programme was published in 1949 under the title Adult education in Mysore. also published a monthly magazine in English: Adult education bulletin.

Gradually the scope of

The Council has prepared a large number of textbooks and follow-up litera-

It

95. Uttar Pradesh. Development Commission. Interim report on pilot development projects Etawah and Gorakhpur . Allahabad, Supt. Printing and stationery, 1951. 24 p., and appendices.

This report for 1950-51 gives a brief description and appraisal of developments in two Govern- ment-sponsored rural improvement projects - Etawah, begun in 1948 and operating in 97 villages, and Gorakhpur, begun in December 1949 and operating in 50 villages. The report compares me- thods used in the two projects, records results obtained and notes problems still unsolved. Par- ticular stress is placed on the growing tendency of the villagers to take the initiative in improving their own conditions. Among achievements noted are the adoption of more efficient farming tech- niques resulting in increased yields, the building of roads and other public works, effective adult literacy teaching, improved public health and the establishment of community centres and village libraries. A second pamphlet, entitled Analytical reports on adult literacy (1951, 32 p .), compares different methods of literacy teaching tried out in the Etawah Project and outlines procedures recommended for the conducting of literacy campaigns.

Statistical charts and budget statements are given in appendices.

A summary of this report was published in Report no. 573, Mimeographed series 213 of Agri- cultural Missions Inc., New York, and Far Eastern Survey, vol. XX, no. 3,pp. 21-27, February 1951. (New York, American Institute of Pacific Relations, 1 E. 54th St.,Fortnightly).

- 32 -

(ASIA) SOUTH EAST ASIA

96. Unesco. They can't afford to wait. Paris, 1952. 33 p., illus. $0.25; lished also in French.

1s. 6d.: 75 fr. Pub-

A report on four Unesco Technical Assistance projects in South East Asia; the Unesco Fundamental Education Project in Ceylon. It tells the history

Chapter I describes of the area in which

the mission works, an area once fertile and productive, later drained of its water and overgrown with jungle. The Government of Ceylon has been at work since 1933 reclaiming the land and re- constructing the ancient irrigation systems. come at the request of the Government, and with the collaboration of FAO, ILO and WHO it has developed comprehensive programmes, including agricultural and health education, literacy work, the establishment of a circulating library, promotion of co-operatives and development of small industries.

The Unesco Fundamental Education Centre has

The centre also organized seminars for training rural workers.

(AUSTRALASIA) CAR0 LINE ISLANDS

97. Palau (Caroline Islands). Educational Administrator. Education in Palau. Koror, 1951. 16 p. (Educational Bulletin No. 1). Processed.

The author, Mr. William V. Vitarelli, emphasizes the need to relate formal instruction to com- munity needs, and describes a practical approach to education carried out at the Koror Inter- mediate School. The students organize a weekly co-operative market, a carpentry and house- building service, a boat building programme, a school garden, and various recreational activi- ties. New skills are learnt and applied for community betterment.

(AUSTRALASIA) COOK ISLANDS

98. South Pacific Commission. Further education in the Cook Islands. Sydney, 1952. 11 p. (Social development notes no. 9).

This report by M r . P . F. Henderson, Officer for further education, covers the first eight months of the project begun in June 1951 by the Government of New Zealand and afterwards adopted by the South Pacific Commission as one of its "associated" community development schemes. project was, from its inception, set up on a decentralized basis, each village acting as a separate unit in the scheme. Public meetings were first held to enlist the support of the people, elect vil- lage committees, discuss the needs of each district, assess the facilities available and determine the action necessary. Classes took place regularly one evening each week in each village inciu- 'ded in the scheme, introducing the following topics: films and filmstrips as aids to discussion groups; the encouragement of reading through the provision of village libraries; arts and crafts; sewing and housecraft for women; sports. press desire of the people, and with their full co-operation; all have been closely related to local needs, and little formal work in advanced school subjects was attempted during this period. Plans include the establishment of permanent community centres, following a standard pattern of proved usefulness, in each of the villages, and ultimately throughout the whole Cook Islands group. The m.thods adopted are of significance to educationists in other Pacific territories where similar problems have to be faced.

The

All these activities have been carried out at the ex-

(AUSTRALASIA) FIJI ISLANDS

99. Hayden, Howard. "Community development on Moturiki, Fiji". Oversea education, vol. 24, no. 4, p. 2-12, January 1953, London, H.M.S.O.

Initiated by the South Pacific Commission and undertaken by the Government of Fiji under its sponsorship, the major purpose of the pilot project on Moturiki was to test a technique - that of using a native team trained in Fiji to assist a community to raise its standard of living by its own efforts. This article first describes the prevailing conditions on the Island, and the composition of the team of experts sent to carry out the project under the immediate direction of an advisory group representative of the Government departments involved. Work was begun in January 1950 with an intensive sociological survey of the Island; the team then retired to study the data gather- ed, and to undergo a period of training before returning to carry out the programme decided upon. Meetings were held with the inhabitants to explain the need for their support and to obtain their

- 33 - consent in carrying out the activities planned with their co-operation. fields were then tackled: tlement. their methods was assured.

Problems in the following agriculture, forestry, health, women's crafts, education and youth set-

The team was finally withdrawn from Moturiki at the end of 1951, when the success of

M r . Hayden has prepared a detailed report of the project fully documented and illustrated, and including the initial surveys which will be published by the Oxford University Press, Melbourne, early in 1954.

(AUSTRALASIA) NEW GUINEA

100. South Pacific Commission. The Nimboran community development project. Noumea, 1953 ~ 12 p. (Technical Paper No. 45). 1s. Processed.

Describes the first stage of work of the second pilot project sponsored by the South Pacific Com- mission and planned and carried out by the Government of Netherlands New Guinea. was made during 1951-52 covering demography, the soil, social and economic structure as well as the identification of problems. mic problem by introducing, on a plot of 100 acres, mechanized agriculture and a planting scheme, and by expanding the existing shop, promoting small industries and organizing a. co- operative. The social aspect of the development plan includes the strengthening of the existing girls 'continuation school, the development of health education and public health and recreational programmes. A district officer has been assigned to the area to direct the work, to enlist the voluntary co-operation of the local people, and to ensure that social development programmes are adapted to the local needs.

A survey

AS a result of this survey, it was decided to attack the econo-

The first report by the District Officer under the title "A tractor goes to Sari Kerang'l relat- ing the enthusiastic co-operation of the population in building a road for the tractor, was published in South Pacific Commission Quarterly Bulletin, Vol. 2, No. 4, pp. 9-11, October 1952.

(AUSTRALASIA) PAPUA AND NEW GUINEA

101. Papua and New Guinea. Department of Education. Community development review paper, nos. 1, 2, 4 and 5. Port Moresby, 1951-52. Various paginations. Processed.

These are the first four of a series of papers "dealing with aspects of community development in the Territory of Papua and New Guinea". nature of the approaches to tfie problems of all-round development".

They are "intended primarily to indicate the varied

Paper no. 1 describes the community development project in the Purari Delta, Western Papua. over, intensive work has started in one of the villages, Kinipo. development activities in the Milne Bay area, in Eastern Papua. started as an industrial training project by the Kwato Mission of the London Missionary Society, is described in some detail. Another project in this area is the community farm project at Akioha. Paper no. 4 reviews the agricultural extension projects in three different areas. Appended to these papers is a most interesting account of a vernacular news sheet produced by a group of Motu people-. Paper no. 5 reports the activities of the Maprik area education centre, This centre re- pre'sents an experimental approach to the rather special problems of fitting. a suitable educational programme into the conditions and needs of a typical village rural environment.

The project was initiated by a local Papuan leader. Since the Government has taken jt Paper no. 2 gives an account of The Wagawaga scheme, which

A reprint of paper no. 1 appeared in Oversea education, vol. XXIV, no. 2, p. 23, July 1952, and of no, 2. in Oversea education, vol. XXIV, no. 3, pp. 2-3, October 1952. A further article in Community development bulletin, vol. 111, no. 3, p. 50-54, June 1952, gives information on "Area education centres in the Territory of Papua and New Guinea" which were established after a survey of local needs and are administered with the participation of the people themselves. paper summarizes the development of four such centres in the region.

The

- 34 - (EUROPE) DENMARK

A survey of the history, aims, methods and accomplishments of the Danish Folk Schools with some consideration of their influence on rural.social organization, on practical advances in agri- culture, and on the political and cultural development of Denmark from their establishment in 1864 up to the present.

(EUROPE) FRANCE

103. United Nations. France Metropolitaine. New York, 1952. 48 p. (Serie de publications des Nations Unies relative A 1 'organisation et au developpement general des collectivites . ST/SOA/ Ser .0/1 - ST/TAA/Ser .D/l). The information included in this report was supplied by the French Government in reply to a re- quest of the United Nations. It gives an account of social centres in metropolitan France. The first part outlines the characteristics, requirements, organization and activities of these centres and describes the different types of centre. Social centres are defined as organizations which, with the participation of their members, endeavour to solve certain problems faced by the popu- lation in a given area by making available at an appropriate place a group of services and collect- ive activities which are educational or social in character or aim at health improvement. These activities are carried out under the guidance of a full-time social worker who ensures the running of the centre.

In the second part, two examples - the rural social centre of Done la Fontaine and the social centre at the industrialized Paris suburb of Saint Denis - are described in detail. also gives considerable information on the organization of rural centres in Algeria and a biblib- graphy for further reading.

The brochure

(EUROPE) FRENCH TERRITORIES

104. United Nations. France d'Outre-mer. New York, 1952. 22 p. (Serie de publications des Nations Unies relative A 1 'organisation et au developpement general des collectivites . ST/SOA/ Ser .O f 2 - ST f TAA/Ser .D/2). This, the second volume of the United Nations series on community organization and development, deals with social centres in French Oversea territories. The introductory part summarizes the development of such centres in the territories and the policy of the French Government. followed by a general description of the various types of centre now in existence in rural and urban areas. Cameroons, (2) Madagascar, (3) South Pacific area, (4) French Equatorial Africa, (5) French West Africa.

This is

The main body of the pamphlet consists of accounts of specific centres in (1) the French

Most of them are of recent origin, started since 1949.

(EUROPE ) GREECE

105. Leet, Glen. "-r". The Survey, vol. 87, pp. 100-105, March 1951, New York, Survey Associates. Inc., (112 E. 19th St. ) Monthly. Annual subscription: $5.00.

Describes the Community Development Employment programme developed with technical assist- ance from the United Nations in Greece. lage improvement activities by the people themselves through a government payment to the per- sons employed for such work. costs involved. In less than two years nearly 15,000 villages took up the offer and as a result, miles of roads, water supply and sewer systems were built and vast areas of land improved by drainage, irrigation or flood control.

The principle behind the programme is to promote vil-

The communities decide on their own project, and pay for all other

- 35 -

106. United Nations. Community Development programmes in Greece with special consideration of welfare through employment. New York, 1953. 67 p. (Series on community organization and development. ST/SOA/Ser .0/14 - ST/TAA/Ser.D/14). This report relates to Community Development Employment in Greece and is an account of the work of the United Nations mission which evaluated the C .D .E programme with specific refer- ence to its social and economic value in Greece and its applicability in underdeveloped countries in other parts of the world. was an activity undertaken by the Greek Government to al- leviate severe social and economic distress in the country arising from low productivityi low le- vel of investments, inadequate communication systems, high unemployment and a low standard of living. It was in fact a welfare activity operating through an employment programme. Villagers were invited to put up proposals for simple works which were examined by the Government who provided money to pay wages if the project were accepted. ployment and means of living were given to a large number of people and at the same time exten- sive improvement was made in roads, reforestation, land productivity, drainage ar,d irrigatlon, water supply systems and sanitation projects.

C .D .E

As a result of the programme, e m -

The report describes in some detail the varieties of community development programmes gives a general evaluation of the successes of the total project and describes in more detail the exact way in which the programme was carried out in three typical villages It was concluded that the programme had made a significant contribution towards the alleviating of poverty and that as a method of giving relief to indigenous populations it was sound in principle.

(EUROPE ) ITALY

107. Unione Nazionale per la Lotta Contro 1'Analfabetismo. Relazione di lavoro. Roma (Via IV Novembre, 154) fl95q. 18 p.

This report on the activities of the Union during 1950 describes the "Centres of popular culture'' through which education and community development programmes are carried out by the Union in the southern part of Italy. Calabria and Sardegna. They have become meeting places of people of varied experience where training is given in handicrafts, literacy, citizenship, health and hygiene, and development of re- creational programmes. Each centre is managed by a committee elected by the persons attend- ing it and a teacher appointed by the Union to direct the activities. grammes taking place within their confines, these centres administer medical mobile vans sup- plied by the Union, undertake welfare work among the needy, and discussions at the centre often lead to community improvement activities such as the building by voluntary labour of roads, of a children's refectory, etc.

By the end of 1950, 30 such centres were opened in Basilicata,

In addition to educational pro-

The Union also carries out various programmes for training adult education leaders.

Three annual reports have been published since the Union was established in 1947. Taken to- gether they show the development in the orientation of its work which began by attacking the pro- blem of illiteracy; this has now ceased to be its primary concern, and attention in this area is given to stimulating the desire to learn. cultura popolare and a quarterly Conoscere containing materials of a technical nature for adult educators.

The Union publishes a monthly liaison bulletin I centri di

The Union also publishes technical monographs from time to time: Introduzione ad un metodo per insignare a leggere e a scriv&-e agli adulti (Roma, 1951, 6 p.) describes a method developed by Maria Montessori for teaching adults to read and write.

An article on "Adult education centres in Southern Italy" by Anna Lorenzetto appeared in Fundamental and adult education, vol. IV, no. 3, pp. 27-31, July 1952. (Paris, Unesco.)

108. United Nations. Italy. New York, 1953. 23 p. (Series on community organization and develop- I_

ment; ST/SOA/Ser .O/ll - ST/TAA/Ser .D/ll). Also in French.

There are not many locally organized community centres in Italy largely because the long period of dictatorship slowed down the development of a community spirit in small communities.

- 36 - The co-operative movement is steadily gaining ground in the country, but it has mainly de-

veloped in the economic sector and has not resulted yet in the establishment of community welfare centres. There is, however, a hope that agricultural co-operatives will lead to the opening of community centres shortly.

There are four major organizations particularly active already:

(1) The Community Movement (Movimento Commun<ta),sponsored by the Italian Community Centres tnstitute (Instituto Italian0 per i Centri Communitori), aims at developing a new com-

~~

mnity spirit in local communities;

(2) UNRRA-Casas, set up by agreement between the Italian Government and the UNRRA mis- sion in Italy, deals with problems created as a result of its own welfare work;

(3) The National Union for the Prevention of Illiteracy (Unione nazional? per la lotta contro llanalfabetismo) has established people Is centres in connexion with its literacy campaign in the South;

(4) The National Worker's Welfare Organization (Ente nazionale assistenza in lavoratori) is chiefly concerned with educational and leisure-time activities of workers.

(E'JROPE) NORWAY

109. United Nations. Norway. New York, 1953. 5 p. (Series on community organization and de- velopment; ST/SOA/Ser.0/12 - ST/TAA/Ser .D/12).

Community welfare centres are quite well developed in Norway. They are under the special su- pervision of the Section for Youth Recreational Activities of the Ministry of Church and Mucation which encourages the organization of such centres all over the country and particularly in the rural districts. cia1 aid if they fulfil the requirements as laid down by the Government.

They are set up through local co-operative societies and can be given state finam

In 1950 theNorwegian Government allotted a special grant of 200,000 kroner for the erection of new centres and in 1951, 600,000 kroner was granted from Government-sponsored football pool sources.

According to a survey made in 1952, there were 3,500 meeting places out of which only 1,100 fulfilled the requirements of a modern community welfare centre.

It is therefore proposed that the extension of these centres be included in the Government Is economic long-term programme for 1954-57, with a yearly public grant of 6 million kroner in 1954 and 1955. The grants should pro- vide for the erection of 50 to 100 new centres per year, with the aim of reaching a total of 3,500 district community and smaller village welfare centres in 1957.

This sum is to be doubled in the two subsequent years.

(EUROPE) UNITED KINGDOM

110. United Nations. United Kingdom. New York, 1953. 37 p. (Series on community organization and development ; ST/SOA/Ser .0/4 - ST/TAA/Ser .D/4). Also in French. The first part of this study gives a brief survey of the agencies in the United Kingdom concerned with community development and a general description of rufal and urban centres; the second deals in detail with the history, organization and functions of a number of individual centres, selected from different areas to give as representative a picture as possible. tical data and a bibliography.

Appendices provide statis-

The majority of the centres were started through the initiative of individuals or groups of in- dividuals, and gradually secured the support of national agencies, either statutory bodies such as the Local Education Authorities or voluntary organizations such as the National Council of Social Service. Many of the centres receive Government-grqnt aid though the Government has not plan- ned or sought to administer a centralized or standardized scheme for community centres. centres are mostly located in.special buildings and have separate sections for children, youth,

The

- 37 - adults and sometimes pensioners. ployees and voluntary workers, usually cover welfare, recreation and education. The education- al facilities vary from centre to centre. and post-primary schools, vocational training, adult education, the teaching of citizenship and neighbourliness, health education, English for foreign workers and instruction and recreation for housewives.

Their activities, which are organized both by salaried e m -

They comprise one or more of the following: primary

(EUROPE) UNITED KINGDOM (DEPENDENT TERRITORIES)

111. United Nations. United Kingdom dependent territories, New York, 1953. 23 p. (Series on com- munity organization and development; ST/SOA/Ser .0/6 - ST/TAA/Ser .D/6).

The main part of this monograph is devoted to an outline of the status of community development in 26 colonies, mandates, protectorates and trust territories under the administration of the Uni- ted Kingdom. The description of work in each area, although tending to be brief, is nevertheless informative and provides good material for a comparative appraisal. The progress made in com- mnity development differs a great deal from one area to another; in Kenya, for example, suf- ficient work had been done to warrant the establishment of the Jeanes School at Kabete which is providing training in community work on a large scale; in Gilbert and Ellice, on the other hand, the only form of a community centre to be found is the Maneaba (community meeting house) which is mainly used for ceremonial activities.

The introductory part of the study describes the general characteristics of community develop ment in the Territories and the work which has been and is being done to promote it. The Mass Education Clearing House of the London Institute of Education provides technical services in this field, including the briefing of experts concerned with this work. projects are mostly provided from the local administrations, but the United Kingdom, in order to encourage them, is contributing the sum of &140 million over a ten-year period ending March 1956, in accordance with the provisions of the Colonial Development and Welfare Acts of 1945 and 1950. Of the total expenditure from Development funds up to March 1951, over 437'0 was used on social services, which included education, health, nutrition, sanitation, housing, town develop- ment and welfare.

The funds used for development

(MIDDLE EAST) ARAB STATES

112. Unesco. Fundamental education forthe Arab World. Cairo, Unesco, 1952 ~ 16 p ~ Published also in Arabic under the title: al-Tarbiyah al-asaiyah fil- lalam al- 'araby.

This illustrated brochure describes the factors that led to the establishment of the Arab States Fundamental Education Centre at Sirs-el-Layyan, 65 kilometres north of Cairo, Egypt, and the work which is being undertaken there. Sponsored by Unesco in collaboration with other United Nations Specialized Agencies, the United Nations Technical Assistance Programme, and the Egyptian Government, .thecentre receives students for training from all Arab States in the Middle East. the needs, resources and cultural levels of the local communities. includes a clearing house and a library, provides the necessary technical information to field work- ers at the Centre and in the different Arab States,

A production division is in charge of preparing fundamental education material adapted to A research division, which

Arab States Fundamental Education Centre. al-TakrTr al- 'am li-farfk salata al-Kubrg. Sirs- el-Layyan, (Egypt), 1953, 28 p., maps. Processed.

A detailed report on the activities of a team of twelve trainees from the Arab States Fundamen- tal Education Centre sent to the village of Kalata al-Kubrg, Egypt, during the first six months of 1953. The purpose of the mission was to conduct field work in fundamental education in one of four selected villages of which Kalata al-Kubrk! was one.

The report describes the geographical position of the village, its demographic, occupational and social conditions and the status of education, health and agriculture, studies of which were undertaken by the members of the team as the initial part of their mission. The work plan is then described, as is the experience of the team in establishing working relationships with the inhabitants : the formation of a rural reconstruction society, the reviewing of the activities of

- 38 -

(MIDDLE

the co-operatives society, the increase of the water supply for land irrigation and the organiza- tion of recreational activities including the establishment of a rural club with its playing field. The report ends with a number of recommendations intended to serve as an aid to the improve- ment of educational and social conditions.

EAST) EGYPT

113. Bogue, Robert and Habashy, Aziz . Cairo, Ministry of Public Health. 1952. 43, 62 p. Free. Parallel text in English and Arabic.

Health education pilot project in three villages in Egypt.

Describes an experiment in health education carried out for three months (July-September 1951) in three villages near Tanta where WHO has established a VD Control Demonstration Centre in collaboration with the Egyptian Government. Ministries of Health, Education and Social Affairs with the assistance of WHO. Nine students from the Cairo School of Social Work for Girls were assigned to the project. It was stressed that the home was the focal point from which to develop health education; hence emphasis was placed on work with women through house-to-house visits.

Additional activities included work with village boys

The project was a joint undertaking of the Egyptian

clubs, factory groups and with maternity and child welfare centres.

This report is of particular interest for its careful account of methods used: co-ordination of agency resources; joint planning by staff and villages to determine needs; consultative super - vision; and evaluation of results.

"Experiments of the Egyptian Aqsociation for Social Studies in rural reconstruction in Egypt: el Manayel and Shatanouf". Fundamental and adult education, vol. V, no. 4, pp. 150-156, October 1953. Paris, Unesco.

114.

Describes how two social workers gained the confidence of the villagers at El Manayel and Shatanouf by living with them and helping them to attack certain of their community problems. The results were the building of a village school, improvement of recreational opportunities both for young people and adults, the establishment of a co-operative and the expansion of another, road building and improvement of water -supply and general improvement of the economic and health standard of the fellaheen.

(Hussein, Ahmed, 'el-Manayel village reconstruction experiment". Fundamental and adult education, vol. I, no. 2, pp. 3-9, April 1949. Paris, Unesco) usefully supplements the pre- sent account.

115. Hussein, Ahmed. 27 p. illus.

A booklet outlining the principles which led to the development of rural welfare centres in Egypt in 1941, following the establishment of the Ministry of Social Affairs. tres are set up with the active participation of the local population, and the work done by their staff to improve living conditions in general. With the participation of other ministries, facilities are provided in the fields of health, agriculture, education and social welfare. In 1951 there were 136 such centres, each serving about 10,000 inhabitants. The centre in Menoufia District, which is one of the largest and where co-ordination of the work of the various ministries is most advan- ced, is now being used to accommodate the Arab States Fundamental Education Centre.

Rural social welfare centres in Egypt. Cairo, Ministry of Social Affairs, 195 1.

It describes how the cen-

(MIDDLE EAST) IRAQ

116. Burns, Norman. 366, Summer 1951. Washington, The Middle East Institute (1830 Nineteenth Street, N.W.). Quarterly. Annual subscription: $6.00. Single issues: $1.50.

"The Dujaylah land settlement'', The Middle East Journal, vol. 5, no. 3.pp.362-

Describes the project initiated in 1945 by the Government of Iraq and evaluates the first results achieved as witnessed by the author on a recent visit. Dujaylah was covered with green growth. sons selected by the settlers themselves and was effectively serving the community.

As contrasted to most farms in this area, It also had a co-operative which was run by four per-

- 39 - Howecer, there was no doctor in the area and no elective officials other than the four persons

chosen among the settlers to run the co-operative, and the project was not self-supporting. Never- theless, the author feels that the project was excellently administered and concludes “Dujaylah, if successful, offers a possible solution to Iraq’s land problem’’.

A further article on the project written by Francis Boardman appeared in the Near East Society Bulletin, March 1951 (New York, Near East College Association and the Near East Found- ation, 46 Cedar St ., Monthly. ) and was reprinted in Community development bulletin, vol. 111, no. 1, pp. 13-17, December i951.

Since 1952 Unesco has sent to Dujaylah a team of educators; no published report on their work is as yet available.

- 40 - SECTION C

SELECTED LIST OF PERIODICALS ON OR RELATED TO COMMUNITY ORGANIZATION AND DEVELOPMENT

117.

118.

119.

120.

121.

122.

123.

124.

125.

126.

127.

128.

129.

130.

131.

132.

133.

G E .N E R A L

Chroniques d'outre-mer.

Colonial development; quarterly magazine of the Colonial Development Corporation. Corporation (33 Hill Street). Single issues: IS.

Paris, la Documentation fraqaise, (16, rue Lord Byron). Monthly,

London, The

Colonial cinema. London, Colonial Film Unit @el Soho Square). Quarterly, Free.

Colonial review. London, University of London Institute of Education. Quarterly. Annual sub- scription: 5s.

Community development bulletin. (Formerly: Mass education bulletin). London, Community Development Clearing House, University of London Institute of Education (Malet Street, W.C. 1). Quarterly. Annual subscription: 3s. 6d. Single issues: IS.

Co-operative information. Geneva, International Labour Office. Irregular. Published also in French and Spanish.

Corona; the journal of Her Majesty's Colonial Service. Monthly. Annual subscription: 20,':. Single issues: IS. 6d.

London, H.M .S .O . (429 Oxford Street).

Education abstracts. Paris, Unesco, Monthly. Published also in French and Spanish.

Fundamental and adult education; a quarterly bulletin. Paris, Unesco. Annual subscription: $1.00; 5s.; 250 fr. Single issues: $0.30; Is. 6d.; 75 fr. Published also in French and Spanish.

Human organization. Quarterly. Annual subscription. $6.00.

Human relations; Publications, Ltd. (68-74 Carter Lane); Ann Arbor, The Research Centre for Group Dynamics, University of Michigan. Quarterly. Annual subscription: 30/-; $6 -00. Single issues: 8s. 6d. $1.75.

Industry and labour. Geneva, International Labour Office. Bi-monthly . Annual subscription: $5 .OO; 20 Swiss fr. Single issues: $0.25; 1 Swiss fr. Published also in French and Spanish.

International social science bulletin. Paris, Unesco. Quarterly. Annual subscription: $3.50; 21/-; 1,000 fr. Single issues: $1.00; 6s.; 300 fr. Published also in French.

New York, The Society for Applied Anthropology (61 West 55th. Street).

studies towards the integration of the social sciences. London, Tavistock

Oversea education; a journal of educational experiment and research in tropical and sub-tropical areas. London, Colonial Office, H .M .S .O. (15 Victoria Street, S.W. 1). Quarterly. Annual subscription: 5s. Single issues: IS. 3d.

The Times educational supplement. E. C .4). Weekly. Annual subscription: Ll. 4s.

London, Times Publishing CO., Ltd. (Printing House Square,

United Nations. New York.

Department of Social Affairs. Housing and town and country planning; bulletin. Three times a year.

AFRICA

Africa; journal of the International African Institute . Quarterly. Annual subscription: 25s.

London, The Institute (17, Waterloc Place).

- 41 - 134. African abstracts; a quarterly review of ethnological, social, and linguistic studies appearing in

current periodicals. Fetter Lane). Annual subscription: 26s. Single issues: 6s. 6d.

London, International African Institute, (St. Dunstan's Chambers, 1 O/ 11 134. African abstracts; a quarterly review of ethnological, social, and linguistic studies appearing in

current periodicals. Fetter Lane). Annual subscription: 26s. Single issues: 6s. 6d.

London, International African Institute, (St. Dunstan's Chambers, 1 O/ 11

135. Journal of African administration. London, Colonial Office, H .M .S .O (York House, Kingsway, W. C .2) Quarterly. Annual subscription: 6s. 6d. Single issues: Is. 6d.

136. West African affairs. Coast. Irregular, Single issues: 9d.

Accra, Department of Extra-Mural Studies, University College of the Gold

BELGIAN CONGO

137. Bulletin du Centre d 'Etude des Probl&mes sociaux indigenes. Bruxelles, Institut Royal Colonial Belge. 4 times a year. Annual subscription: 250 fr.

Elisabethville, C .E .P .S .I -;

138. ProblPmes d'Afrique centrale. Bruxelles, Association des anciens etudiants de 1'1 .N .U .T -0.M. Quarterly .

139. Revue coloniale belge. Bruxelles, (34, rue de Stassard). Bi-monthly. Annual subscription: 260 fr.

140. Za'ire: revue congolaise. Bruxelles, Editions Universitaires (163, rue du Trone); Antwerpen, De Nederlansche Boekhandel (Saint-Jacobs markt 50). Monthly. French and Flemish.

BRITISH CENTRAL AFRICA

141. Human problems in British Central Africa. Journal of Rhodes-Livingstone Museum, Northern Rhodesia. Irregular. Annual subscription: 5s.

142.

FRENCH CAMEROONS

Initiatives; bulletin d'education de base. Yaounde, Cameroun, Bureau d 'education de base. Quarterly.

FRENCH WEST AFRICA

L 'education africaine; Direction general de l'enseignement . Irregular. Annual subscription: 250 fr.

MOROCCO

143. bulletin officiel de 1 'enseignement en AOF, Dakar, Service pedagogique,

144. Bulletin d'information du Maroc. Rabat, Service general d'information. Fortnightly.

UGANDA

145. Uganda journal, Kampala, Uganda Society. Twice a year. Annual subscription: 20s.

AMERICA

America indfgena. Annual subscription: $2.00.

146. Mexico, D.F., Instituto Indigenista Interamericano (Liverpool 2). Quarterly.

147. Boletin indigenista. Mexico, D. F., Instituto Indigenista Interamericano. Annual subscription: $4.00.

BOLIVIA

148. Bolivia rural. La Paz, Departamento de Educaci6n Rural. Quarterly. Free.

- 42 - BRITISH CARIBBEAN

149.

150.

151.

152.

153.

154.

155.

156.

157.

158.

159.

160.

161.

162.

163.

164.

165.

Caribbean Commission Monthly Information Bulletin. mission (Kent House). Annual subscription: 10s.; $2.00; 450 fr. Single issue: 1s.; $0.20; 45 fr.

Port-of-Spain, Trinidad, Caribbean Com-

Caribbean Quarterly. St. Joseph, Trinidad, B.W .I. (Gordon Street). Annual subscription: 5s.; $1.20. Single issues: 1s. 3d.; $0.30.

CANADA

Canadian welfare. Annual subscription: $2 .OO.

Ottawa, Canadian Welfare Council (245 Cooper St .) Seven times per year.

Community courier. Huron Street). Monthly.

Community planning review. Ottawa, Community Planning Association of Canada. Monthly.

Conservation. quebdcoise (286, rue St. Joseph). Monthly. Annual subscription: $1.00.

Food for thought. Monthly. Annual subscription: $2.00.

Learning for living. Pasadena, Cal., U .S .A., Fund for Adult Education (914 East Green Street). Irregular.

Toronto, Community Programpes Branch, Department of Education (260

Organe officlel des clubs 4 - H du Qudbec . Quebec, 1 ‘Association forestiere

Toronto, Canadian Association of Adult Education (340 Jarvis Street).

Toronto, Canadian Association for Adult Education (143 Bloor Street, West)

Service social. QuCbec. Ecole de Service social, Facultd de Sciences sociales, Universite Laval. Quarterly.

Social worker. Ottawa, Canadian Association of Social Workers. Five times per year. Annual subscription: $1 .SO.

HAITI

Espoir. Port-au-Prince, (28, rue Chaeron). Bi-monthly.

Revue du travail.

HONDURAS

Port-au-Prince, Ddpartement du Travail.

Honduras rural; revista para la educaci6n campesina. Normal Rural. Free.

JAMAICA

San Juan de Camayagua, D.D., Escuela

The Welfare reporter; monthly magazine. Kingston, Jamaica, B .W .I ., Jamaica Social Welfare Commission. (74 1/2 Hanover St). Annual subscription: 2s. 6d.; Single issues: 2d.

TRINIDAD

Community education. Tobago. Bi-monthly. Free.

Port-of-Spain, Trinidad, Education Extension Services of Trinidad and

UNITED STATES OF AMERICA

Adult leadership. Monthly. Annual subscription. $4.00.

Washington, Adult Education Association of the U .S.A. (

Community. Monthly. Annual subscription: $2.50. Single issues: $0.25.

New York, Community Chests and Councils of America, Inc.,

201, Sixteenth Street)

(155 East 44th Street).

- 43 - 166.

167.

168.

169.

170.

171.

172.

173.

174.

175.

176.

177.

178.

179.

180.

181 ~

182.

183.

Community service news I subscription: $2.00. Single issues: $0.40.

Cooperative housing. Washington, National Association of Housing Cooperatives. Monthly.

Yellow Springs, Ohio, Community Service, Inc., Bi-monthly.Annua1

Cooperative living. Wagner, Wagner Rood, R.D.3). Quarterly. Annual subscription: $1 .OO.

Poughkeepsie, New York, Group Farming Research Institute (1949, Van

Indian education. Free.

Washingtori, Indian Service, U. S. Department of the Interior. Fortnightly.

Journal of Negro education. Quarterly. Annual subscription: $2.50.

New Dominion series. Charlottesville, Va. ~ Extension Division, University of Virginia. Monthly. Annual subscription: $1 . 00 .

Rural education news. tion (1201 Sixteenth Street Northwest),

Washington, Bureau of Educational Research, Howard University.

Washington, Department of Rural Education, National Education Associa-

Rural missions. New York, Agricultural Missions, Inc., (156 Fifth Avenue). Quarterly. Free.

Rural sociology. Lexington, University of Kentucky. Quarterly ~ Annual Subscription: $4.00.

VENEZUELA

Consejo de Bienestar Rural. Informe mensual. Caracas, Venezuela, Monthly.

AS1 A - INDIA

Adult eclucation review. Street). Monthly.

Madras, South Indian Adult Education Associatian (10 Narasinghapuram

The education quarterly. New Delhi, Ministry of Education. Annual subscription: 14s.

Indian journal of Adult Education. Quarterly. Annual subscription: 5 rupees; $2.00. Single issues: 1 rupee 4 annas.

Delhi, Indian Adult Education Association (30, Faiz Bazar).

Kurukshetra. New Delhi, Community Projects Administration, Planning Commission. Monthly. Annual subscription: 4 rupees. Single issues: 6 annas.

Rural India; published under the auspices of Adarsh Seva Sangha: editor G.K. Puranik, Ishwardas Mansions, Nana Chowk, Bombay 7, India. Monthly. 8 rupees; 16s.

Social education news bulletin. Monthly. Annual subscription: 3 rupees.

Delhi, India Adult Education Association (30, Faiz Bazar).

INDONESIA

Cultureel Nieuws . Indonesik! 1952. Amsterdam, Stichtig voor culturere Samenwerking Viottstraat 41). Quarterly.

PHILIPPINES

The Philippine community school bulletin (Formerly adult education in action) Education Division, Bureau of Public Schools. Bi-monthly. Free.

Manila

J..J.

Adult

- 44 - AUSTRALASIA

184.

185.

186.

187.

188.

189.

190.

191.

192

193.

194.

Pacific reading. (Box 5254). Quarterly. Annual subscription: 6s.; $0.90. Single issues: 2s.; $0.30. Pub- lished also in French.

Sydney, N .S .W ., Australia, South Pacific Commission Literature Bureau,

South Pacific. Sydney, Australian School of Pacific Administration. Monthly. Free.

SPC quarterly bulletin. tion: 8s.; $1.15. Published also in French.

Noumea, New Caledonia, South Pacific Commission. Annual subscrip-

EUROPE

BELGIUM

Le service social. Bruxelles, Institut d'etudes sociales de 1'Etat. Annual subscription: 100 fr. Single issues: 18 fr.

FRANCE

Actions et techniques sociales. Paris (3, rue de Stockholm). Monthly. Annual subscription: 1,000 fr.

Cahiers frangais d Iinformation. Bi-monthly. Annual subscription in France: 900 fr. Other countries: 1,700 fr. Single issues in France: 40 fr. Other countries: 60 fr.

Paris, Direction de la documentation (16, rue Lord Byron).

Communaute. Paris (4, rue Cochin). Monthly. Annual subscription in France: 750 fr. Other countries: 1,200 fr. Single issues: 100 fr.

Education et vie rurale; revue de 1'Amicale des participants aux stages d'animateurs ruraux or- ganises par la Direction Generale de la Jeunesse et des Sports. Paris (8, Boulevard Montmartre). Bi-monthly .

Revue de l'action populaire. Paris, Editions Spes. Monthly.

GREAT BRITAIN

Community news. Monthly. Annual subscription: 4s. Single issues: 4d.

Social service; discussions of social service and social research. London, National Council of Social Service (26, Bedford Square). Quarterly. Annual subscription: 10s. Single issues: 2s.

ITALY

London, National Federation of Community Associations (26, Bedford Square).

195.

196.

197.

198.

I centri di cultura popolare; notiziario a cura dell' Unione Nazionale per la lotta contro l'anal- fabetismo, Roma (Via S. Prisca, 16). Monthly.

Conoscere; rivista di educazione degli adulti. Roma, Unione Nazionale per la lotta contro l'analfabetismo (Via S. Prisca, 16). Bi-monthly, Annual subscription in Italy: 1,200 lire. Other countries: 2,200 lire. Single issues: 250 lire.

La cultura popolare; notiziario dell I Unione Italiana della cultura popolare, Milano, Societa Umanitaria (Via F. Daverio No. 7). 1,000 lire. Single issues in Italy: 250 lire. Other countries: 500 lire.

Ricreazione; rivista mensile. Roma, Ente Nazionale Assistenza Lavoratori (Via Monte Giordano, 36). Monthly. Annual subscription: 2,000 lire. Single issues: 200 lire.

Annual subscription in Italy: 800 lire. Other countries:

- 45 - SWEDEN

199. - Plan; Tidskrift fur planering av landsbygd och t!&orter. planering (Malmskillnadsgatan 19). Bi-monthly. Annual subscription: kr . 15. With an English summary.

Stockholm, Fureningen fb- sarnhPlls-

MIDDLE E A S T

SYRIA

200. Al-Muallin al- Arabi. Damascus, Syria, Ministry of Education. Monthly, Annual subscription: E5. (Syrian).

- 46 - S E C T I O N D

U S E F U L ADDRESSES

Community Development and Organization Section Division of Social Affairs United Nations P.O. BoxNo. 596 United Nations Building, New York

Council for Technical Cooperation in South and South East Asia

Colombo, Ceylon

Education Clearing House Unesco 19 avenue Kleber Paris 16e. France

Near East Foundation 54 East 64th Street New York, N.Y.

Community Development Clearing House University of London Institute of Education Malet Street, W .C. 1. London

South Pacific Commission Noumea, New Caledonia

Community Project Administration National Planning Commission Government of India New Delhi, India

Pan American Union Washington, D .C . U.S.A.

Institute of Interamerican Affairs 333 Third Street, N.Y. Washington 25, D.C. U.S.A.

Caribbean Commission Kent House Port-of-Spain, Trinidad

National Council of Social Service 15 Queen Anne Street London W. I .

Community Development Projects 23 Heathfield Park London, N .W .2 ., England

Tropical Community Development Centre c/o Y .W .C .A. Bedford House London, England

The Friends Service Council Friends House, Euston Road London, N .W. 1.

The Rockefeller Foundation 49 West 49th Street New York 20, New York

The Ford Foundation 655 Madison Avenue New York 21, New York

The Public Administration Clearing House 45 East 65th Street New York 21, New York

Community Service Inc., Box 243 Yellow Springs, Ohio

Centre d 'information sur l'dducation de base Musee pedagogique 29 rued'Ulm Paris, Ve. France

Community Development Projects, Ltd. Illinois College Programme Community Development Programme Community Development Jacksonville, Illinois, U .S .Am

The Quaker International Voluntary Service American Friends Service Committee 20 South Twelfth Street Philadelphia 7, Pa.

Agricultural Missions, Inc. 156 Fifth Avenue New York, N.Y.

Stichting voor Culturele Samenwerking T .T. Viottastraat 41, Amsterdam Z The Netherlands

- 47 - AUTHOR INDEX

Alcock, A .E .S ., 1 All Indian Adult Education Association, 40 Allen, H.B., 51 Arab States Fundamental Education Centre, 112 Arce, Manuel Antonio, 33

Bathurst, Effie G., 83 Batten, T.R. 2 Begtrup, Holger , 102 Belgium. Minist&re des Colonies, 28 Berrios, Eliseo, 81 Biddle, William W., 3 Boardman, Francis, 116 Bogue, Robert, 113 Brazil. Ministerio da Agricultura, 66 Brunner, Edmund de S., 4, 36 Buck, Pearl, 90 Bureau of Current Affairs, 5 Burns, Norman, 116 Busia. K.A., 30

Cabreros Laya, Juan, 47 Cap6, Carmelina, 69 Centro Regional de Educaci6n Fundamental para

Ch&n Nardi, Rafaela, 76 Chadwick, E.R., 58 Childs, H., 63 Clark, Ann Nolan, 33 Claure, Toribio, 65 Coady, M.M., 67 Colombain, Maurice, 7 Consejo Interamericano de Educacion Alimenticia,

Crocker, Lucy H., 16 Cruz Gonz;lez, Adrisn, 32

la America Latina, 6, 75

89

Durance, C.L., 84

Ensayo Piloto Mexican0 de Educaci6n Bzsica, 76 Ensminger, Douglas, 4 Essert, Paul L., 8

Faulkner, D .E., 59 Fletcher, N.D., 84 Food and Agriculture Organization, 9, 91

Gold Coast. Department of Social Welfare and

. University College. Department of Community Development, 55

Extra-Mural Studies, 56 Gordillo, Miguel Angel, 33 Great Britain. Colonial Office, 11, 26, 27

. Ministry of Education, 48, 49

Habashy, Aziz, 113 Halti.

Hamblen, Stewart B., 84

Direction generale de 1 'enseignement rural, 72

A handbook of community programs, 31 Hatch, D. Spencer, 41 Hayden, Howard, 99 Hughes, Lloyd H., 77 Hunt, E.O.W., 60 Hussein, Ahmed, 114, 115

India. Bureau of Education, 42 . Planning Commission. 43 - -

Initiatives; bulletin d '6ducation de base, 53 Italy. Ministerio della Pubblica Istruzione, 50

Johannot, Henri, 12

Kenya. Community Development Organization, 57 Kumarappa, J.C., 44

Ladkin, R.G., 64 Laidlaw, Alex, 67 Lebret, J.L., 13 Leet, Glen, 105 Lilienthal, D. E., 85 London. Pioneer health centre. 16

Wdhya Pradesh. Directorate of Information and Publicity, 93

Marier, Roger, 74 Metraux, Alfred, 73 Metropolitan School Study Council, 14 Mexico.

Misano Garcia, Max H. I 32 Moomaw, I.W., 45 Mysore Adult Education Council, 94

Direccibn General de Asuntos Indigenas, 34

Nash. T.A.M., 61 National Society for the Study of Near East Foundation, 51 Nyasaland. Domasi Community Scheme, 62

Oberwager, Jerome, 75 Ogden, Jean (Carter), 39 Ogden, Jess, 39 Olsen, Edward G., 15 Olson, C .M., 84 Orata, Pedro T., 86

Education, 37, 38

Development

Page, Richmond, 84 Palau (Caroline Islands). Educational Administra-

Papua and New Guinea. Department of Education,

Pauvert, Jean-Claude, 29 Pearse, Innes H., 16 Philippines. Bureau of Public Schools, 46, 47 Puerto Rico.

tor, 97

101

Diyisi6n de Educaci6n de la Comunidad, 35

. Universidad. Consejo Superior de Enseiianza, 35

- 48 - Radvanyi, ~&szl6. 76 Redfield, Robert, 78 Reid, Jesse T., 87 Richards, H . M . , 1 Ritchie, Jean A.S., 1 Ruopp, Phillip, 18

Salazar, Segundo Miguel, 71 Sanchez, Patricio S., 70 Sanders, Irwin, 4 Ser vicio Cooper ativo Peruano Nor t eamer ic ano de Educaci6n, 80

Sierre Leone, 63 South Pacific Commission, 98, 100 Spicer, Edward H., 19

Tireman, L.S., 88

Turner, C.E., 20

Unione Nazionale per la Lotta contro 1'Analfa-

United Nations, 22-24,52,79,103,104,106,108-1 Unesco, 21, 73, 82, 92, 96, 112

. Technical Assistance Mission to Costa

betismo (Italy), 107

Rica. 32 Uttar Pradesh. Development Commission. 95

Vitarelli, William V., 97

Ware, Caroline F., 25 Watson, Mary, 88

Yang, E. Hsin-Pao, 36

- 49 -

S U B J E C T INDEX

Adult education, 8 - Canada, 31, 67 - Chile, 68 - Cook Islands, 98 - Denmark, 102 - Gold Coast, 56 - India, 40, 94 - Italy, 50, 107 - Puerto Rico, 35, 82

Agricultural colonies - Iraq, 116 - Nigeria, 60, 61 Education, 14 - Experimental methods, 88 - Palau. 97 Agricultural extension work, 4, 11

Antigonish movement, 67 Arab States Fundamental Education Centre, 112 Audio-visual education - China, 92 Centro Regional de Educacibn Fundamental para la America Latina, 75 Chan K o m (Mexico), 78 Cities and towns - Puerto Rico, 25 Citizenship education - Africa, 26 Community centres, 24 - Bibliography, 22 - Great Britain, 48, 49

- Belgian Congo, 28, 52 - Bibliography, 22 - Brazil, 66 - British Territories, 111 - Caribbean area, 79 - Caroline Is., 97 - Fiji, 99 - France, 103 - French overseas territories, 104 - Great Britain, 110 - Greece, 105 - India, 43, 44, 95 - Italy, 108 - Kenya, 57 - Mexico. 34, 79 - New Guinea, 100.101 - Nigeria, 58, 59, 61 - Norway, 109 - Nyasaland, 62 - papua, 101 - Ruanda-Urundi, 52 - Sierra Leone, 63

- U.S.A., 35

Community development, 2, 18, 23, 24

- U.S.A., 39 See also

Fundamental Education Community leaders, 3 Co-operation, 7 Cultural Missions - Mexico, 77 Discussion method, 5 Dujaylah land settlement, 116 Economic planning - India, 43 Extension education - Gold Coast, 56

- Agricultural, 4, 11, 36 Family, 16

Fundamental education, 6, 7, 21, 29 - Africa, 27 - Arab States, 112 - China, 90 - Ecuador, 71 - French Cameroons, 53 - French West Africa, 54 - Gold Coast, 55 - Haiti, 73 - India, 42, 45, 93 - Mexico, 34 - U.S.A., 86 See also

Community development Group work, Educational and Social, 12 Health education, 20

- China, 92

- Uganda, 64 - Egypt, 113

- U.S.A., 83 India - Social conditions, 41 Indians - Mexico, 34

- United States, 86 Jamaica Social Welfare Commission, 74 Leadership, 3, 8, 12 Nambe (New Mexico) Community School, 88 Nayarit Pilot Project, 76 Nutrition, 17, 89 Primary education - Costa Rica, 32 Rural education, 38

- Bolivia, 65 - Brazil, 66 - Costa Rica, 32 - Guatemala, 33 - Peru, 80 - Puerto Rico, 81 - Denmark, 102

Rural rehabilitation - China, 90 - Egypt, 114 - Middle East, 51 - Philippines, 46, 47 School and the community, 14, 15, 37

- U .S.A., 84 Sekondi - Takoradi (Gold Coast), 30 Shantan (China) Bailie School, 91 Social change, 19 Social pPoblems, 19 Social surveys, 13, 25, 30 Social welfare, 9, 10

- Gold Coast, 55 - Haiti, 72 - Jamaica, 74

- Egypt, 115

Sociology, Rural, 9, 10, 41 Taos (New Mexico), 87 Technical Assistance

- Greece, 105, 106 - South East Asia, 96

Tennessee Valley Authority, 85 Viani Pilot Project, 69, 70 Village planning, 1

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