of economic development is reasonably simple and straightforward in its theoretical layout, and has been carried out far and wide for some time now, evaluation of social and educational growth, which has highly complex and often intangible components, is still at a rudimentary stage. A contribution as to the present stage of evaluation research in adult education may therefore be helpful.
    The next two articles in this group are devoted to training, but from different viewpoints. Woodrow Hunter’s is an illustration of an interesting and original experience, but at the same time, indicates gerontology’s interest in adult education matters. It appears that, while educators are discovering a continuity in the educational process, gerontologists are becoming concerned, not only with the aged, but with the process of aging. If Havighurst’s article is recalled, this trend indicates the close connection between the two discipli-nes, gerontology and adult education.
    Antonio Cortese discusses the training of field workers specialized in the promotion of cooperatives. This is an interesting example of how adult educators often have to face the problem, not only of favouring the acquisition of specific knowledge by adults, but also of a change in value systems.
    Finally, Alex Sim’s article considers the setting for adult education, reviewing the whole matter of residential education in a light which is very close to that expressed by Paul Lengrand.
    The last group of articles includes valuable data on adult education activities in several countries throughout the world. They not only supply an overview of recent developments in countries where adult education has a long history, such as Great Britain, Germany and Denmark; they also present an outlook of experiences in developing countries. Moreover, a variety of problems are discussed, mostly related to methods, techniques and instruments of traditional use in adult education, but applied in a new and promising manner; furthermore, it is also apparent in these contributions that the educational process does not only take place in formal educational institutions, but that organizations such as unions or neighbourhood centres are likewise sources of the educational process.
     Three points are particularly worthy of note in this group of articles. The first refers to the use of mass media for adult education. The two articles, while presenting very different situations as regards the persons to whom programmes are addressed, the type of programmes, and the general setting of the experiments, both indicate how an evaluation procedure was built in together with the development of the programmes; this is essential when testing new techniques.
     The article on the modern theatre in Mali indicates how the theatre has been used as a modernizing institution that has managed, at the same time, to keep history and cultural values alive. The interest in the theatrical perfor-
VII