This paper outlines the concept of "programn and one set of elements that are considered to make up the program planning process in agricultural extension, and an example of practical program planning in Rhodesia is given. Although there is a wide variety of meanings attached to the term nprogramn in adult education, it has been stated by Thomas (1964) that all programs consist of two factors: (1) the relationship between participant and agent (usually oral); and (2) a variety of relationships with a variety of factors in the environment, all chosen and planned by these two parties. Four overlapping factors suggested by Verner (1964) as the basis for designing the learning experience, provide a simple model which could be elaborated to suit various situations and levels of planning:. (1) determination of needs; (2) identification of educational goals; (3) arrangement of learning tasks; and (4) measurement of achievement. Each of these steps is discussed. The cited program in Rhodesia, in the rather isolated Gokwe district, is based on cotton production. The foundation of the program is close liaison between specialists, extension staff, and the Cooperative Officer, and consists of the following essentials: a program that is technically sound and economically attractive; close cooperation of Extension and Cooperative functions; locally adapted recommendations, simplified to the essentials; emphasis on staff training (technical and team work); annual programs of main events; and monthly work program prepared one month in advance from the farmer/field worker level upwards. (DB) 4 U R DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. THOMAS, A.M. (1964). 'The Concept of programme in adult education' in JENSEN et al. Adult Education-outlines of an emerging field of University Study. AEA of the USA. 241-249. UNESCO (ED/WS/135). Evaluation of Experimental Literacy Pro e%-bs.
