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Recently it has become fashionable to discuss a concept of lifelong or recurrent education. Recurrent education may be viewed as encompassing two types of decisions. The first involves the postponement of educational investments, and the second, educational investments in older individuals.' This paper concentrates on the second type, using as the criteria of evaluation economic efficiency and equity. Unlike most of the discussion in the available literature, this paper employs both criteria to evaluate a scheme of recurrent education in a low-income country. In 1961 at the request of the government of India, G. B. Pant University of Agriculture and Technology initiated a special 2-year bachelor of science agriculture program for gramsevaks, or village-level workers.2 To qualify for admission, gramsevaks had to meet these minimum qualifications: first, a pass in both the high school and intermediate examinations;3 second, a pass in the 2-year diploma course for gramsevaks; and third, 5 years of experience in extension or its equivalent. The program represents a departure from the normal 3-year undergraduate program in agriculture: first, by lowering its admission standards with respect to previous academic work; and second, by decreasing the degree program by 1 year. The 1-year reduction in the degree program is tantamount to substituting 5 years of experience in agricultural extension for 1 year of university course work.

University Training for "Gramsevaks" in India: An Example of Recurrent Education in a Low-Income Country