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EXPERIENCES OF JORDAN, THAILAND, VIET-NAM, ECUADOR, UNITED ARAB REPUBLIC, PHILIPPINES, MADAGASCAR, ITALY, VENEZUELA, PERU, INDIA, GHANA, AND COLOMBIA IN THEIR RECENT EXPERIMENTS IN TRAINING AND EMPLOYMENT OF SCHOOL TEACHERS FOR ADULT LITERACY WORK AND COMMUNITY EDUCATION ARE ANALYZED TO ILLUSTRATE THE EFFECTIVENESS OF THEIR PROCEDURES. GENERALLY TWO METHODS WERE USED, BOTH POINTING TO THE NEED FOR INCREASED NUMBERS OF LITERACY AND ADULT EDUCATION SPECIALISTS--(1) USING EXISTING TEACHERS AND OTHER EXPERTS ON A VOLUNTARY, PART-TIME BASIS, AND (2) TRAINING SPECIAL ADULT EDUCATORS OR LITERACY EXPERTS WHO CONSTITUTE A SPECIAL SECTION OF THE TEACHING PROFESSION. WHILE PERSONS TRAINED IN THE TEACHING OF ADULTS ARE NEEDED, THE ROLE OF THE SCHOOL TEACHER SHOULD NOT BE UNDERESTIMATED FOR HE HAS THE EDUCATIONAL BACKGROUND AND TRAINING, AN ACCESS TO PARENTS THROUGH HIS CONTACT WITH CHILDREN, AND IS AWARE OF COMMUNITY NEEDS AND EAGER TO SOLVE THE EDUCATIONAL, ECONOMIC, HUMAN, AND SOCIAL PROBLEMS IN HIS ENVIRONMENT. (AJ)