A preliminary investigation into the World Bank's support of non-formal education in less-developed countries discusses the role of education in the development process, the Bank's concern with education, and its funding of non-formal education projects. The Bank's involvement in education projects is described, from support for upper division schooling (beginning in 1963) to a shift to an emphasis on non-formal education when Robert McNamara became President of the Bank in 1968. McNamara's concern with rural education and functional literacy programs for adults, and his broadening of the scope of educational projects supported by the Bank are noted, as well as his emphasis on teacher training, curriculm development, and educational innovation/experimentation, rather than physical construction. Specific Bank-funded non-formal education projects are mentioned briefly, with an analysis of impacts and obstacles to project effectiveness. The study concludes that few persons writing about or orchestrating non-formal education policies agree on the intended beneficiaries or whether intended benefits are received; that the Bank's strategy evolved from "trickle down" to "growth and equity"; that presidents of the Bank have had major impact on funding priorities; and that the minimal impact of McNamara's push for primary and non-formal education was due to the fact that he was fighting an uphill battle against many obstacles. (MH)