Nonformal approaches to primary education in developing countries are described in detail in the hope that the discussion will benefit decision makers and planners confronting situations marked by mass rural illiteracy, urban marginalization, employment of young children, and ethnic and cultural differences between minorities and the majority society. Case studies from Brazil, China, India, and Venezuela are supplemented by an introduction and synthesis and a concluding summary of the findings. Additional material describes examples of special projects for out-of-school children in Colombia, Indonesia, and the Philippines. (RH)