This paper presents information culled from a study of 200 publications about innovative approaches towards achieving universal primary education (UPE) and its democratization. The first part of the paper addresses the topics of children's right to primary education, the role of primary education in eradicating adult illiteracy, and the difficulty in formulating a definition of UPE. The first section also presents data on current enrollment, gender disparities, and causes of nonattendance in primary education. The second part of the paper discusses nonformal approaches to UPE. Described are: (1) the target groups of UPE; (2) UPE's structural and methodological features, teacher training, finances and resources; and (3) policymaking involved with nonformal approaches. Nonformal UPE programs from India, Peru, Bolivia, Ecuador, Bangladesh, Tanzania, Cameroon, and Sudan are highlighted. The third part of the paper considers various issues involved with educational planning and research. The fourth part discusses problems and issues that arise in the relationship between formal, nonformal, and informal educational approaches. A reference list of about 80 titles, extracted from the original 200 reviewed publications, is included. (BC)