A model which provides a valuable framework for helping college students in introductory economics courses appraise development strategies in Third World countries is presented. (Author/RM)

Provides an introduction to the content of economics syllabi and examination questions in the developing country of Ethiopia. (BSR)

Many secondary-level geography courses in Great Britain have adopted a welfare focus; students explore the key differences between the developed and developing worlds. The starting point is commonly the mapping of income, diet, and health levels on a global scale. This trend and problems encountered are discussed. (RM)

Presents issues and debates raised at the Eighth International Conference on Economics Education. Emphasizes the colonial legacy of education systems in developing nations. Expresses a fear among developing nations that Europe will develop an increasingly protectionist stance after 1992. Questions the concept of the developing nations as a group…

A review of the summer examination papers in 'A' level economics set by the eight boards of England and Wales during the period 1979-1983 show that, with two notable exceptions, the boards have not devoted much space to questions relating to the economics of developing countries. (Author/RM)

Argues that economics instruction must include an understanding of Third World economics. The advance level economics examinations in England are inadequate in this respect and should be restructured. (KC)

Presents secondary lessons on population growth and the social factors that influence it. Provides a simulation scenario in which students decide whether or not to raise the marital age or develop other population control policies. Includes charts, cartoons, and student work sheets. (CFR)