The shifting ideological winds of foreign aid donors have driven their policy towards governments in poor countries. Donors supported state-led development policies in poor countries from the 1940s to the 1970s; market and private-sector driven reforms during the 1980s and 1990s; and returned their attention to the state with an emphasis on…

Information technology (IT) professionals face markedly different kinds of challenges in developing countries from the ones in developed countries. Based on the research literature and our fourteen years of fieldwork in Iringa, Tanzania, we have identified eight groups of technical characteristics of IT work that significantly affect the work of…

It is impossible to have a first-rate educational system without a first-rate vocational education component. International vocational education has no professional base, no institutional loyalties, and no national coherence. It awaits leadership from the nations of the industrialized world. (JOW)

Examines contradictions between the view of planning embodied in the educational programs of developed nations and the actual needs of developing countries. Considered are some processes by which self-help and indigenous, as opposed to imported, planning education can be encouraged. (Author/WB)

The center-periphery concept, when applied to education, implies that the "central" institutions are research-oriented and part of an international knowledge system, while the "peripheral" institutions are not creative, but simply copy developments from abroad. Third world universities are peripheral institutions that look to universities in the…

Examines the extent to which the modern educational systems operating in the Third World reinforce dependency. Raises questions about foreign aid to education (i.e., capital and technical assistance), language and training, and the way dependency is reproduced and perpetuated in education. Offers suggestions for increasing educational relevance.…

Increase in research and development (R&D) activity in the industrialized countries has resulted in the expansion of the arms production capacity of the Third World. The transfer of arms production systems is carried out through production under license, subcontracting, and joint production of weapons. Politico-social and economic effects are…

Describes Australia's program of educational assistance to developing countries, indicating that over three-quarters of the assistance is for higher education. Suggests that the program's bias is driven by commercial considerations. Advocates increased assistance to basic education programs because of their greater relevance to developing…

There are five basic ways of transferring science and technology to developing countries: voluntary expatriates ("brain drain"), expatriates on special missions to their home countries, personnel training in the developed country, importation of technology, and interinstitutional cooperation. Additional forms of interinstitutional cooperation…

Four main areas are identified for the instructional technology consultant to approach the international marketplace: international organizations, the United States government, industry, and international public service organizations. Types of preparation needed, as well as special problems and rewards of international consulting, are discussed.…

Today's managers should be well acquainted with world events, for the operation of the enterprise can no longer be understood in isolation from them. Post-experience management development programs can provide excellent opportunities for the exposure of managers to the international environment. (MEAD Subscriptions, CSML, University of Lancaster,…

Reviews the status of technology as it relates to developing countries. Proposes means to facilitate technological development in developing countries with the help of developed nations. Focuses on international aid issues. (CW)

University scientists and researchers in Europe or in Third and Fourth World countries are challenged to work on special problems of relevance to these countries, cooperating with their colleagues there and providing financial resources, training, and professional expertise. (MSE)

Discusses the issues on which scientists and engineers work in the developed countries to help developing countries. Describes the present gap between the two groups of countries. Proposes some suggestions and activities for solving the problems in respect to the North, the South, and the United Nations. (YP)

Discusses the effects of the movement of Asians trained in technical fields in light of the global articulation of higher education, the link to unequal development on a global scale, and the contribution of economic development of the reverse flow to less developed countries. (JB)