The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of…

Discusses the history, social climate, and country of Sudan as they relate to several educational projects. It is suggested that a satisfactory rate of development cannot be achieved while illiteracy remains at its present high level. (Author/JEG)

This article is based on an ethnographic study I conducted in southern Morocco during 2004. I explore the historical, ideological, and cultural background behind educational specialization among Moroccan university students. I describe how French colonial educational policies and postindependence Moroccan national schooling ideologies have created…

Suggests the use of audio cassette tapes for communication with outreach workers and rural women in Third World countries, and describes several successful projects. (JEG)

Discusses the Workers' Education Branch of the ILO (International Labour Organisation), which has been developing workers' education activities in Africa, Asia, and Latin America for the purpose of assisting rural workers' organizations in identifying and developing plans to overcome their own major organizational and financial problems. (CT)

Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for reducing poverty, promoting productivity, and sustaining development. The Government of China--the…

The effectiveness of visual aids in nonformal education depends on their relevance to the audience with which they are used, and this booklet provides a discussion of various factors for field workers to consider in designing and using simple visual aids in developing countries. Four specific types of visual aids are discussed in some…

Describes recent activities in Africa, Asia, and Latin America that are bringing printed materials to people in villages and on farms. (MKM)

For the first time, Colombia is in a position to comply with the article of her constitution which guarantees a primary education to all citizens. The country now has the technical, political and financial conditions necessary to universalize primary education, particularly in rural areas where low coverage and inefficiency of the system have…

Describes and evaluates a program in Papua New Guinea which was undertaken by the government to develop a national educational system to work toward unity and nationhood after the country became independent from Australia in 1975. (DB)

U.S. program model designs used for children who are gifted were analyzed for their potential applications for rural schools of developing countries such as South Africa. Program trends and practices are identified from analysis of 100 descriptive and experimental studies of the last 10 years. A bibliography of the studies is included. (SW)

The efficiency of educational broadcasting in the Ivory Coast is assessed from the standpoint of what and how physical and human resources are utilized. Information was obtained by reviewing the large volume of documents that have been published about the project and through interviewing personnel involved in its management and operation. The…

The management, administration, production, and broadcasting of educational television are discussed and evaluated with respect to its use in elementary education, training of teachers, and out-of-school education in the Ivory Coast during the 1970s. (CHC)

Presents a brief description of the designs and strategies of three agricultural and extension education programs and three occupational training programs in lesser developed countries. Specific details of each program are presented in a summary table. (LRA)

The educational philosophy of Julius Nyerere, President of the United Republic of Tanzania, is examined, including that which was published in "Education for Self-Reliance" (1968). Major changes and reforms that have taken place in the Tanzanian educational system are reported. (CJ)