This report on the Bernard van Leer Foundation's early childhood grant program of 1986-1987 is organized by geographic region. Regional sections cover Africa, Asia and the Pacific, Europe, and the Western Hemisphere. Each regional section contains an introduction, a table of major projects being supported in the region, and feature articles on…

Children in Africa starve to death or fail to thrive and achieve their full potential as a result of social problems that have their roots in both national and international issues. In many African countries, parents are unable to feed their children because farmers no longer grow enough food and prefer to cultivate cash crops that are exported to…

Reviews the evolution of the Second International Conference on Assistance to Refugees in Africa, which advanced discussions on the connection between refugees and the development process. Discusses potential roles of the World Bank and the World Food Program in providing technical assistance to refugee-related development projects. (Author/GC)

In rural refugee-affected areas, the better-off and more visible hosts usually gain from the presence of refugees and refugee programs. The poorer hosts, however, often lose from competition for food, work, wages, services and common property resources. (Author/GC)

Many developing countries have tried, with varying results, to adopt the German Dual System of apprenticeship plus vocational training. Country-specific cultural, economic, and social factors affect success. Promoting apprenticeship and adapting the dual system to local structures such as micro-enterprises may present an alternative to vocational…

Identifies characteristics of a viable social studies program for African nations, urging multidisciplinary and integrated approaches. Offers a cyclical framework for planning a curriculum which includes defining the problem, setting objectives, identifying methods of implementation, evaluation, and regeneration. (LS)

This document is a comprehensive report a subregional seminar for eastern and southern African countries on the Jua Kali movement. (Jua Kali, "hot sun" in Swahili, refers to the informal or nonformal sector of the economy.) Section 1 explains the role of the International Project on Technical and Vocational Education (UNEVOC) in the…

Africa was unable to fulfill the objectives of making compulsory primary education available for all by 1980. As a result, the Harare (Zimbabwe) Declaration, signed by ministers of the United Nations members states of Africa in 1982, aimed to make primary schooling universal and to promote literacy among young people and adults on a massive scale.…

In the traditional African society (TAS), the child is allowed to interact with learning materials and situations. Consequently, learning becomes relevant, meaningful, and purposeful in relation to the individual and the society. In the modern African society (MAS), education has been at best an experiment that is marked with inconsistencies in…

Information presented on recent developments in the international recognition of academic credentials includes an overview of Canada's interuniversity programs for international development and summaries of regional committee meetings on international recognition in Europe, the Arab states, and the African states. (MSE)

The monograph investigates and evaluates UNESCO's role in educational development in Africa. The document is presented in four major sections. Section I clarifies key terms including cooperation (collaboration between two nations or organizations on a project or program), and aid (external financial contributions with or without strings attached).…

The report focuses on the role of education in facilitating effective participation of groups and individuals in development efforts in Africa. Special attention is given to problems of the poor, women, the handicapped, those uninvolved or marginally involved such as unemployed youth, and those living and working in rural areas. The report is…

In this document, leading educators from 12 African Commonwealth countries trace the development of adult education in Africa and show how providers of adult education outside the formal education system (including government and nongovernment organizations, trade unions, women's groups, and religious organizations) have met the needs of their…

This document contains nine papers about and from an international roundtable on the training of teachers in technical and vocational education. The first paper, a Final Report of the "International Round Table on Training of Teachers in Technical and Vocational Education (Curitiba, Brazil, 7-10 April 1997)," examines the following:…