This article emphasizes that the report of the Commission states that the demand for education today is so great that present institutionalized systems are and will be in the future incapable of absorbing it. (JB)

Processes and plans for redefinition of the goals of African educational systems are noted in this historical summary of educational development. Rationale for revision of the Addis Ababa plan by committees representing Unesco and the Organization of African Unity is presented. (SM)

African education -- past and present -- is surveyed and suggestions are made to ensure that African national educational systems meet the needs of a modern world while fostering the full development of African culture and helping to satisfy the material and spiritual needs of the in people. (JH)

Educational reform was undertaken in Mali as part of a general policy of decolonization. The development of the High Teacher-Training College was able to help meet the need for teachers, to set a standard for teacher education colleges, and to acquire national confidence and prestige. (KM)

Teacher differences in South America, Europe, and Africa are examined. Under consideration are teacher education, professional identity, and salaries. (DE)

Describes African educational problems in colonial and post colonial periods, with emphasis on Senegal. Examples of inter-African cooperation are given, details of the Senegalese post colonial educational effort are presented, and the problem of national languages and education is discussed. (Author/DB)

African teachers should shift away from the present preoccupation with Western education in favor of an emphasis on current African socioeconomic and cultural issues. (Author/DE)

Objectives for non-formal education and training in Africa are discussed in this article. Specific forms for out-of-school education are suggested: National youth service training; Correspondence education; and Extension, adult and continuing education programs. The problems of resource allocation for such national programs are considered. (SM)

Describes the financial crises of higher education institutions in French-speaking Sub-Saharan African nations. Suggests that higher education is still overfunded in relation to other levels of education. Recommends more efficient spending and fewer, but better, students to improve the image of education in these nations. (CFR)

Analyzes education and comparative education as intellectual disciplines, stressing learning over teaching. Traces changes in comparative education research policies, citing the influence of the International Association for the Evaluation of Educational Achievement (IEA). Suggests African comparative education research should use alternative…

Reviews curriculum development policies and strategies in nations with small populations and limited land area. Asserts that curriculum development in such nations is paradoxical; it is highly centralized and yet can utilize classroom teachers in the process. Recommends that small nations form partnerships to share curriculum development…

Examines educational policies and issues in small nations and territories with high degrees of administrative autonomy. Maintains that strong feelings of nationalism can be both a benefit and a barrier to establishing an effective educational system. Argues that small countries are not simply scaled-down versions of larger nations; they have an…