This report documents efforts to educate children who fled their homes in the 1990s because of civil war in Sudan. Current estimates place the number of displaced people at about two million. The document states that the displaced come from over 60 different ethno-linguistic groups. Many of these people do not speak Arabic and reside at present in…

In 1960, in developing nations, less than half of primary-school-age children were enrolled in school. By the early 1990s, despite rapid population increases in much of the world, the proportion was more than 75%. In most developing countries, education has been largely synonymous with schooling but not entirely. Formal schools have been widely…

Female education in Africa has historically lagged behind that for males. Although enrollments improved after Ghana's independence, enrollments for both sexes have declined steadily since 1981. This study, which investigates the family decision-making dynamics regarding girls' full participation in schooling, found that school quality and a…

Post-literacy efforts depend on the design of a literate environment that ensures adequate opportunities for application of literacy skills. Literacy programs can combine local resource management skills with cultural or political revitalization programs that mobilize human resources. Post-literacy must include primary school leavers and must pay…

The article explores ways of identifying and measuring inequality of access to higher education in Nigeria, explains the identified pattern of inequality (university development and, therefore, access is concentrated in Southern Nigeria), and offers suggestions on effective ways of reducing the observed inequality. (DB)

School exclusion is problematic in all developing countries. To achieve UNICEF's "Education for All," there must be simple, easily explicable organizational structures. The article rethinks the where and when of school organization to propose a spatial concept for a nonexcluding school that is applicable to any setting. (SM)

Provides background information on cultural and educational institutions of Papua New Guinea. Relates this material to girls' access to education, exploring physical and geographical factors, psycho-social factors, and socioeconomic factors. Concludes that Papua New Guinea does not offer much encouragement to girls to enter school or to stay, once…

Asian countries have expanded basic education over the past three decades, due to declining enrollment rates, a booming economy, and supportive national-development strategies. Urgent health, environmental, population, and economic pressures are fueling a move to decentralized education systems and negatively affecting headmasters. School…

In April, 2000, more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Participants included teachers, prime ministers, policy makers, executives from non-governmental organizations, and heads of major…

There is heightened concern about the need to provide effective special education services around the world. There is also evidence showing that most countries have either legislation already in place or are currently designing legislation to govern the provision of education services and protect the rights of children and families challenged by…

This document reviews the interventions, such as policies, programs, and projects, that have been implemented by governments, donors, and other institutions to increase girls' access, persistence, and achievement at the primary school level. It examines both the formal system of primary education and nontraditional, alternative approaches to reach…

The country of Botswana has made a firm commitment toward educating all of its citizens. This paper examines the nation's existing educational planning machinery to see if it is suitable for this task. Some proposals are made for strengthening the current system of planning. (DB)

This document summarizes discussions at an invitational workshop on education for development in Nigeria. Education is recognized as the key to developing a people's ability to manage and induce change. An improved elementary/secondary school curriculum should include the following objectives: (1) appreciation of cultural traditions while…

In developing countries, the demand for educational dollars is greater than the supply. Priorities must be selected for open higher education in both methods and subject matter. Developing countries should give a higher priority to vocational education. Since well before World War II, distance education has been available in New Zealand.…

Concentrates on quantitative aspects of developments in primary education in Latin America from 1960 to 1975. Factors analyzed include the increase in the number of students, changes in the structure of the educational systems in various countries, curriculum changes, and reform movements. (Author/DB)