This essay is a first attempt to delineate the different threads woven into the conceptual tapestry of comparative education in North America, and some of the socio-political values that have pervaded basic research and policy recommendations. (Author)

Describes the commitment of Unesco to developing adult education programs worldwide. Discussed are historical background, objectives and strategies, program content, and relationship between adult education and other educational branches of the social environment. (AV)

Discusses four educational philosophies and how they affect education in this country and in developing countries, and then discusses the role of nonschool influences on education. (IRT)

This journal focuses on comparative education and has four major sections. The "Viewpoint/Controversy" section contains one article: "Is the Globalization of the Economy Creating Values for a New Civilization?" (Koichiro Matsuura). The "Open File: Rethinking Educational Aid" section contains the following articles:…

This paper relies on documentary analysis available from primary and secondary data to identify policies that were put in place to arrest the shift of the Tanzanian educational system during the last decade of the 20th century from "Education for Self Reliance" to "Education and Training Policy"; to pick one policy and develop…

Two limitations in the Report of the International Commission on the Development in Education reflect its unenthusiastic welcome from certain sectors of the Third World. The document failed to explain the phenomenon of inequality and of social and educational injustice and contained an ingenuous reliance on a scientific approach. (Author/KM)

This chapter of a working paper, drawing on studies by eight African States, analyzes the dissatisfaction existing among young people who are educated for a type of employment available to only a few. General policy guidelines which could help meet the needs of both rural and urban students are discussed. (KM)

Author considered the future of comparative education in terms of four interrelated worlds of discourse'', the world of new nations, crises in old nations, the world of scholarship, and the professional world of teacher education. (Author/RK)

This article describes the development of education in Nepal from its beginnings in indigenous education associated with Hindu and Buddhist religions to the present democratic period, which began in 1971 and entails a reform in curriculum and school organization. (JH)

Alternatives to current practices and policies in education in developing countries are presented to optimize investment in schooling; conventional educational systems have been disappointingly inefficient in the production of literate and skilled young people. (Author/JB)

India has been accustomed to following Western educational psychology theories; the author suggests that Russian theories are more compatible with India's present situation, and gives examples. (SP)

Study supported by a grant from the U.S. Office of Education.

Many secondary-level geography courses in Great Britain have adopted a welfare focus; students explore the key differences between the developed and developing worlds. The starting point is commonly the mapping of income, diet, and health levels on a global scale. This trend and problems encountered are discussed. (RM)

The computer can be used in schools to assist instruction and as the object of computer literacy education. Strategies for introducing computers into the schools of developing countries are presented. (AM)