In Canadian society there are people who are totally illiterate, and they are all the more conscious of their illiteracy as a personal weakness because most of the population is literate. Literacy teaching and practices in Canada are discussed. Illiteracy in Canada and in the third world is also compared. (RM)

Discusses Unesco's attempts to promote equality of access to education for all individuals. Defines Unesco's educational priorities as quality of education, teacher training, and adaptation of educational systems to national needs. A review of Unesco's educational activities from 1946-1976 is presented. (Author/DB)

Maintains that education should be a transmission of creativity rather than a package of attitudes and ready-made solutions. The advantages of a universal language and common values are stressed. Specific suggestions for achieving these goals are offered. (Author/DB)

Current educational policy in Latin America has been aiming to include community participation in a wider spectrum as part of decentralization reform. Much of the rhetoric of these policies seems to originate from neo-liberal policies of State modernization carried out under the auspices of international organizations. Based on a critical review…

A common call is for education in emerging as well as settled democracies to educate young and not so young learners to become responsible, participatory, and reflective citizens. These calls are based on the assumption that education can play a significant role in educating the youth for citizenship. In this manner education can contribute to the…

A study considered the global problem of employment discrimination as it is reenacted in the Caribbean. It takes Dominica as a micro-example of how factors of differential education and cultural expectation interact within the influences of changing global economic policies to disadvantage men and women across the spectrum of employment…

The qualitative changes in elementary school curriculum, outlined in this article are oriented toward "learning to learn" rather than "learning facts" and are presented in terms of guidelines for change and programmes of work. (JH)

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)

How can developing countries profit from what older countries have found effective in education and at the same time preserve the traditions of their own local society? (Editor)

Presents a comparative examination of the way in which academic freedom is expressed and maintained in certain anglophone developed and developing societies. A definition of the term is offered followed by a brief historical analysis of the way in which autonomy was established in Western societies. (Author/SJL)

Discusses foreign students' motivations for seeking higher education in West Germany and the problems they face when they arrive there. Due to poor information, students often have unrealistic expectations about educational opportunities and expenses. They often receive training inapplicable in their less developed home countries. (AM)

After describing Korea's political and educational history from 1592 to present, the author concludes that the social and educational experiment of Yushin--a movement meant to provide better living conditions for the common people and to yield unity among Korean people--is worthy of our attention in the United States. (KC)

Discusses problems related to teaching social sciences in New Guinea, a country which recently established a national university after nearly a century of colonial rule. Concludes that the best social science education for developed and developing nations emphasizes a broadening of perspective and a greater relevance to the human predicament.…

Investigates obstacles to democratization of higher education in Latin America including inflexible structures at primary and secondary levels, strict social stratification, financial problems of students from poor families, and lack of diversification in postsecondary institutions. (Author/DB)

Reviews the development of a curriculum studies infrastructure in Africa with particular emphasis on support and encouragement given to curriculum development in developing nations by developed nations. (DB)