The UNESCO Regional Office for Education in Asia conducted a survey to determine the trends in secondary school curriculum in Asia, including Afghanistan, Burma, Cambodia, Ceylon, China (Twaiwan), India, Indonesia, Iran, Japan, Korea, Laos, Malaysia, Mongolia, Nepal, Pakistan, Philippines, Singapore, Thailand, and Viet-Nam. The information…

To achieve a basic and common level of primary education, the Ivory Coast has developed a program of teaching pupils via television and related materials. Out-of-school education for adults, curriculum innovations, and continuous inservice training for teachers are additional elements of the educational reform. (JMD)

Describes the educational reform of a developing socialist nation in Africa. Outlines the educational principles, policies, and practices which are aimed at the socialization of the child in order to integrate him into his community while equipping him with the practical and intellectual means of transforming it. (Author/JK)

Noting that the success of nonformal education in India depends on an instructor, the author outlines the content of an instructor training program which emphasizes academic content and practical training. Each of the six units of the academic content area are described along with an outline of the 6-day practical training session. (TA)

Describes facilities for paraprofessional training and professional education in library and information work in Pakistan. Highlights include University Grants Commission Curriculum for Library and Information Science, lack of teaching staff and professional literature, post-experience courses offered through Anglo-Pakistani cooperation program,…

A 1979 report concerning Finland's proposed internationalization of its higher education system and curricula is summarized, including conclusions about such components as peace research, education for peace, and assistance to developing nations, its relationship to various disciplines, and research efforts. (MSE)

Papua New Guinea is a young, developing nation, achieving independence in 1975. Industries which can be classified as chemical industries by western standards, are almost non-existent in Papua New Guinea. As yet, most of the raw materials it produces are exported to other countries to be processed or manufactured into useful products. However,…

This guide was developed as a cooperative initiative by UNESCO member countries to provide information about the process of development and adaptation of a flexible, competency-based curriculum, especially in vocational education. The guidebook outlines an exemplar process of education organized in 11 stages of design and development based on…

In responding to the emerging challenges to education in Asia and the Pacific in this new century, this Asia-Pacific Programme of Educational Innovation for Development (APEID) book series, "Educational Innovation for Development," is launched to reflect a knowledge base of rethinking on roles of education in development. The series…

Discusses the origins and policy characteristics of the Education for Self Reliance project in Tanzania and the Secondary Schools Community Extension Project in Papua New Guinea. Compares the sociopolitical climate, the policy characteristics, the role of academic assessment, policy change, and examples of the existing policy in the two countries.…

The broad mandate of the University of the South Pacific, the only regional university of the Pacific Islands, is complicated by great distances and geographic diversity and fragmentation. Finance, academic development, administrative structure, staffing, aid dependency, autonomy, and regional cooperation are discussed. (MSE)

The author contends that Western curricular theory is based on specifically Judeo-Christian views of time, space, causation, number, ethics, and aesthetics. He contrasts these views with Third World values, to show that wholesale adoption of Western methods by the Third World may prove too disruptive of traditional mores. (SJL)

This analysis of the assimilation of Beeby's model into educational literature surveys two main areas: the development of comparative education; and the stages of growth of primary education systems and the training of teachers. (JN)

The current state of four areas of international education (foreign students, exchange programs, international studies at home, and development assistance overseas) is described. Current interest in an approach that deemphasizes "imported" students and "exported" expertise is shown in several projects now underway. (MSE)

Discusses mathematics education in Africa as an example of the types of educational problems faced by developing nations: dramatic explosion in student population, lack of employment opportunity for graduates, and lack of teachers, materials, and other educational resources. Recommendations for improving mathematics education in developing nations…