The present study was carried out in the framework of earlier research on environmental education for sustainability, using data collected in the ROSE Project. Attention was focused mainly on students' responses to sections and items related to environmental issues, regarding their countries' degree of development. The research questions dealt…

The University Extension Department in Botswana would operate in the field of adult education. Adult studies would be programs of relevant educational courses in the evenings, on a day-release basis, on weekends, and, for short periods, residentially. Training would cover both the Credit Union work now being carried out in Lesotho and Swaziland,…

Mozambican refugees in Swaziland are caught between the conditions forcing them to leave Mozambique and the hostile political and economic situation in Swaziland. These conditions limit educational programs for refugees to the goal of self-sufficiency within refugee settlements; programs are often poorly attended due to the refugees' predominant…

The structure, budget, and programs of the university commonly shared by the countries of Botswana, Lesotho, and Swaziland are described. (DE)

Eight strategies for increased participant acceptance of training provided in different cultural settings are as follows: gain top-level institutional support; use local co-instructors; select prestigious training sites; gain legitimacy through external funding; use mass media for promotion; keep training concepts simple; encourage active…

Presents advice for providing management training and technical assistance in developing areas: expect language barriers, even in English; don't expect to be appreciated; expect a lack of resources; seek ways to overcome trainee silence; acknowledge your outsider status; and form alliances with other institutions to secure resources. (SK)

The Kingdom of Swaziland, made up primarily of people of Swazi ethnicity, has gone through dramatic social, political, and economic changes throughout this century, due in no little part to colonial and post-colonial influences. But because the political state reflects the ethnic homogeneity of its people, traditions have changed more slowly than…

The Regional Seminar on Educational Evaluation held in Dar es Salaam, Tanzania, from 7 April to 2 May 1975, was organized as a follow-up activity to a study carried out by the International Institute for Educational Planning (IIEP, Paris) in 1973-1974. The International Bank for Reconstruction and Development had in 1973 requested the IIEP to…

Eleven theme articles focus on serving rural youth in the International Youth Year and describe vocational agricultural education in developing nations, new models for international agricultural education, and goals and objectives of the Association for International Agricultural Education. (SK)

These lessons were written by African social studies specialists for U.S. middle school students to stimulate interest in and develop a positive attitude toward Africans and their culture. Each lesson provides objectives, materials, teaching procedures, and is meant to be used as a textbook supplement. To promote understanding of young Africans,…

As the fourth part of a comparative study on the administration of audiovisual services in advanced and developing countries, this UNESCO-funded study reports on the African countries of Cameroun, Republic of Central Africa, Dahomey, Gabon, Ghana, Kenya, Libya, Mali, Nigeria, Rwanda, Senegal, Swaziland, Tunisia, Upper Volta and Zambia. Information…

This research project is part of a larger study that will culminate in a book entitled "Culture and Education: The Social Consequences of Westernization in Contemporary Swaziland." While the major focus of that book is concerned with present day Swaziland, this historical research was needed in order to place the present day study of…

The University of Swaziland was contacted to assist in evaluating the effectiveness of a computer training program at Waterford Kamhlaba, a secondary school in Swaziland. Two other secondary schools were selected as controls, and the evaluation of several variables was carried out with each of the schools' Form 1 students: (1) ideational fluency…

At the time of independence in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious shortages of teachers, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government…

The focus of this issue is to provide an international perspective on the status of school health in 16 different countries as well as issues and trends in different international settings. The articles describe health care delivery and education systems, and instructional, environmental, and health service activities. (SM)