The Canadian International Development Agency (CIDA), in a two-faceted operation to assist developing nations, looks for top-flight teachers to send abroad. Only one in 10 applicants makes the grade. CIDA outlines its requirements and the terms and conditions of service. (Editor)

Canadian International Development Agency is heavily involved in education programs and education aid in developing nations throughtout the world. Secretary of State Mitchell Sharp calls this role part of the development race and says he hopes Canada will lead the way. He terms it a race that will determine the future history of man. (Editor)

Problems with vocational education and training in developing countries include insufficient resources and lack of workplace experience. The German dual vocational training system is being promoted as a potential solution. (SK)

American technology has a worldwide market and can be adapted to meet the needs of underdeveloped nations. Vocational educators must learn to apply their expertise to varied cultures, economies, and educational systems and participate in the world community. (JOW)

It is impossible to have a first-rate educational system without a first-rate vocational education component. International vocational education has no professional base, no institutional loyalties, and no national coherence. It awaits leadership from the nations of the industrialized world. (JOW)

Although international work may not be for everyone, there are many overseas opportunities for those who are willing to understand the requirements and make the necessary commitment. (JOW)

Discusses the developmental activities in the field of education of the International Labor Organization. (SB)

Vocational education expertise is an important component of the program. (Editor)

In place of sending thousands of teachers to developing countries, the Canadian International Development Agency (CIDA) now gives educational assistance by training Third World people to manage their own training and education systems after the Canadian advisors have left. CIDA projects in Bangladesh, Jamaica, and St. Lucia are described. (MF)

Part One contains information on United Nations technical cooperation programs which provide assistance on the request of the government concerned and are intended to help to prepare more people to contribute toward the progress of their countries by advising, showing, or teaching them or by giving them the opportunity to exchange and develop the…

Uses the example of Germany to examine how a center for vocational education and training is created, the effects on national policies, and the basis for determining center-periphery relationships. Concludes that, because vocational education is embedded in sociocultural contexts, transnational transfer of vocational education systems may be…

The strategy of expanding the modern industrialized economic sector and the formal education system that developing countries have followed during the past twenty years has recently been questioned. In these countries, the informal economic sector is dominant and includes many more people in small business, crafts, and services. An innovative…