The aims, objectives, and structural changes in the Afghanistan educational system are listed. See SO 504 376 for journal availability. (DE)

Assesses the achievements of the University of Papua New Guinea ten years after its founding under the formative influence of Australia. Concludes that the research record of its staff is good, its teaching efforts less successful, its role as social critic almost invisible, and the value of its professional training program untested. (JT)

Author critically evaluated Foster's viewpoints on economic and educational development in developing countries (AA 521 911) as well as the interaction between developing nations and developed nations, such as Latin America and the United States. (RK)

Author reviewed the implications of Foster's argument (AA 521 911) for Latin America. He suggested that Foster viewed the role of education in economic development rather than through the wider perspective of education and social change. (Author/RK)

An American Fulbright lecturer finds lessons learned about the growth of architectural education in Tunisia and Afghanistan relevant for other developing nations. He emphasizes the responsibility that accompanies the imposition of a foreign system: recognition of local variations from the model and evaluation of programs and curriculum responsive…

The educational plans of developing nations face serious difficulties during the process of implementation; difficulties of such an order that the quantitative goals set forth have little hope of achievement and, even more serious, the orders of priority implicit in the very plan itself will be largely inverted. (Author)

The author examines positive and negative effects of increased development upon educational systems. Development overburdens educational systems by providing new needs but also new opportunities for innovation. (DE)

Immediate technology, for the training and education of middle-level management is conducted outside the formal school system and is oriented to technological problemsolving. Trainees from this program are encouraged to develop cottage industries or businesses. (Author/PG)

The Director-General of UNESCO suggests future directions for international aid that will attack the causes of inequalities in man's lot. Going after root causes requires a long-term approach, greater national justice, international cooperation, and national cultural development. On-going efforts relating to education and culture are described.…

An educational system designed to challenge present social values and yet works within the socioeconomic system is proposed for the African state of Tanzania. (DE)

Approaches for improving and increasing educational programs that relate skill learning with efforts to increase employment, productivity, and income in rural areas of developing nations are provided. (Author/DE)

The attempts of UNESCO member states to provide culturally adapted educational technologies to developing nations are described. (DE)

In this paper, one of a series of Unesco technical reports, the author examines the idea of "technical cooperation among developing countries" (TCDC) and how it might lead to a "new international economic order" (NIEO). The first part of the paper contains a short history of TCDC. TCDC is seen by many as a self-help cooperative…