An international conference and a workshop on nonformal education were held on the campus of Michigan State University in East Lansing, Michigan, on April 24-May 3, 1974. The objective was to explore new strategies for developing nonformal education in order to more effectively meet the educational needs of developing nations. This is a report of…

To examine the potential role of community social work in developing countries and the extent to which social workers in those countries are prepared, data from 22 schools of social work and 43 social work courses were analyzed. The authors emphasize that more community work teaching is needed. (MF)

Socioeconomic projects are needed in trade unions' educational programs, according to the author, who notes the educational needs of Asian rural workers and the importance of cooperatives for these people. (MF)

Economic education and research in Zaire should relate to the needs of a developing nation. Zairian authorities must devote financial and human resources to development research. For journal availability, see SO 506 378. (Author/DB)

Describes research studies on the employment potential and promotion of labor mobility through training of the informal sector (casual labor, small family concerns, etc.) in selected African countries. Includes a discussion of income and training problems exchanged in a seminar held from 27 March to 2 April 1977 in Accra, Ghana. (MF)

The combination of education and production can have significant economic, social, and pedagogical benefits. Two approaches include (1) incorporating productive work into the curriculum of educational institutions, and (2) providing organized educational programs in existing and new workplaces. (Author/AV)

The educational deficit in Guatemala, reflected in a high, chronic level of illiteracy, is only partly due to the existence of a large, multilingual Indian population. The high proportion of rural population and the ineffectiveness of the rural education program must be addressed to increase literacy in Guatemala. (Author/CB)

Education of the gifted and talented, from the perspective of Botswana's past and present national and educational development, is reviewed. There is a need to balance much needed education for gifted students (who may become the country's leaders) with the basic education needs of the majority of Botswana's citizens, many of whom lack basic…

Many areas of the world are engaged in linguistic and cultural conflict. This cultural complexity is a geopolitical reality which should be included in the human geography curriculum. The teacher can emphasize balanced accounts of cultural discord and can ask students for recommendations on how conflicts may be resolved. (CS)

In 1960, in developing nations, less than half of primary-school-age children were enrolled in school. By the early 1990s, despite rapid population increases in much of the world, the proportion was more than 75%. In most developing countries, education has been largely synonymous with schooling but not entirely. Formal schools have been widely…

The concept of business planning is new to business professionals in the states of the former Soviet Union. Although Russian publications on business and economics have responded to the increased demand for knowledge of business planning, Western ideas of business planning should be integrated into Russian business management concepts in order to…

Two put of three people live in a less developed area with low industrial output and low standard of living. These less educated, less healthy people must be absorbed into an economic productive process by stimulation of their incentive toward economic development, or the growing numbers of people will not survive. (Author/JB)

The school in an underdeveloped country is a reflection and a fruit of the surrounding underdevelopment. Reform and development involve economics, communications (languages), curriculum, orientation and attitude changes, nationalism, and require international cooperation. (JB)

The three major goals of the International Labour Organisation's Workers' Education Programme are (1) strengthening of rural workers' organizations; (2) development of institutional and financial structures for the support of workers' education; and (3) focus on education for social and economic participation. (SK)

Notes the dearth of journalism education in South Asia, offering reasons and possible solutions. (RL)