Teaching a course about third world women draws attention to the inequitable position, the problems, and the potential of women around the world. A rationale, outline, and resource list for such a course are provided. (SR)

Studies on women compared with men in Iran (as an example of a fast-developing country) relating to achievement and vocational behavior showed results quite similar to those reported on American women. Iranian women emphasized external attribution of cause of success/failure, and were less sex discriminatory than men. (Author)

Argues that the contributions of women, especially from developing nations, have remained for too long an untold story in classrooms. Discusses readings that present the words and lives of ordinary women from the following regions: Africa, Asia, Latin America, and the Middle East. (DB)

Presents three articles that examine Extension's role in supporting and empowering women. Looks at historical and current trends in appointing women to Extension management positions; examines an Extension program aimed at women in business; and takes a global view of opportunities for Extension to empower women within Extension and as a special…

Annotates 25 publications from 19 countries: Bolivia, Brazil, Cape Verde, Chile, Dominican Republic, Hungary, India, Ireland, Jamaica, Malaysia, Mexico, Morocco, Mozambique, Netherlands, Niger, Nigeria, Peru, South Africa, and Venezuela. Topics include the environment, women's role, and household consumption and expenditures. The publication of an…

Examines prevailing explanations for women's low literacy skills worldwide: (1) they do not try hard enough; (2) content of literacy programs is irrelevant; (3) not enough money is spent; (4) patriarchy has a vested interest in maintaining illiteracy; and (5) some women resist modernization because it will not improve their lives. (SK)

This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as…

Feminist analyses have shown that we need to understand the ways globalization not only oppresses women but opens up new spaces of possibility, including the possibility of escaping patriarchal, racist and classist structures. This paper briefly introduces some analyses which work towards such understandings, and argues that they are important for…

Micro and small enterprises comprise approximately 60-70% of enterprises in South and Central America. Most of these enterprises, particularly micro enterprises, are managed and owned by women. These women for the most part lack both skills and training in the use of computers and the Internet, and access to the use of information and…

This seminar paper discusses the enormous economic benefits of investing in women's education. Over time increases in girls' education have the potential to transform societies. Four conclusions were reached: (1) the excess female mortality in many developing countries is a horrifying problem that is the most obvious manifestation of a much…

This document was prepared in Japanese with an English translation for the 1992 International Forum on Intercultural Exchange sponsored by the National Women's Education Centre of Japan. Discussions for 1992 were to center on the theme of development to make women visible. The conference agenda is followed by profiles of the presenters with some…

The minutes of the regional meeting (for Latin America and the Caribbean) summarize discussions pertaining to the critical review and appraisal of the progress achieved and the formulation of strategies for the advancement of women up to the year 2000. They suggest concrete measures for overcoming obstacles to the realization of the goals and…

This report discusses the identification of seven key problem areas concerning education and human resources, describes how three priority problem areas were selected, and presents brief discussions of all seven problem areas. The three priority problem areas cover the potential of educational technology, the economic aspects of education, and…

A review of a report based upon replies from a questionnaire sent to 78 countries regarding the access of females to education in the context of rural development is presented. Rural conditions, women as agents of development, their accessibility to education, and suggested types of training are discussed. (LH)

The authors focus on providing opportunities for women in Third World countries in agriculture. A review of the body of knowledge in agricultural development and of the issues surrounding current world food crises is included. (CH)