The successful application of communication or educational technology in developing nations is dependent upon a favorable mix of planning factors and the more predominant contextual factors of local settings. Planning strategies should be adopted to search for those contexts that promise the best results from a rationally planned application of…

This guide to inservice teacher education in developing countries is the product of a 1-week, 1968 workshop in Nairobi (Kenya) which focused on the problem of African Member States regarding inservice training programs. The introduction provides information on those problems: difficulties pertaining to the general culture and those related to…

Describes and analyzes the aid given to the Library of the Indian Institute of Technology, Madras (IITM) by the Library of the Technical University of Berlin (TUB) from the latter part of the 1960's to the end of 1974; and concludes with general recommendations for library aid projects. (VT)

Describes the schematics, inputs, and outputs of a story hour program; and the background and environment, organization, and response and observations of the Aradina Media Resource Centre Experience in developing story hour sessions. Discussion of observations include indications of popularity, problems which emerged, and some suggested solutions.…

Article describes the planning and design of a part-time continuing education program for intermediate-level rural development staff, and presents reasons why a combination of more localized and individual teaching-learning media was chosen in preference to the national mass media. (Author)

No annotation; title and descriptors sufficient

Summary of proceedings of Regional Meeting of Experts on Information in Higher Education in Latin America and the Caribbean (1982) includes an analysis of present situation in information units participating in meeting; formulation of network project (network concept, objectives, operational framework); and drafting of tentative plan of action…

Data were collected from Ghana, Kenya, Uganda, Indonesia, Nigeria, and Oman on the attitudes, practices, knowledge of, and planning for education of the gifted. Services for gifted children varied from country to country and were dependent upon economic and political conditions. Science and technology received highest priority in advanced…