THIS BIBLIOGRAPHY, A TENTATIVE LISTING OF MATERIALS ON AFRICAN ADULT EDUCATION PREPARED WITHOUT FULL BIBLIOGRAPHIC DETAIL IS LIMITED TO SOURCES IN ENGLISH AND FRENCH. THE ENGLISH SOURCES DO NOT INCLUDE MANY FROM AMERICA. IT IS AN EXTENSION AND REVISION OF THE PRELIMINARY BIBLIOGRAPHY DRAWN UP AT THE UNIVERSITY OF IBADAN IN 1965. THE FIRST SECTION…

Delegates from 31 so-called developing countries met with American vocational educators. Country after country identified a distorted sense of social values as the chief deterrent to meeting its needs for vocationally trained manpower. Lack of adequate staff was next. (Editor/HD)

The Commonwealth Caribbean consists of fifteen English-speaking territories at various stages of development. The intention here is to provide some kind of overview of those developmental issues which impinge on relationships between education and employment. (Author)

The author defines competency-based individual and mediated instruction and argues that it should be used in developing countries' training programs. He cites barriers to implementation of competency-based instruction, including translation problems, the need for inservice teacher training, and geography. Possible solutions are presented. (CH)

Briefly reviews the educational history of the People's Republic of China, discusses four specific avenues of structural reform in secondary education--joint business/government ventures, independent vocational schools, modified liberal arts schools, and regional coordinating centers--and points out parallel needs in US secondary education. (MBR)

This group of articles discuss a variety of studies related to vocational training and youth unemployment in both developing and developed nations. (SSH)

This guide was developed as a cooperative initiative by UNESCO member countries to provide information about the process of development and adaptation of a flexible, competency-based curriculum, especially in vocational education. The guidebook outlines an exemplar process of education organized in 11 stages of design and development based on…

Reform of education, training, and human resource development is an integral part of the transition to a democratic society and market economy. Estonia has made progress in all these areas since reform began in 1990. The challenge for the Ministry of Education has been to promote and support changes that meet the needs of the new economy and…

Participants in the Conference on Continuing Vocational Training (CVT) represented 13 countries from Central and Eastern Europe, Kyrgyzstan, Russian Federation, Uzbekistan, European Union (EU) countries, European Commission, and European Training Foundation. The conference aimed to increase awareness among policymakers and social partners on CVT's…

The current state of continuing vocational training in Central and Eastern European countries and its most important challenges were analyzed. The analysis found that the former continuing vocational training systems in these areas were characterized by generally low training levels and interdependence among the state-owned enterprises that…

The author considers major topics related to the different forms of rural education. Rural primary education, vocational training, agricultural training, education of women, the different forms of lifelong education and teacher training are discussed, mentioning the specific role of audiovisual aids suggested for use in different types of…

Looks at the socioeconomic rationale for higher-education provision in developing countries. Reviews costs and benefits associated with investment in higher education as a whole (especially in different postsecondary subjects) with particular attention paid to returns to scale from university expansion. Makes distinction between incidence and…

Describes Nigeria's present vocational programs in agricultural education at the secondary and postsecondary levels and expresses the need for a more vocationally oriented approach rather than an academically oriented approach in the future development of such programs. (HD)

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…