Some new assumptions about educational aid to developing countries are (1) the new international economic order is correcting economic imbalances, (2) a solution to world problems requires international solidarity, and (3) the principles of international relations and cooperation imply diversity of methods and solutions. (ND)

Describes the United Nations University as a community of research scholars engaged in postgraduate training, and an international network of interdisciplinary research on global issues. Provides a synopsis of the work of various centers that have concentrated on the issues of hunger, natural resources, and human/social resource development. (NL)

Argues that while education in the formal setting has little power to criticize or modify development strategy, it provides a forum for the dissemination of alternative ideas and the presentation of more adequate information. Stresses that old dogma must be superseded by information which will sensitize students to new social attitudes. (KO)

Claims all African governments seek to modify their inherited colonial system of education to meet the needs of an emerging nation, and those efforts produce a reform document but do not result in reform. States attention must be given to education reform, resources, structures, determiners of change, management, and implementation methods. (NL)

Considers how computers may affect lifelong learning especially in developing nations. Suggests computers may qualitatively change education and liberate existing systems from centralization and curriculum- and examination-driven environments. Expresses concern that modernization may widen the information gap between developed and developing…