Chile is unique in its geography and urban concentration, its political history and its present governmental structure. These features are examined in this survey report. Topics for discussion include: (1) The Instruments of Planning, (2) The Planning and Development Structure, (3) The Move to Integrated Economic Space, (4) The Chilean…

This paper attempts to analyze contemporary Moroccan attitudes and policies toward the cities by tracing their antecedents, and by describing their evolution. It is structured around four central questions about Morocco's urban policy. (1) What exactly did the "French tradition" and the "French influence" entail in regard to…

After reviewing the urban demographic facts and prospects for India as a whole, this report asks one basic question: Who, in the Indian polity, is responsible for urban government and urban development? As with the other country reports in this series, the main objective is to understand the national perception of the place of urban development in…

The primary intentions of this report are to describe urbanization in Thailand to the extent that available information permits, to relate it to development and development planning, and to identify gaps in current knowledge that are likely to become significant in the formulation of future policies and programs. The first section,…

In Africa the increasing cost and questionable relevance of much overseas training, combined with the growth of home country facilities, have raised questions about the extent to which scholarship provisions have adapted to changing circumstances. The need for more systematic information on scholarship provision, training needs, and job…

The impact of rural emigration on the farming communities of Nigeria is demonstrated by the rising age structure and increasing illiteracy among farm villages. It is suggested that the Universal Primary Education program should be expanded to include courses geared toward the life of rural people and their social and economic environment. (JMF)

In discussing Rafe-uz-Zaman's essay on adult literacy and national development (see v9, n1 of this journal), the author cites examples to support his thesis that mass literacy campaigns in predominately agricultural countries can be successful only if there is simultaneous undertaking of economic development programs focused on the rural poor. (MF)

Reviews experiences of Zimbabwe in implementing education in its first decade of independence, examining cases and effects of educational expansion, and policy dilemmas. New initiatives and a recommitment to current policies are recommended to equalize educational opportunities and provide universal elementary and secondary education. (SLD)

Compares traditional education with national schooling in the Solomon Islands, concentrating on the nature, meaning, and transmission of knowledge and impact of the Western model of schooling on social change. Historical sources, government reports, interviews, and observations of the Kwara'ae, the largest cultural group in the islands, are…

The place education has been assigned in the national development programs of 10 nations is discussed, the problems that these countries have encountered in managing education are examined, and the measures adopted to solve educational problems are assessed. Included are the following papers: (1) "The Nature of National Development…

Part I of this report describes projects in progress in nine countries: Bangladesh (Mass Education through Small Local Organizations), China (Multi-purpose Adult Education Schools and Resource Centres), Ethiopia (Literacy and Post-Literacy Programme), Jamaica (Jamaican Movement for the Advancement of Literacy), Nepal (Training for Vocational…

Nigeria's National Open Apprenticeship Scheme (NOAS) is aimed at giving vocational skills to unemployed youth and helping them to be self-employed or get gainful employment. NOAS is targeted at Nigerian men and women aged 15-25. Minimum educational requirements vary by trade; course duration ranges from 2 months to 3 years. The number of trainees…

Drama and non-formal education (NFE), with their links to real life, can be effective partners in achieving developmental goals. The freedom in NFE from some of the structural features of formal schooling presents a dynamic opportunity for the arts, with their affective characteristics, to help in achieving affective goals of education and…

This report summarizes the background and purpose of the Friedrichsdorf, West Germany UNISIST meeting and describes the principal issues which emerged from the papers presented and the accompanying discussion. Topics of discussion reported include: (1) the availability of information resources at the national level, particularly concerns of…

The International Institute for Educational Planning (IIEP) selected three areas of inquiry as its focal concerns for the years 1984-1989. The first of these centered on the influences on each other of education and technological development, and on the implications of these mutual influences for educational planning on a national scale,…