Challenges the assumption that high level, educational research is appropriate in developing countries. Using Zaire as an example, the author argues that international funding agencies' institutional needs tend to make them set up western-style research organizations which are incompatible with the needs of the recipient country. (AM)

Examines trends in participatory research and the need for clarification of it as a process of "disindoctrination" to the status quo and a means of bringing about the structural transformation of society. Issues of popular organization and strategies for increasing viability are discussed. (SK)

The first in a series of three, this article argues that the transfer of educational models and innovations from developed nations is not sufficient for developing countries. Recommended instead are bold approaches to education which can demonstrate direct application and benefits for meeting local and national goals. (MER)

There is a direct link, today and historically, between Mexico's underdevelopment and maldistribution of wealth, and U.S. domination of Mexico's economy, including the current penetration by U.S. transnationals. Activity in the food production and processing industries is just one facet of the total picture, but one of the most important.…

The government of Botswana has undertaken a variety of actions, from the incorporation of special preventive programs in the basic health service to the establishment of an interministerial National Council for the Handicapped. Journal availability: see EC 133 861. (Author)

Describes an experiment which used a computer simulation program to demonstrate that there are characteristic differences between experts and novices when they have to solve problems in complex situations. Tables of data and a list of six references are included. (LLS)

Presents the argument that comparative studies of the state apparatus in Third World countries has been unnecessarily neglected by social science researchers. Maintains that such neglect is unwarranted because the role of the state apparatus is crucial in defining and achieving economic growth through incorporation to the world market. (Author/DB)

Field research in Thailand, Malaysia, Singapore, and Indonesia indicates that only a relative handful of the world's nations are directly involved in collecting news from these countries; the research also reveals that vast regions of the Third World have little or no direct news-seeking contact with one another. (GT)

Through investment in human beings, appropriate education contributes to the development of a milieu favorable to economic progress. Thus, the building of a modern nation depends upon the development of people and the organization of human activity. (Author/GC)

Discusses the concept of nonformal education: age groups involved, institutions and agencies involved, attention given to the training of school dropouts and adult illiterates, the variety of techniques used in nonformal education, and the need for nonformal education. (CT)

The author defines African culture in a Kenyan context and proposes a tri-polar cultural paradigm to chart the metamorphosis of Kenyan culture from a traditional through a national to an international focus. He makes suggestions for the role of the school in promoting an international cultural standard. (Author/SJL)

Looks at the world-wide problem of disabled children and at the activities of UNICEF in this area. Part of a theme issue on disabilities. (SJL)

It is the responsibility of adult education to train and retrain manpower to translate political, economic, and social objectives into action plans and programs, and to diffuse values, orientation, attitudes, and perspectives among the people in order to reduce social inequality. (CT)

Posits that, in order to reduce underdevelopment, solutions must be found for problems of production and productivity, and for the improvement of living conditions of the rural population through the elimination of structural constraints on development. (Author/JOW)

Describes a literacy program in Kamirithu, Kenya. Discusses the needs of the community and the importance of integrating literacy projects into the process of community development. (JOW)