The way documentation procedures are organized in society has a decisive influence on the democratization and dissemination of power. The impact of documentation and information processing systems, data banks, and telecommunications networks on third world development and democratization trends is discussed. (AM)

This 97-item annotated bibliography presents citations for surveys, associations, library education, catalogs, journals, directories, publishing, library schools, and national libraries. Countries represented are Brunei, Burma, Indonesia, Kampuchea, Laos, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. (EJS)

Examines contradictions between the view of planning embodied in the educational programs of developed nations and the actual needs of developing countries. Considered are some processes by which self-help and indigenous, as opposed to imported, planning education can be encouraged. (Author/WB)

Islam insures that actions and decisions concerning the environment are related to commonly accepted values. If traditional Islamic values are to be reasserted in the process of developing the built environment, then educational efforts must be directed at the professionals, the politicians, and the public. (Author/WB)

Presented is an overview of the development of planning education at the undergraduate, graduate, and professional levels in Africa. Future needs include greater program flexibility and more help for developing countries to establish their own planning education programs. (WB)

Uses action theory to examine the role of student teachers as culture and change brokers in Nigeria. Demonstrates how student teachers control symbols of power by making themselves indispensable middlepersons in triadic relationships and by reinterpreting cultural symbols to members of the various groups that they link. (Author/GC)

Describes and evaluates a program in Papua New Guinea which was undertaken by the government to develop a national educational system to work toward unity and nationhood after the country became independent from Australia in 1975. (DB)

This discussion of the treatment of archives in Sri Lanka outlines their historical development and notes current activities, including records administration, storage considerations, conservation problems involving poor condition of records and use of microfilming, and education of the public to make use of archives. References are provided. (EJS)

To set the stage for this theme issue on aid and education in the Third World and on the World Bank's most recent (April 1980) Education Sector Policy Paper, the author presents a brief overview of aid to education and an agenda of major problems which are currently debated. (Author/SJL)

The author reacts to the World Bank's 1980 Education Sector Policy Paper, highlighting changes in emphasis from the Bank's 1974 report. Part of a theme issue on the World Bank Paper and on aid to educational development in the Third World. (SJL)

Data presented here suggest that educational expansion has not advanced economic growth in developing nations. Economic development is inhibited by the dependent status of Third World countries in the world economy; thus, increased schooling is not an effective strategy for promoting development. (Author/SK)

The development of Mexico's technical education system is examined. Technical education, the most rapidly growing sector in Mexican education, is seen as a means of training a future labor force for better jobs, meeting the requirements of modern industry and services, and keeping certain age-groups in the educational system. (AM)

Two educational development programs--a revolutionary project in Cuba and an evolutionary project in Jamaica--have implications for the rest of the world. (Author)

Describes the status and trends, achievements, and problems in the development of educational technology (ET) in Brazil. Areas examined include tax incentives for training programs, graduate programs in ET, teleducation and correspondence teaching, and government support of ET programs. Five references are listed. (MER)

Argues that the Carnegie, Ford, and Rockefeller Foundations' overseas programs and development strategies after 1945 were frequently coordinated by intermediate organizations established or funded by one of the foundations and that these programs and strategies were neither exclusively humanitarian in purpose nor apolitical. (NEC)