Argues that policy development in the United States is not dealing adequately with changes in the nature of international telecommunication conferences. Warns that possible agreements regarding frequency allocations demand reexamination of U.S. positions. (JMF)

Points out some of the social, legal, economic, and political effects of information technology. Concludes that the United States along with other nations must find ways to maximize the use of telecommunications technology without homogenizing people, without overriding national boundaries, and without engulfing and diluting other value systems.…

The author examines in detail the social, cultural, religious, and political influences on Tanzania in order to see education for self-reliance in better perspective. He follows this examination with a discussion of the precept and practice of education for self-reliance. (KC)

The organization of adult basic education (ABE) in Thailand is outlined, including instructor training, curriculum building, government objectives, and evaluation and administration of ABE programs. (SK)

In the Caribbean, women's programs have focused on women's reproductive roles, to the detriment of equal opportunities in education, training, access to jobs, land, and credit. This deprives developing nations of the full contribution of women to social and economic development. (SK)

Evaluates the mission of schools in industrialized nations to transmit literacy and numeracy skills to persons generally considered disadvantaged. Data are analyzed for the United Kingdom, the United States, and France. (Author/DB)

As a means of helping students build map skills, the article presents information on how the energy crisis affects poor people in developing nations (lack of firewood, disappearing forests, erosion due to removal of ground cover). Presents a global map showing the extension of desert conditions and includes questions to help students analyze the…

This study of 61 Ugandan primary schools examined both pupil characteristics (socioeconomic status, ability, health) and school characteristics (textbook availability, teacher language ability, school physical facilities) to determine which school resources account for the impact of schools on learning. (Author/SJL)

Briefly describes the vocational, agricultural, and academic curricula at the Ajuwa Grammar School and the Mayflower School, both located in rural areas of Nigeria. Stresses the importance of practical education in developing countries. (GC)

Proposes the creation of regional information centers and library networks to provide information on family planning to developing nations. (FM)

Identifies the rapid growth of cities in developing nations as one of the most significant demographic phenomena of modern times. Comparative data and policy considerations are presented for the world generally, and for Africa, Latin America, and Asia, specifically. (DB)

Estimates are made of absolute poverty and employment under the hypothesis that existing trends continue. Concludes that while the number of people in absolute poverty is not likely to decline by 2000, the proportion will fall. Jobs will have to grow 3.9% per year in developing countries to achieve full employment. (JOW)

Describes the development of educational technology in Brazil and analyzes examples of successful and unsuccessful projects, particularly in the field of tele-education. (Author/CHC)

Discusses the progress of educational television systems in Latin America. Three types of systems are identified and evaluated, one a direct import of the European or North American models of conventional schools instructional television, and two that have been developed in Latin America. (CHC)

A brief case study illustrates the role of formative research in the design of Health Minutes, a combined television, radio, and print campaign produced by the Children's Television Workshop to promote improved health practices. (LLS)