Highlights trends that have influenced the professional outlooks of faculty employed in engineering institutions in developing countries and draws policy implications for engineering educators, emphasizing the need for institutional level reforms in decision-making patterns moving from hierarchical toward collegial relationships. (JT)

An American Fulbright lecturer finds lessons learned about the growth of architectural education in Tunisia and Afghanistan relevant for other developing nations. He emphasizes the responsibility that accompanies the imposition of a foreign system: recognition of local variations from the model and evaluation of programs and curriculum responsive…

A general discussion of India's illiteracy rates and of State programs to combat it is presented, emphasizing political motivation. Other developing nation's illiteracy rates are compared with India's. (LH)

Describes pitfalls which developing nations must avoid in the creation of an information system. (CP)

Reveals that news from underdeveloped Third World nations is often structured to reflect the values of the strong political and financial nations. (CP)

Examines the effects of educational planning on developing nations. Particular reference is made to the association that educational planning and educational planners have had with formal educational institutions and to the role that planning and its practitioners have played as purveyors of the "new magic" in traditional societies.…

The educational plans of developing nations face serious difficulties during the process of implementation; difficulties of such an order that the quantitative goals set forth have little hope of achievement and, even more serious, the orders of priority implicit in the very plan itself will be largely inverted. (Author)

Discusses the social and economic impact of the Green Revolution and the resulting problems such as benefiting rich farmers more than poor farmers, displacing labor and increasing rural unemployment. (BR)

Discusses the publishing industry in developing countries and its role in the creation and diffusion of knowledge in its pure and applied forms. Data from India is cited. (Author/PG)

The historical background, the results of the sociological investigation, and some of the broader issues concerned with the sociology of science in India are discussed. (Author/PG)

The African university's overreliance upon the French university model is examined. The author stresses an African educational system based on its own cultural, social, and economic context. (DE)

The author examines positive and negative effects of increased development upon educational systems. Development overburdens educational systems by providing new needs but also new opportunities for innovation. (DE)