In writing textbooks on Africa for university and postgraduate students and educational materials for elementary and secondary school students, authors should consider factors such as language, objectives, financing, publication control, and the relationship of the teacher to the textbook. (DB)

International recommendations concerning school buildings are listed. An annotated bibliography includes 280 annotated citations to materials on various aspects of educational architecture in both developed and developing countries. Arrangement is by topic: management, planning and programming, design for education, environmental design,…

Discussed are the reasons for the Socialist Republic of Viet Nam's scientific backwardness. A development project which will enable this country to become a modern, economically self-sufficient country by the year 2000 is outlined. (BT)

Considers the goals and activities of the Community College Cooperative for International Development which is comprised of six Florida community colleges. The principal mission of the Cooperative is to provide mid-level manpower training and technical assistance in occupational, vocational, and technical education to developing nations. (MB)

Argues that economics instruction must include an understanding of Third World economics. The advance level economics examinations in England are inadequate in this respect and should be restructured. (KC)

Changes in librarian training and facilities, image, status, and remuneration, along with the challenge of librarianship presently and in the future are discussed. (MBR)

Describes the organization of the cooperation between the Netherlands and the developing countries at the higher education level. (Author/RK)

Considers the current food emergency and the long-term uphill struggle for nationhood in all of the developing nations of Asia, Africa, and Latin America. (Author/AM)

Zaire has one of the highest attrition rates in Africa--about 90 percent of the students who begin seventh grade never receive twelfth grade diplomas. This study demonstrates that administration policy and social environment of schools, as well as student ability and performance, may account for high failure rate. (RW)

Discusses the contribution Dutch universities can make to development cooperation through collaboration in the fields of higher education and research with partners from Third World countries. (Author/RK)

This is another in a series of articles on institutes of international education in the Netherlands. The author, a Director of the Research Institute for Management Science in Delft discusses the work of his institute. Its stress is on industrial development in the Third World. (Editor/RK)

The provisions of adult education programs in Zambia are described and discussed with emphasis on the idea that adult education should be seen as an instrument for promoting the dignity of man with effective programs flexible and responsive enough to meet the needs of the individual regardless of his formal education or where he may be. (WL)

Educational administration problems in developing countries are discussed. Possible solutions to problems of decision-making, decision implementation, communications, task definition, and financial control are suggested. (Author/DB)

Presents a factor analysis of the responses of 170 Brazilian women to a Portuguese version of Rotter's I-E scale. "The analysis suggests the existence of two main independent factors, one which could be said to correspond to the original meaning intended for the scale and the other to the concept of fatalism."

Discusses problems involved in implementing information technology at academic institutions in developing countries based on experiences at the Border Technikon (South Africa). Technology gaps, educational deficits among students and staff, and lack of adequate facilities are considered and possible solutions suggested. (Author/LRW)