The report describes characteristics of 63 Brazilian families whose children were diagnosed as suffering from child abuse or neglect. Among conclusions were that domestic stress and socioeconomic deprivation in adults with a background of abuse and neglect often resulted in child maltreatment. (DB)

Considers some of the reasons why aid-based English Language Teaching programs for developing countries are difficult to objectively justify and suggests amending the priority of objectives to justify such programs even when there may be no readily provable value of such programs. (Author/CB)

Outlines developments among industrial and developing countries toward formulating national policies for library and information services, and describes the experience of Malaysia in the formulation of a national policy. The discussion covers the role of Unesco in Malaysia, and offers conclusions and recommendations based on that experience. (CLB)

The growth of adult education programs has created a corresponding growth in the need for competently trained adult education practitioners. This paper describes the early development of teacher training programs at the University of Zambia from 1970 through 1980. (JOW)

Discusses an International Labour Organization program based on scenario-building, regular reporting on labor markets, indicators of imbalances in labor supply and demand, and extension of manpower assessment and planning to the informal sector. Looks at progress, areas calling for action, and outstanding tasks. (JOW)

Reviews three volumes that address national and international efforts to increase adult literacy. The books focus on: (1) case studies of literacy campaigns since 1560, and better known, contemporary mass education programs; (2) literacy work as a form of cultural politics; and (3) United Nations field-based literacy projects. (SV)

The authors argue that high priority should be given to the awareness of existing conditions and needs in Third World countries before the introduction of any form of technology. They present two models that direct the thinking process toward effective technology transfer on a systematic basis. (CH)

Examines land tenure alteration in relation to rural development programs in Botswana. Development efforts have had a class differentiated effect, aiding the relatively well-off cattle owners, but ignoring the small crop producers. A rural development strategy that benefits all rural groups must contain measures specifically tailored to each. (DHP)

The article reviews the history of education in Micronesia as well as its current status and concludes that the United States is not doing an adequate job of educating Micronesia's children, especially its gifted children. (DB)

Discusses the need to restructure information science education programs for developing nations in such a way that the programs are appropriate and relevant to the special needs of these countries. A definition for a new discipline called Development Information Science is presented. (14 references) (CLB)

Discusses information networking in Bangladesh and describes the formation of the Information Network on Rural Development (INRD) which was initiated by the Center on Integrated Rural Development for Asia and the Pacific (CIRDAP). Organization, membership, activities, participation, and finance are examined. (four references) (LRW)

Argues that adult educators should promote "feminine" values and devalue power, domination, consumerism, aggression, and violence. Suggests that conventional ways of thinking about development and literacy education perpetuate an unjust status quo. (SK)

Discussion of national information policy focuses on Saudi Arabia and Malaysia. Documents from the two countries that were reviewed to examine policy provisions related to library and information services are listed, and Malaysia's national policy on library and information services is presented as a model for other developing countries. (Contains…

Contends that a new world is coming through technology, that education is a necessary link in its transformative agenda, and that this technology poses a threat to the social and cultural integrity of the Third World that can only be resisted through technology itself. (MKR)

Depicts the U.S. withdrawal from UNESCO as an opportunity to initiate a new approach to international cooperation. Summarizes the reasons for U.S. withdrawal, inherent risks (isolationism, Soviet dominance, lack of a suitable replacement program), and steps in developing a new international educational organization more acceptable to U.S. values.…