The authors argue that attempts to establish more placements to meet the growing demands of undergraduate medical students in North America for international experiences may be outweighing critical reflection on the ethical issues, curricular content, and pedagogical strategies necessary to support equitable engagements with countries of the…

Elaborates on the Jackson's Mill theory of curriculum development, applies each major element of the resulting model to developing countries, and illustrates the application with examples from countries that are experiencing stages of technological development. (Author/JOW)

The global desire to educate the whole person is validated by interviews with Third World faculty and students concerning curriculums in India, Cameroon and Kenya to determine whether encapsulation--a partial and distorted image of external reality--is present and affects studies in their countries. (Author/CM)

Traces the development of education in colonial societies and educational policies in postcolonial nations, showing trends toward greater inequalities. Concludes that curriculum should focus less on empirical/analytical and practical/social knowledge and more on critical emancipatory knowledge. (SK)

In October 1979, representatives of six of the twenty member nations of the Asia Programme of Educational Innovation for Development met in Indonesia to discuss formulation of guidelines for developing instructional materials for teaching productive skills. This report on that conference begins with comments on experiences in materials development…

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)

This paper reports the reform of preschool education in Germany which began at the end of the 1960s as a curriculum reform and within 10 years had resulted in the reorganization of all kindergartens. The discussion describes features of reformed kindergartens, offers examples of educational work in reformed kindergartens, and explores the…

Develops a critical analysis of the international transfer of strategies for curriculum change with reference to a historical review of the Papua New Guinean experience, documenting the role of international trends in shaping school curricula and organizational and administrative structures. Examines implications of centralized curriculum control.…

Home economics education needs to reform its curriculum to reflect developing countries' needs and to reach the rural and urban poor. It needs to make its mission more focused to avoid being misunderstood. (JOW)

The computer can be used in schools to assist instruction and as the object of computer literacy education. Strategies for introducing computers into the schools of developing countries are presented. (AM)

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)

Population education programs are discussed relative to their impact on the social, cultural, and economic aspects of rapid population growth in the Asia Pacific region. (MCO)

In 1982 the Netherlands National Institute for Curriculum Development (SLO), with the support of Parliament, devised the framework for the Development Education Project (EPOS). This project concerns a national development education network, which is to be supported for a new period, 1986 to 1991. EPOS is comprised of national organizations,…

Folk tales and indigenous material can be used as a resource when developing teaching technology for poor women in India. (JOW)

This article is a review of studies on whether vocational schools are an effective educational device for training the youth of developing countries to enter the world of work. Although the studies differed in their findings, some common themes reappear in their recommendations to make vocational education in these countries effective. (Author/CT)