The dilemma of whether to expand higher education systems in Thailand or to curtail enrollments by some means of cut-off or selection at the end of secondary school are discussed. A variety of higher education models in use in the Third World countries are discussed. (Author/MLW)

When the OECD was established in 1961, one of its main concerns was technological progress. Equality and economic growth have been the cornerstones of OECD's work on educational policy. OECD gave enormous impetus to the intellectual development of educational policy studies and to the organization of educational planning for expansion. (MLW)

The work of universities in developing countries is reviewed. Closer links between the school and university systems are recommended with a view to improving teacher education, the creation of school curricula more relevant to current needs, and flexibility in relation to admission to postsecondary education. (Author/MLW)

The relationship between universities and society in Africa is examined. A framework to encompass the desired aims of both the university and society and the relationships between them is formulated. Implications for the structure, content and operation of the university in Africa are indicated. (Author/MLW)

Some instructive experience about the potential and limits of a meaningful role for African universities in the 1980s is discussed. The challenge of the 1980s is to convince African governments and national populations that university contributions to national development lie in the ability to train minds and a thinking society. (Author/MLW)

The part the university plays in the building of a nation in the post-independence period is described and illustrated by means of a detailed study of Malaysia. The impact of economic, socio-cultural, and political factors are analyzed and the objectives of higher education in contemporary Malaysia are articulated. (Author/MLW)