Discusses the difficulties that must be surmounted in implementing the recommendations and hopes of the Tokyo Conference. (Author/RK)

A number of methodological conclusions and common recommendations for all regions of the Belorussian SSR on the compilations of long-range plans for the development and location of the school network in rural regions are suggested. (Author/KM)

The Tanzanian government has made a major commitment to its National Literacy Programme as a strategy for national development. Goals of the program are the eradication of illiteracy, self-reliance in solving economic and social problems, and lifelong education. To deal effectively with the problem of learner motivation, the program links literacy…

The author encountered many obstacles to Papua New Guinea's transformation from a subsistence to a cash economy during two months' field work: the people's conservatism, lack of confidence, indifference to cash, and deep commitment to tradition. These, and "subsistence affluence," warn against hastily exposing the people to inflation's…

The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)

Describes two Tanzanian reform programs: Education for Self-Reliance and Decentralization. The first supports programs to make education relevant to rural life, correct elitist biases, and improve students' attitudes toward rural living. The second, already instituted in primary and adult education, seeks to promote community participation in…