A spokesperson for the developing nations sets priorities for third world development and discusses the relationship between the third world and the industrialized nations. The industrialized society must change the ways it sees developing nations, or there will be serious troubles ahead. (RM)

The vocationalization of education is different in economically less developed coutnries (LDCs) than in the economically more developed ones (MDCs). Although there may appear to be similarities, there are also important differences between them that largely arise from three contexts: (1) their social and economic structures and the resulting…

A feminist critique of development literature, with specific sub-Saharan examples, shows that development studies and projects are rooted in Western male world views. Researchers, guided by prevailing theory, ask questions about power, control, work, and social life from the point of view of the powerful, i.e., the men. Male research subjects tell…

During the past decade, countries in Asia, Latin America, and Central Europe have been experiencing a number of converging factors that drive economic growth, propelling them toward greater economic competitiveness with the economies of the United States (U.S.), Japan, and Western Europe. A major driving force behind this global economic growth is…

Human survival means more than purely physical survival. Human beings, because of language, also have a cultural nature that must survive. In today's world, all speak, but more than one-fourth of the world's people--and more than half in developing nations--do not have the uniquely human capacity of reading and writing. The diffusion of literacy…

This book offers a personal account of a phenomenon largely ignored until recently: functional illiteracy--a condition that affects millions in the industrialized world. The book looks at functional illiterates in industrialized countries throughout the world, recounts their stories, and describes efforts to overcome and eliminate functional…

International Literacy Year (1990), sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), is a time of great hope and unique opportunity. It is intended to convey two essential messages: (1) education matters and will be decisive in shaping the future of individuals and societies; and (2) there is an urgent…

This report by National Goals Research Staff, established by President Nixon, is designed not as a listing of specific national goals to be sought but as a springboard for discussion and an aid to decision. It does not presume to say what our choices should be. Rather, it defines the questions, analyzes the debates, and examines the alternative…

A project was conducted in Dudley Metropolitan Borough in the West Midlands, England, to determine needs for engineering training in the face of declining industry and to halt the decline in industry and enrollment in the three colleges in the area. A project leader was chosen and a team trained in 3 weeks of workshops on market research, training…

These proceedings contain summaries of papers presented at a 1988 conference held to explore the Local Economic Development Action (LEDA) Program of the European Community. Titles and authors are as follows: "Opening Address" (George Yennimatas); "Getting to the Heart of Local Development" (Haris Martinos); "Les Baronnies:…

This book has the following aims: to establish what a new culture of lifelong learning is; to see why it must be introduced; to explore what the new learning culture will entail; and to present the resourcing systems needed to carry it through. The discussion includes ethical as well as economic viewpoints. Starting from a cradle-to-grave…

This journal issue contains a series of papers concerned with exploring the role that adult education can play in developing communities. The first paper, "Major Challenges and Prospect of Adult Education for the Year 2000" (T. M. Sakya), provides an overview of adult education in Asia and the Pacific, emphasizing the vastness of the…

Studies in Great Britain have focused on the rapidly changing economy of the 21st century and the skills that workers will need to contribute to it. The studies have found that the new century will be characterized by the knowledge-driven economy, changes driven by global markets, the rapid movement of finance, and developments in information and…

About two-thirds of the 963 million people in the world who cannot read and write are women, according to the United Nations. Women who are illiterate cannot pass on literacy skills to their children. The United Nations proclaimed 1990 International Literacy Year and conducted conferences for literacy. Education for women and girls was designated…

This book examines the effectiveness and distributive ramifications of the institutions of German skill provision as they functioned at home in the 1990s and as they served as a template for reform in other industrialized countries. The volume relies on multiple sources of data, including in-firm case studies, larger-scale surveys of companies,…