The objective of this exploratory study is to determine whether teachers in the national system of Second Opportunity Centers of Chile have characteristics similar to those of effective teachers in similar schools in other countries. A nationally representative sample of teachers in 40 centers completed a self-administered questionnaire describing…

The article investigates the response of the Pakistani curriculum to the COVID-19 outbreak. It also looks into the development of a curriculum that addresses the specificities of students' situations, while reminding them of global connectedness. The article is based on semi-structured interviews with 10 curriculum experts, 20 principals, and 35…

The role of aid in the educational development of developing nations prescribed by the broader national development goals, the realities of the social and cultural heritage, and the material constraints imposed by the country's resource, is restricted to the modest parameters of the desirable and the possible. (Author/JH)

The Proceedings of a seminar devoted to discussion of Third World education policies and the impact of cooperation and aid from other countries on those policies are presented to promote rejoinder and counterproposals to the approaches taken by the cooperating and aiding countries, attending the seminar. (JH)

Special classes to facilitate the educational integration of the migrant workers' children teach the language of the host country and instruct in the students' languages some of the subjects that they will carry when placed in routine classes. (JH)

The author assesses the strengths and weaknesses of the Coombs report on nonformal education and presents the framework of a nonformal education model now being used in Mexico. (DE)

Presentation of Illich and Reiner's theories of de-schooling, emphasizing the theory's paradox in style and thinking and its utopianism found in its ideas of learning webs and conviviality. (ND)

The relationship of educational development to economic systems and the inappropriateness of western educational models for use in developing nations is examined. (DE)

Analyzes the planning and impact of distance education programs. Discusses the use of systems analysis as a basic planning instrument and examines two subsystems illustrating its use. Concludes that distance education is an economical alternative to traditional classes in both developed and developing countries. (GEA)

Discussion of nonformal, postsecondary education for adult learners in developing countries points out problems of facilities, teaching techniques, technology, resource materials, unemployment and economic absorption of educated adults, vocational education, and evaluation methods. (ND)

Describes a Ugandan student's first-year experiences at the Open University in the United Kingdom. Discusses how the University operates; comments on course texts and supplementary materials; and presents a month-by-month breakdown of university and course activities and requirements. (GEA)

Alternative school philosophy and structures are described. The implications for educational change are emphasized. (DE)

An educational system designed to challenge present social values and yet works within the socioeconomic system is proposed for the African state of Tanzania. (DE)

The attempts of UNESCO member states to provide culturally adapted educational technologies to developing nations are described. (DE)

An innovative international education program designed to provide various countries with an experimental educational laboratory and standardize international secondary education is described. (DE)