USAID believes that education is a foundational driver of development and fundamental to achieving self-reliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and…

The place of postgraduate studies is discussed, with reference to the need to produce highly-trained, high-quality personnel capable of making a unique contribution to the development of a country's resources. The postgraduate system in Argentina is described, and some suggestions are made for its future development. (Author/LBH)

Joint responsibility of education authorities and the Department of Manpower and Immigration is to accelerate research and to develop programs which will ease the process of adjustment to changing conditions in manpower demand. The inevitable prerequisite of closer matching of demand for and supply of qualified manpower is increased specialization…

Describes the state of human resources development in Sudan's information industry. Training problems and the emigration of high level personnel are discussed, guidelines for human resource development are suggested, and national strategies to develop and retain Sudan's human resources are suggested. (EA)

Most developing countries have been debt ridden since the mid-1970s. This continuing debt burden has resulted in increasing prices and inflation, growing unemployment, and daily life difficulties. This problem has been acute for the Sudan. Sudan received help from the International Monetary Fund (IMF) in 1978 and negotiated new credit terms. By…

Francophone West Africa has committed itself to the goal of universal formal education as the most effective method of insuring rapid economic and national development. (Francophone West Africa is composed of Senegal, Mauritania, Guinea, Mali, Ivory Coast, Togo, Benin, Niger, and Burkina-Faso.) The costly investments of limited fiscal resources in…

The current state of continuing vocational training in Central and Eastern European countries and its most important challenges were analyzed. The analysis found that the former continuing vocational training systems in these areas were characterized by generally low training levels and interdependence among the state-owned enterprises that…

Describes Nigeria's present vocational programs in agricultural education at the secondary and postsecondary levels and expresses the need for a more vocationally oriented approach rather than an academically oriented approach in the future development of such programs. (HD)

The Windward Islands (Dominica, Grenada, St. Lucia, and St. Vincent and the Grenadines) have taken several approaches to educate the work force and prepare for the technology-driven society of the future. These approaches include government initiatives, such as the governments' commitment to primary education and more recently to secondary…

This paper discusses the relationship between economic development and education in developing countries, with major emphasis on the experience of the U.S.S.R. between 1917 and 1968. Separate sections of the paper examine the economic role of education in developing nations, the historical development of technical education in the U.S.S.R., the…

This conference report provides summaries of presentations of country case studies from a project to investigate factors that impinged upon the status of technical and vocational education (TVE) in Asian and Pacific countries. The report includes the case study project terms of reference, a list of delegates, and agenda. Summaries follow of the…

A project considered issues that might contribute toward raising the status of technical and vocational education (TVE) in Asia and the Pacific region. It also provided a review of TVE in Australia, Bangladesh, China, Fiji, India, Indonesia, Iran, Japan, Republic of Korea, Malaysia, Pakistan, Thailand, and Vietnam. Researchers involved in the…

This monograph describes and analyzes recent developments in national tertiary education institutions in the seven countries of the Organisation of Eastern Caribbean States (OECS): Antigua and Barbuda, Dominica, Grenada, Monserrat, St. Kitts-Nevis, St. Lucia, and St. Vincent and the Grenadines. Following prefatory materials, chapter 1 asks if…

This information package looks at the methods of financing vocational education and training (TVET), especially in European countries. The first section examines categories of training, who should pay for training, possible fund-raising or revenue-generating mechanisms, financing mechanisms, and limitations of financing TVET. In the second part, a…

This paper provides an overview of education for middle-management-level technicians at the Diploma Level in Mauritius. It describes the educational program provided by these three institutions: the Lycee Polytechnique Sir Guy Forget, Flacq; the Maharishi Dayanand Polytechnic; and the Institut Polytechnique de Rose Hill. It focuses on their…