Appraises the long and prosperous sea trade between tsarist Russia and post-revolutionary United States. Freed from their obligatory contracts with Great Britain, the United States began actively importing Russian rope and iron. Trade between the two countries was so prevalent that Anglican churches were built in St. Petersburg for U.S. sailors.…

Describes an ambitious undertaking to join eight community colleges in a consortium to develop and implement a comprehensive college-industry-based training partnership. Reports that the combined effort and leveraged resources added greater value to the original project while contributing to economic development and continuous workforce…

Discusses the survival of the human race in the Third Millennium. Considers environmental issues; shifting from a focus on economic growth to human development; the rate of technological change; the e-sphere, which goes beyond a global village to a global brain; technology in education and in health care; and educational reform. (LRW)

Argues that five decades of international development assistance have prevented the people of Africa from achieving post-colonial self-reliance. Stresses that cuts in economic, social, and educational opportunity are reducing the quality of life. Concludes that aid inspired capacity building initiatives have undermined essential routines and…

Outlines the history of higher education in Vietnam since 1975, identifies key historical and current issues that prevent Vietnamese higher education from serving the country's need for social and economic development, and provides suggestions to help other countries' institutions develop links with Vietnam. (MSE)

Argues that workforce and economic development in urban areas are linked and that community colleges must develop new strategies to meet these challenges. Reviews urban trends and advocates focusing on the demand side of the labor market, or getting employers to become driving forces in shaping job preparation. (AJL)

A study in the Vaal Triangle (South Africa) investigated the extent of Vaal Triangle Technikon students' participation in economic and social development activities on campus and within the surrounding community, identified community projects and development activities in which students might participate, and assessed student attitudes about…

Suggests ways for community colleges, workforce boards, economic development corporations, and school systems to work together to address the challenges of attracting, training, and retaining a quality workforce. Presents the examples of the Enterprise Center and the Information Technology Center, and other partnerships, in Marion County, Florida.…

Much of the disarray in Native economic systems comes from their inability to control their assets. The greatest Native asset is Native people. Youth must be engaged from preschool through tribal colleges. Off-reservation tribal members must be engaged for their knowledge and networks. Tribal governments must encourage broad participation. Native…

Examines linkages between adult continuing education and rural economic development strategies. Categorizes educational program responses to human capital investment needs of adults, and indicates the economic impact in rural areas of such responses. Discusses social roles as a motivator for educational participation. Contains 29 references. (SV)

Grouping developing countries by financial and educational indicators for receiving educational aid is discussed. An example is given of the way in which existing information on such indicators can be used in secondary analysis to derive relationships that policy makers can use at the international level. (SLD)

Explains the evolving transformation of school systems into engines of economic development, summarizes the conventional orientation of educational evaluation, assesses the impact of the human capital imperative on expectations for evaluation, and proposes a new model for national educational appraisal. (SK)

Discusses policies concerning adult education which have been designed and carried out in Latin America. Contends that the adult basic education policy does not provide the clientele with better tools to face the challenges of society. Calls for an understanding of the inner rationality of adult education programs. (KO)

Reviews inequalities in development, a topic in the New Zealand Form Six Geography Syllabus. Explains the different perspectives from which to approach development: academic, ideological, political, or personal. Considers the various meanings of development to less developed countries. (GG)

Presents classroom activities that have been effectively used by teachers to sensitize students toward the complexities of life in rich and poor countries. Lists several guidelines for helping students learn about development. Sees development as a topic which can fit into a variety of curricula. (KO)