Scientists and technologists must be educationally prepared to represent their countries at the international level in order to make decisions on questions relating to science policy and the transfer of technology to other countries. (CK)

As adult educators, we need to be aware that we are representatives of the fact that there are individuals with the knowledge and skills to accelerate authentic development. Our contribution can be through an educational process which will prepare for social action. Such action, assisted by adult education, has taken place successfully in the…

The multinational social science approach is juxtaposed against the international Western approach. Multinational social science emphasizes indigenization and the exploitation of the periphery by the center in economic relations. Its cornerstone is dependency theory, which stresses the global structure of power as the cause of underdevelopment in…

Discusses conditions in the Third World which prevent the development of a harmonious world society. The effects of nationalism, nuclear proliferation, racism, political and economic inequities, and social and religious conservatism on the growth of a global outlook are considered. (AM)

Both formal and nonformal schooling have failed to bring about economic change in developing countries. Assumptions guiding both types of education are shaped by capitalist or socialist myths that are deeply rooted in Western culture. Underdeveloped countries must invent their own myths to effect change through education. (PP)

Calls for federal legislation to support the role of community colleges in adult employment development. Advocates legislative support of private sector and community college cooperation and broad-based business/industry tax incentives. Identifies human resource development concerns; economic recovery and defense trends; areas for increased…

Argues that recent theories of development are flawed because (1) they assert that social justice and economic development are compatible educational aims and (2) they give insufficient attention to the political contexts of policy-making. Part of a theme issue on the World Bank Paper and Third World educational development. (SJL)

Describes a problem-solving instructional unit which utilizes a simulation gaming method to help students in an introductory college-level geography course understand rural community development in a developing nation. (DB)

A survey of Black leaders across the U.S. revealed that they place primary importance on the role of vocational programs in helping students find employment. Approximately 79 percent believe that students should be qualified to graduate from a vocational program only after passing a job performance test and academic tests. (LRA)

Three alternative sets of occupational employment projections for the 1978-90 period all show high growth for white collar and service categories but slow growth for blue collar workers and decreases among farm-workers. (Author)

The theoretical framework of the Williams report is outlined and the roles of people's conception in the relationships between the educational system and economic growth, in changes in the educational system, and in accounts for understanding and planning the educational system are considered. (MLW)

The second of a two-part series explains the coherent mineral policies that are needed if tribes are to achieve fiscal goals and maintain control of their resources. The article describes how the policies can be implemented via written codes, mineral development corporations, and mining agreements. (SB)