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)

Considers the leadership role played by the American Association of Community and Junior Colleges (AACJC) in curriculum development. Reviews AACJC's public policy agenda for 1987. Traces the organization's role in establishing economic development as a curricular priority for two-year colleges, and briefly describes award-winning partnerships…

Learning from evaluation is discussed with reference to the experiences of the Norwegian aid administration. The study demonstrates that evaluation builds learning through involvement and through communication. An organization can maximize its learning by making the two modes supplement each other. (SLD)

Describes the impact of information technology on higher education. Highlights include balancing the educational mission between research, teaching, and service; accountability; the growing knowledge base; limited resources; the influence of universities on economic development; systemic change; strategic planning; learning environments;…

Revenues generated by tribal gaming can build a good foundation for American Indian education, which is the key to long-term economic stability and development of Indian communities. Stresses the need for tribal unity and suggests that the National Indian Gaming Association can promote unity by offering scholarships with preference given to…

Examines aspects of American Indian world views and values relevant to economic development policy; specifically, sense of community, connectedness of everything, consideration of future generations, and humility toward nature. Discusses constraints on economic development arising from these values and the relevance of common property ownership…

The goals of this study are: (1) accelerated progress towards primary education for children, especially girls; and (2) the improvement of women's lives with regard to health, education, status, choices, and rights and opportunities, including the availability of family planning information and services in the Egyptian community. (LZ)

A study of 50 land grant universities found increasing involvement in economic development activities. Historically black colleges appeared to be comparatively less involved, and institutions with larger budgets appeared more committed to economic development. University location (region) was not a significant factor. (MSE)

Examines congruence of attitudes toward economic development between rural community residents and local government officials in rapidly growing northern New Hampshire. Profiles and compares survey subjects' sociodemographic characteristics, community tenure, and general attitudinal disposition. Results highlight substantive differences between…

Uses human capital theory to support the role of community colleges in economic development, indicating that improving job skills and preparing students for employment are economic development activities and within the college mission. Firm-specific training should not be college subsidized unless part of an economic development strategy. (DMM)