Search

The quality of teachers is an important factor in the achievement of educational goals, and this is why Wokocha (2013) asserts that the quality of the teacher could be determined through intellectual competence, mastery of content, teaching experience, skills and dissemination of knowledge. Thus, one of the best ways to raise the quality of teachers is by building their capacity through Mandatory Continuous Professional Development Programmes, (MCPD). Social engagement through teacher education and training has been one of the areas of emphasis of the Teacher Registration Council of Nigeria (TRCN). This paper uses secondary data analysis to discuss the activities of Teachers Registration Council of Nigeria. It examines how social dynamism and globalization demand emerging skills from education and educators. It argues that the new reality requires the need to incorporate new skills into teaching including social issues to encourage deeper connection to social engagement issues. It concludes that teacher education and training is one of the effective ways of ensuring social engagements. Using the experience of the TRCN, the paper shares some strategies and skills that can be employed to inculcate social engagement in teacher training and education. [For the full proceedings, see ED613257.]

This document is a comprehensive report a subregional seminar for eastern and southern African countries on the Jua Kali movement. (Jua Kali, "hot sun" in Swahili, refers to the informal or nonformal sector of the economy.) Section 1 explains the role of the International Project on Technical and Vocational Education (UNEVOC) in the development of technical and vocational education and training (TVET). The following opening and closing speeches are provided in Section 2: "Introductory Statement" (R. Barry Hobart); "Opening Speech" (Shem Wandiga); and "Closing Speech" (S.M. Kyungu). Section 3 is an overview of the discussion and debate, and Section 4 lists recommendations regarding development of national strategies for TVET. The following papers are presented in Section 5:"Technical and Vocational Education and Training Policy in Kenya" (Peter O. Okaka); "A Position Paper" (B. Wanjala Kerre); "TVET beyond the Formal Sector in Botswana" (K. Kabecha, M. M. Kewagamang); "Existing Set-Up in Ethiopia" (Mesfin Terefe); "Brief Description of the Jua Kali Movement in Kenya" (G.K.N. Mbugua); "Non-Government Organisations and Enterprise in Lesotho" (Mota Sekonyela); "The National Policy Definition in Malawi" (Joyce Phekani, Maston M. Mtambo); "Beyond the Formal Sector in Mauritius" (Feroze Coowar); "An Effective System for Non-Formal TVET in South Africa" (Siphamandla I. Xulu); "Essential Features of the Non-Formal Sector in Swaziland" (William S.A. Shongwe); "TVET at Mwanza Rural Housing Programme in Tanzania" (Lunogelo L. Sakafu); "A Case for Uganda" (Ben M. Manyindo); and "Training for the Informal Sector in Zambia" (Joseph S. Mukuni, Joseph P. Kalunga). Appended are the following: daily schedule, background information about the seminar, list of main seminar participants, and text of the convention on technical and vocational education adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization. (MN)

This document contains nine papers about and from an international roundtable on the training of teachers in technical and vocational education. The first paper, a Final Report of the "International Round Table on Training of Teachers in Technical and Vocational Education (Curitiba, Brazil, 7-10 April 1997)," examines the following: sociopolitical contexts of technical and vocational teacher education; partnerships and linkages with industry; technical and vocational curricula; the status of technical and vocational teachers; technical and vocational teacher education models and programs; program financing; and future activities. The following discussion papers constitute the remainder of the report: "Training of Teachers/Trainers in Technical and Vocational Education; Position Paper" (R. Barry Hobart); "Challenges of Current Social, Economical and Technological Developments and Need for Reforms/Renovations in Training of Teaches in Technical and Vocational Education" (C.K. Basu); "Training of Teachers/Trainers in Technical and Vocational Education" (Mavis Bird); "Training of Teachers/Trainers in Technical and Vocational Education in Pakistan" (Muhammad Hadi Gyavri); "Challenges and Prospects in the Training of Technical and Vocational Education Teachers/Trainers in Africa" (B. Wanjala Kerre); "Training of Teachers and Trainers in Technical and Vocational Education in Jamaica" (Lurlienne Miller); "Recent Innovations in the Training of Teachers/Trainers in Technical and Vocational Education and Training in Asia and the Pacific" (M.A. Qureshi); and "Training of Teachers in Technical and Vocational Education in Poland" (Stefania Szczurkowska). (MN)

A review of past trends in adult literacy in developing countries shows that the following factors have been crucial to achieving large-scale literacy results: the state as the prime mover; political will or national commitment; a favorable development context; continuous mobilization activities; a broad conception of literacy; broad collaborative involvement; central coordination; postliteracy and other follow-up efforts; and dual strategy combining universal primary education and adult literacy. Despite the arguments against large-scale adult literacy campaigns by nongovernmental organizations and international agencies, well-resourced, well-planned initiatives have taken place in Latin America, Africa, and India. Learner- and community-based approaches are becoming more popular; however, the World Bank's policies regarding adult literacy have had a detrimental effect on efforts to link adult and child literacy through intergenerational approaches. Although the need for literacy teaching is greatest in developing countries, literacy remains a concern in industrialized countries. The literacy of tomorrow should not be a static condition inasmuch as the level of literacy required to function in everyday life is constantly shifting upward. The challenge is to provide citizens with lifelong access to literacy and learning-rich environments. Meeting this challenge requires removing the word "remedial" from the literacy vocabulary and coordinating hitherto separate fields of education. (MN)

Beginning in the nineteenth century, a plethora of western Christian and secular philanthropies introduced "top-down" philanthropic initiatives in Sub-Saharan Africa to promote education and "development". There seems to be a complex link between the agendas of international philanthropies and their home governments' broader foreign policy frameworks. This paper discusses American philanthropies' educational initiatives in Sub-Saharan Africa (SSA) from the 1920s to the end of the twentieth century. The paper focuses on four American philanthropies namely, Phelps-Stokes Fund, Carnegie Corporation, Ford Foundation and Rockefeller Foundation. It argues that American philanthropies' education initiatives helped to push the United States foreign policy agenda of transplanting adapted education in SSA, extending the social stratification of Black Africans in the global geopolitical processes, and promoting race relations. The agenda was promoted within the framework of White racial superiority and American "idealism" which the philanthropies presented as "development" after nations in SSA attained independence. [For the complete Volume 17 proceedings, see ED596826.]

With COVID-19 continuing to make meeting face-to-face impossible, the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) executive decided that, for the first time, the CMESG/GCEDM meeting would be held virtually. By necessity, the program had to be much compressed with no topic sessions and no gallery walk. The 44th annual meeting took place June 11-13, 2021. These proceedings contain one plenary lecture, five working groups, one panel, 13 new PhD reports, and two ad hoc sessions. Twenty-two papers are included in these proceedings--three papers are written in both French and English; one paper is written in French; and the remainder are written in English. [For the 2019 proceedings, see ED610111.]

This presentation is a roadmap with a one-mode transition and subsequent application of selected higher education classroom materials to field research for learning, which has been a challenge for college faculty members for ages. The essential components of such a process are delineated, using the field experience gained by the authors with catastrophic events, covering the 2010 Haitian Earthquake, 2014-2015 Ebola Outbreak in West Africa, and the 2021-2022 Corona Virus (SARS-CoV-2) Pandemic in Illinois. Priority is given to bridging learning gaps. The prime takeaway for college faculties is reinventing rewarding student R&D field projects. An added benefit is the capacity to create new, unique, or novel case studies to promote expanded and challenging student learning experiences. Such R&D case studies have market potential.

Papers on the role and services of African libraries and the education of African librarians, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "The Information Sector in the Economic Development of Africa: The Potential Role for Libraries," in which Benzies Y. Boadi (Nigeria) outlines African problems in information processing, the failure of library and information systems to provide user-oriented library services, and the need for and examples of national and regional library coordination; (2) "The Industrial Development Decade for Africa 1980-1990: Its Implications for the Library and Information Services of Eastern, Central, and Southern Africa," in which Peter Moll (United Kingdom) examines the prospects for the creation of an infrastructure to support electronic information systems through the Pan-African Documentation and Information System (PADIS) in the subregion designated as East Africa; and (3) "La Formation Professionnelle des Bibliothecaires Documentalistes dans un Monde Technologique: l'Exemple de la Tunisie" (Professional Training of Information Scientists in a Technological World: The Example of Tunisia)," in which Abdelhamid El Ajmi (Tunisia--paper in French) describes the development and current status of 4-year and 2-year educational programs for information scientists, librarians, and archivists in Tunisia, with emphasis on instruction in the use of information technology and automated systems at the Institut de Presse et des Sciences de l'Information de Tunis (IPSI) and the Institut Superieur de la Documentation (ISD). (ESR)

This volume of special papers constitutes the Annex to "International Development Programmes in Higher Education (A Report to the Commonwealth Standing Committee on Student Mobility and Higher Education Cooperation)." The papers presented have the following titles and authors: (1) "Training for Planning and Management: Improved Management Systems in Higher Education in Developing Countries" (Kevin M. Lillis); (2) "Libraries and Books Development" (Carol Priestley); (3) "Information Networks and Training" (Information from the International Development Research Centre); (4) "Post-secondary Education in the Small States of the Commonwealth" (Steve Packer); and (5) "Staff Development: International Development Program of Australian Universities and Colleges (IDP) and the South Pacific" (Ken Back). Collectively the papers address the issues associated with improving the management of systems and institutions of higher education in developing countries, particularly in Commonwealth Africa; highlight some critical issues for library and book development; discuss the key issues and problems in supporting and operating information systems in developing countries; and examine post-secondary education in the small states of the Commonwealth, the critical issues involved, and the directions and potential for cooperation in the next decade. The Annex includes a list of the Commonwealth Independent countries with populations under 2 million. Contains 13 references. (GLR)

The two papers in this document on social science libraries were presented at the 1984 IFLA general conference. In "Library and Continuing Education with Implications for Developing Countries: A Research Essay," David R. Bender (United States) examines factors impacting upon the skills necessary for effective librarianship in the social sciences, and the role these factors have in shaping library school curricula and continuing education programs. Among the factors identified are new technologies and changing user needs. The paper also discusses a recent study by King Research, "Library Human Resources: A Study of Supply and Demand," that reflects the magnitude of change in the employment of librarians projected through 1990 within the United States. In "The Provision of Social Science Literature and Information Services in Kenya: Availability, Accessibility, Future Prospects and Problems," J. F. Lilech (Kenya) provides an exposition of Kenya's need for social science information as an indispensable domestic resource to be mobilized by planners, policy-makers, and managers. The national need for library and information services is emphasized with references to the Current Development Plan, 1984-1988. (THC)

Four papers, focusing on hallmarks for success, which were given at the November 1985 Annual Conference of the Council on International Educational Exchange are presented. All discuss study abroad and set a context for successful institutional programming. An introduction by Paula Spier discusses the movement in American higher education to address its lack of information about the developing world by increasing opportunities for American students to have experiences in Africa, Asia, and Latin America as part of their academic degree programs. The four papers are as follows: (1) "Hallmarks of Successful Programs in the Developing World: The University of California" (William H. Allaway); (2) "Hallmarks of Successful Programs in the Developing World: The University of Wisconsin's College Year in India Program" (Joseph W. Elder); (3) "Hallmarks of Successful Programs in the Developing World: Academic Programs in Universities in Sub-Saharan Africa for Undergraduates" (Joe K. Fugate); and (4) "Hallmarks of Successful Programs in the Developing World: The Great Lakes Colleges Association Latin American Program" (Diane K. Snell). An afterword, by John G. Sommer, encourages study abroad as an experience of discovery of the world, one's own cultural roots, and one's self. (SM)

Papers on library services and developments in reading materials for the blind, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Reading Programs for the Blind and Physically Handicapped in Public Libraries of the Polish People's Republic" by Franciszek Czajkowski (Poland); (2) "Library Services for the Blind in the Federal Republic of Germany (FRG)" by Rainer F. V. Witte (West Germany); (3) "(United Nations Educational, Scientific, and Cultural Organization) UNESCO/IFLA Contract No. 642030: Braille Production in Africa" by Rainer F. V. Witte (West Germany); (4) "The Technology of Producing Tactual Maps and Materials for Textbooks" by Wilfried Laufenberg (West Germany); (5) "Talking Books Libraries in (the) Federal Republic of Germany (FRG)" by Karl Britz (West Germany); (6) "The Blind and the New Technologies: Paperless-Braille and Reading Machines" by Manfred Harres (West Germany); (7) "Thoughts about the Production and Spreading of Braille in Africa" by Hans-Eugen Schulze (West Germany); and (8) "New Technologies for the Blind Reading Community," in which Paul E. Thiele (Canada) describes new developments in talking books, braille, print conversion technology, optical to tactile conversion, optical to speech output, print to braille conversion, radio reading services, and optical print enlargement. (ESR)

This paper is concerned with the teaching-learning strategy of the Primary Science Project of the Science Education Program for Africa. It was presented in the 1976 seminar of the International Institute for Educational Planning (IIEP) of the UNESCO in Paris. The document includes six sections: (1) The concept of a strategy; (2) Description of the strategy; (3) Advantages and disadvantages of outcomes; (4) Development and implementation in Ghana; (5) The role of formative evaluation; and (6) Implications. The description of the strategy includes influence of teachers' decisions, time for learning, goals of learning, content of learning activities, structure of learning sequences, pupils' role, influence of diagnostic feedback, ideological bases of the strategy, and origin of the strategy. The implications discuss curriculum planning policy, teacher training and allocation of resources. (HM)

Papers on education for librarianship which were presented at a seminar preceding the general conference of IFLA included the following: (1) "Necessite des Services--Quel Niveau de Competences et de Qualifications et Quelles Structures Administratives Sont Necessaires pour Faire Fonctionner les Services?" (Library Service Requirements--What Level of Competencies and Qualifications Are Necessary for the Functioning of Library Services?) (Fatogoma Diakite, Mali); (2) "Quelle Formation et Quels Bibliothecaires pour l'Afrique?" (What Training and What Librarians for Africa?) (Th. Ndiaye, Senegal); (3) "La Lecture Fonctionnelle et la Possibilite d'Information Fonctionnelle" (Functional Reading and the Possibility of Functional Information) (Cyriaque Ntirushwa, Rwanda); (4) "Cours Pratique et Cours de Recyclage" (Practical Courses and Continuing Education) (Bruno Wambi, Republic of Congo); (5) "Les Enseignants: Qualites Requises pour Repondre aux Besoins en Enseignement et en Personnel" (Professional Competencies and Personal Qualities Needed by Teachers) (Antoinette F. Correa, Senegal); (6) "Personnel Necessaire pour Assurer les Services et Identifier les Besoins" (Personnel Necessary to Provide Services and Identify Needs) (M. Aithnard, Togo); and (7) "Expose des Problemes Sociaux, Culturels, Politiques et de Developpement en General Propres aux Pays Africains" (Report on Social, Cultural, Political, and General Development Problems in African Countries) (Raphael Ndiaye, Senegal). (BBM)

Papers on cataloging and national bibliography presented at the 1984 general conference of IFLA include: (1) "Pratiques et Problemes de Catalogage au Senegal" (Cataloging Practices and Problems in Senegal) (Marietou Diop Diongue, Senegal); (2) "The Consequences of New Technologies in Classification and Subject Cataloging in Third World Countries: The Technological Gap" (Robert P. Holley, United States); and (3) "Les Bibliographies Nationales du Maghreb: Contenu et Perspectives" (The National Bibliographies of Tunisia, Algeria, Morocco, and Libya: Contents and Perspectives) (Ridha Attia, Tunisia). (BBM)

Papers on scientific/technical information and libraries presented at the 1984 IFLA general conference include: (1) "Library Ethics and the Special Library Network in Science and Technology" (Dieter Schmidmaier, East Germany); (2) "The Dissemination of Patent Information by Libraries: An Example Demonstrating the Necessity of Libraries in the Process of National Development" (Eckhard Derday, West Germany); (3) "Scientific and Technical Literature in Developing Countries: A Preliminary Review of Output and Characteristics" (Stella Pilling, United Kingdom); (4) "The Study of Scientific and Technical Literature of the Developing Countries and the Cooperation Between the USSR's State Public Library for Science and Technology and These Countries' Organisations in the Field of Scientific and Technical Information" (I. M. Kharina, USSR); (5) "Scientific and Technological Publications in Assistance Programme for Developing Countries in Africa: A Swedish Project" (Thomas Tottie, Sweden); and (6) "Sudanese Experience: Perspectives from a Medical Librarian" (Phyllis C. Self, United States). (THC)

Papers on the education and training of librarians presented at the 1984 IFLA general conference include: (1) "Training and Developing a Professional for the Widening Library Responsibilities: A Management View," in which Charles K. Wambugu (Kenya) examines the management requirements for a professional librarian and discusses the role of library schools and libraries in training and developing that professional; (2) "Problems of Functioning of Librarians in Management Positions," in which Ruud A. C. Bruyns (Netherlands) summarizes the results of an investigation undertaken by the Dutch Public Library Association (N.B.L.C.) to identify the size, nature, and possible causes for problems concerning the functioning of librarians in middle and higher management positions; (3)"Shaping and Image for the Librarian in Nigeria: Implication for Education and Training" (B. P. Aboyade, Nigeria); (4) "Planning and Development of Library and Information Studies Schools in Developing Countries--An East African Experience" (Syed Ameer Haidor Abidi, Uganda); (5) "Projects and Results in Library History Research Performed in Poland" (Stefan Kubow, Poland); (6) "La Formation des Specialistes de l'Information au Maghreb et au Senegal" (The Training of Information Specialists in Maghreb and Senegal); and (7) "Le Personnel dans les Bibliotheques de Grece" (Personnel in the Libraries of Greece) (Alkmini Skandalis, Angelina Vaseou and Matina Tsafou, Greece). (THC)

The five papers in this collection on art and music environments in developing countries were presented at the 1984 IFLA general conference. (1) In "Developing an Art for Life's Sake," Gavin Jantjes, a black South African artist currently living and working in the United Kingdom, offers personal viewpoints on issues relating to the art of the Third World and African contemporary art in particular. (2) In "The Designer in a Developing Country and the Information He Needs," H. Kumar Vyas (India) describes the stages which an artist goes through in transforming ideas into actual design concepts, and specifically addresses the lack of available information about a Third World country's own cultural heritage and steps that have been taken at the National Institute of Design to help students systematically design methods of collecting information. (A detailed checklist entitled "Designer's Method for Documenting Traditional Craft Environment" is included.) (3) In "Vision et Recherche des Formes: Une Contribution Informelle a la Discussion" (Vision and the Search for Form: An Informal Contribution to the Discussion), Arnold Pacey discusses the social and esthetic aspects of design and situations which arise in developing countries when the traditional design does not lend itself to technological innovations. (4) In "L'Esthetique des Arts du Quotidien: Images de l'Afrique Noire et des Caraibes" (Esthetiques of Art for Daily Life: Images from Black Africa and the Caribbean), John Magnus (United Kingdom) focuses on the cultural links between countries on the two sides of the Atlantic Ocean as they are reflected in popular art forms. (5) In "Problems in Collection and Preservation of Music Data in Kenya and Suggested Solutions to the Problems," W. A. Omondi (Nairobi) discusses the present state of documentation in Kenya; the need to document traditional music and dance; the operations of the government's proposed Central Research Committee; and the development, dissemination, and propagation of traditional music and dance. (THC)

Papers on government libraries, public libraries, and research libraries presented at the 1984 IFLA general conference include: (1) "Library Services for Research" (Maria S. Pla de Menendez, Colombia); (2) "Interlibrary Loans, Present and Future: A Consideration for Academic Library Management" (Geoffrey G. Allen, Australia); (3) "The Parliamentary Library and the Parliamentary Information System--Tasks and Problems" (Wolfgang Dietz, West Germany); (4) "The Role of University Libraries in Developing Countries: The Case of Francophone Black Africa South of the Sahara" (Gerard Thirion, France); (5) "IFLA Working Group on the Impact of Information Technology upon Public Libraries" (Peter D. Gratton, United Kingdom); (6) "The Creation and Development of a Nation-Wide System of Libraries in Malawi Since 1970, with Special Reference to Public Libraries" (Rodrick S. Mabomba, Malawi); and (7) "Public Library Service in Africa. Opening Remarks: The Development of a Nationwide Public Library Service" (E. M. Broome, United Kingdom). (THC)

Papers on bibliography, cataloging, and classification presented at the 1984 IFLA general conference include: (1) "Bibliographic Control: Zimbabwe's Present Practices and Hopes for the Future" (Angeline S. Kamba, Zimbabwe); (2) "Classification and Subject Cataloguing in Kenya" (Margaret N. Muriuki, Kenya); (3) "Organization and Activities of the International MARC (Machine-Readable Cataloging) Project--Deutsche Bibliothek" (Dieter Wolf, West Germany); (4) "National Magnetic Tape Services: Current Status and Outlook" (Francine Conrad, West Germany); and (5) "The State of the Art of the Current National Bibliographies of the English Speaking Countries of Africa" (Beatrice Solape Bankole, Nigeria). (THC)

Papers on library services and developments in reading materials for the blind and disabled presented at the 1984 IFLA general conference include: (1) "The Establishment of a Library Service to Visually Handicapped People in African Developing Countries" (Paulli Thomsen, Denmark); (2) "Sources of Assistance for Establishing Braille Facilities" (Elizabeth Twining, United Kingdom); (3) "Presentation of a Guide to Developing Braille and Talking Book Services" (Edwige Mortyr, Norway); (4) "Library Services to the Blind in Kenya" (James Mwangi Ng'ang'a, Kenya); (5) "Central Library Services to the Disabled" (Dick Reumer, Netherlands); (6) "Guidelines for Libraries Serving Hospital Patients and Disabled People in the Community--A Tool to Improve Library Service" (Gunar Westgard and Bjorg Heie, Norway); (7) "Public Library Services to the Disabled--Their Information Needs and Special Materials" (Ongare Owino and Edward Waiguru Muya, Kenya); (8) "Producing Braille in Africa: Outlines of a Feasibility Study" (Rainer F. V. Witte, West Germany); and (9) "Presentation of the Work of the Section of Libraries for the Blind" (Winnie Vitzansky, Denmark). (THC)

Papers on children's services presented at the 1984 IFLA general conference include: (1) "Children's Literature in Kenya: Staggering Problems, Limited Successes, and Some Signs of Hope" (Ellen Kitonga, Kenya), which identifies some basic problems with respect to children's literature in Africa and suggests possible courses of action; (2) "Public Libraries Are Fantastic: Promotion of Reading and Library Use in Cooperation with Authors, Unions, Schools, and Other Institutions" (Margareta Torngren, Sweden), which describes unconventional methods currently used in Sweden to reach new and inexperienced readers and suggests additional strategies; (3) "Promoting Children's Library Work and Reading Habits in Africa" (Gloria E. Dillsworth, Sierra Leone) which examines the library situation in many of the developing countries in Africa, identifies general problems, and discusses book exhibitions, seminars, and future plans; and (4) "Education and Training of Children's Librarians in Africa" (Virginia W. Dike, Nigeria) which surveys library services and types of personnel providing such services for children in Africa, and addresses the issue of education and training. (THC)

Papers on library acquisitions, special collections development, and special training for serials librarianship, presented at the 1984 IFLA general conference, include: (1) "The Development of the African Collection at the School of Oriental and African Studies in London and Its Importance for the Cultural History of African Countries" (B. C. Bloomfield, United Kingdom); (2) "Planning Union Catalogues of Books in Developing Countries" (Richard J. Bennett and Maurice B. Line, United Kingdom); (3) "Supply of Literature from and about Africa in Europe with Special Regard to Interlibrary Loan in the Federal Republic of Germany" (Irmstraud D. Wolcke-Renk, West Germany); (4) "Education and Training for Work with Serials" (David P. Woodworth, United Kingdom); (5) "Education for Serials Librarianship: What Are the Basic Components?" (Michael E. D. Koenig, United States); (6) "Serials of the Poor: Their Nature, Importance, Problems, and Suggested Solutions" (Theophilus E. Mlaki, Tanzania); (7) "Acquisition of Library Material in Kenya: Problems and Prospects" (Joshua Reuben Njuguna, Kenya); (8) "Acquisitions in the Developing Countries--Problems and Possible Solutions: The Jamaican Experience" (Stephney W. L. Ferguson, Jamaica); (9) "Theory and Practice of Serials Control and How Your Subscription Agent Can Help" (Arnoud De Kemp, Netherlands); (10) "The British Library's African Research Collections and the Development of African Studies" (I. R. Willison, United Kingdom); (11) "Les Relations d' Echanges entre les Bibliotheques d'Afrique Francophone et la Bibliotheque Nationale de Paris" (Exchange Agreements Between the Libraries of Francophone Africa and the National Library in Paris) (Anne Zundel Ben Khemis); and (12) "The Problems of African Acquisitions: The Experience of the Nairobi Field Office of the Library of Congress" (James C. Armstrong, Kenya). (THC)

Papers on the management of African library associations and services which were presented at the 1984 IFLA general conference include: (1) "The Contribution: The Zimbabwe Library Association" (Stanley M. Made); (2) "Libraries and Information Services in the Third World in Danger: The Case of Tanzania" (E. Kaungamno); (3) "Regional Library Cooperation for Development" (B. Y. Boadi, Nigeria); (4) "Voice of Kenya's Role in Collection, Preservation, and Dissemination of Kenya's Cultural Heritage" (M. Kabeberi, Kenya); (5) "The Organisation and Access of Kenya Official Publications and Their Contribution to National Development" (N. Kamau, Kenya); (6) "What Does the African World Expect from IFLA?" (Imn Kigongo, Bukenya); and (7) "The Establishment and Development of a Nationwide System of Libraries in Sierra Leone with Particular Reference to Public Libraries" (Gloria Dillsworth, Sierra Leone). (THC)

A seminar on Education for Librarianship on the Grassroots Level was held as a pre-session before the IFLA general conference in 1984. Papers presented include: (1) "Personnel Required to Deliver Services to Meet General Information Needs of the SADCC (Southern African Development Co-ordination Conference) Region: Schemes of Services--Salaries, Conditions and Grading Schemes" (M. M. Moshoeshoe); (2) "Courses for Senior Library Assistants (in Eastern Africa)" (B. N. Bagenda, Uganda); (3) "The Role of Induction Courses in Staff Development for Librarianship at the Grassroots Level" (Virginia W. Dike, Nigeria); (4) "Staff Development--Formal and Informal Methods of Recruitment" (Hudwell Mwacalimba, Zambia); (5) "Manpower Planning--Matching Inputs, Outputs and Requirements" (O. N. Mohamedali, Zambia); (6) "The Labour Market--What Level of Skills Are Available" (Rodrick Mabomba, Malawi); (7) "Serving the Rural Communities: The Role of Branch/Area Libraries in the Organization and Preservation of Local Records and Archives" (R. J. Kukubo, Lesotho); and (8) "Grassroots Training in Botswana" (A. P. N. Thapisa, Botswana). (THC)

Four papers on the role of libraries in adult education were presented at the 1984 IFLA general conference meeting of the Section on Adult Education. They include: (1) "The Library of the Pompeia Leisure Centre, Sao Paulo, Brazil," in which Apaty Peroni of Brazil provides background on the community, location, collection, personnel, operation, and programs of the library; (2) "The Promotion of Reading Habits and Adult Education in Kenya," in which Peter E. Kinyanjui of Kenya presents the central theme that, if adult learners are provided for, encouraged and guided in their quest for knowledge and information, they will take responsibility for their own learning and personal growth and development throughout their lives; (3) "The Basis of Library and Information Services for National Development: Promotion of Reading Habits and Adult Education" (D. O. Olembo), which examines the current status of reading habits at all levels of education in Africa, reading motives, and implementation of reading habits; and (4) "Promotion of the Reading Habit and Adult Education" (E. A. Ulzer), which describes collaboration efforts between the International Council for Adult Education (ICAE) and the African Association for Literacy and Adult Education (AALAE). (THC)

Using the UNESCO Public Library Manifesto as a basis for discussion, this paper examines the role of the public library within developing countries and reviews the major developments in public library services in Africa subsequent to the two UNESCO seminars on Public Library Development held in Nigeria in 1962. A number of key statements from the UNESCO Manifesto are quoted and discussed. The recommendations of the seminars on Public Library Development in Africa are then summarized with respect to: (1) the role of libraries in educational, economic, and social development; (2) the development of national plans for public library services; (3) the production, acquisition, and selection of books and other library materials; (4) customs duties affecting libraries; (5) the development of branch libraries and bookmobile programs; and (6) the financial support of public libraries. Specific developments which followed from the recommendations are described, with emphasis on the series of conferences that led to the formulation and implementation of the National Information System (NATIS) concept. A consideration of the importance of rural services closes the report. A 9-item reference list accompanies the text. (JL)

This paper outlines the rationale for, and functions of, national library policies within African countries; discusses some of the issues raised concerning national library policies at the 1970 meeting at Kampala of the Experts on the National Planning of Documentation and Library Services in Africa and at other similar conferences; reviews the legislative history of the public library movement in Tanzania; and outlines in detail the content and impact of the 1975 Tanzanian Library Services Board Act. A 10-item reference list accompanies the text. (JL)

This paper discusses the development of library cooperation and the centralization of library services in East Africa (i.e., Kenya, Tanzania, and Uganda). Included are descriptions of interlibrary lending arrangements, the role of library associations, the education of professional librarians and the training of library paraprofessionals, specialized library networks, legal depository libraries in East Africa, cooperative bibliographic services (including the development of union lists and union catalogs), and library services and technical processes (including cataloging and classification, acquisitions, data processing, and the manufacture of library equipment). An 8-item list accompanies the text. (JL)

Papers on public library service to rural areas, which were presented at the 1985 UNESCO/IFLA (United Nations Educational, Scientific, and Cultural Organization/International Federation of Library Associations) presession seminar are compiled here and include: (1) "Characteristics and Needs of Various Groups, Families, and Other Community Groups" (Graciela Navarro, Uruguay); (2) "Rural Public Library Services in Southeast Asian Region: Indonesia, Malaysia, Philippines, and Thailand" (Navanit Intrama, Thailand); (3) "Public Library Services for Popular Areas in Latin America" (Alvaro Agudo Guevara, Venezuela); (4) "Establishing Outreach Programs: The Promotion and Marketing of Library Services" (Anne Mitchell-Gift, Trinidad and Tobago); (5) "Rural Area Library Services in the State of Santa Catarina, Brazil" (Mitsi Westphal Taylor, Brazil); (6) "The Problems of Public Library Service in Rural Communities in Africa" (Peter Chateh, Cameroon); (7) "Librarianship and Social Change in Latin America" (Rosario Gassol de Horowitz, Venezuela); (8) "Mobile Libraries: Tools for the Promotion of Public Library Services in Colombia" (Myriam Mejia, Colombia); (9) "Mexico and Its Program for Public Libraries 1983-1988" (Rosa Fernandez de Zamora, Mexico); and (10)"Rural Outreach in U.S.--Ohio" (John J. Philip, United States). (THC)

Six papers from the University of South Africa's Conference on Distance Education are presented. They include: "Teaching-Learning Models in Distance Education Using New Media" (Karlheinz Rebel); "Adult Learning in the Context of Development" (Jan R. Hakemulder); "Text Design in Distance Education: Print and Facilitating Adult Learning" (John Aitchison and Jenny Aitchison); "Distance Education and the Regime of Academic Literacy" (John Aitchison); "The Issues of Educational Technology and Curriculum Design" (Felicity Simmons); and "Interactive Multi-media Learning: A Business Case Study in Distance Learning" (Ray C. Johnson). (LB)

Ten papers and four abstracts of papers from the University of South Africa's Conference on Distance Education are presented. They include: "Access to Higher Education and Training in the South Pacific: The Role of Telecommunications and Distance Education" (Som Naidu); "Distance Education in Japan" (Takashi Sakamoto); "The University for Distance Education in Colombia: An Alternative Form of Education" (Linda Gladys Behaine de Cendales); "Development of Distance Education in Sri Lanka" (Dayantha Wijeyesekera); "Distance Education in India: Application of Modern Technology" (K.K. Sud); "The Teaching of Life Sciences at Everyman's University" (Ruth Arav); "Distance Teaching as an Integral Part of the In-Service Education of Mathematics, Physical Science and Biology Teachers" (Jan Nel, Dave Finnemore, Steve Rhodes); "UNISA's Documentation Section" (B.J. van der Walt); "Interactive Multi-media Learning: A Business Case Study in Distance Learning" (abstract only, R.C. Johnson); "Distance Learning: The South African Air Force Experience" (Neville Parkins); "Text Design in Distance Education: Print and Facilitating Adult Education" (abstract only, John Aitchison): "Distance Education in Developing Countries: The Indian Scene" (abstract only, B.S. Jain); "Distance Education and the Educator's Regime of Literacy" (abstract only, John Aitchison); and "Review of the Goals, Methods, Accountability and Future Planning of the Department of Library and Information Science of the University of South Africa" (Anna Louw). (LB)

Papers presented at a session on management of library associations at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Medical Library Association: Organizational Change 1898 to Present--Illustrations from Continuing Education" (Raymond A. Palmer and M. Kent Mayfield, United States); (2) "The Why and How of CONSAL (Congress of Southeast Asian Librarians) as a Regional Library Association" (Hedwig Anuar, Singapore); (3) "Professional Associations Publishing--Information Transfer or Profit?" (Maija Berndtson, Finland); (4) "Why Another Association?--A Case for AMLA (African Medical Library Association)" (Solomon O. Oyesola, Nigeria); and (5) "Management of Corporate Libraries" (Tetsuo Senoo, Japan). (KM)

Papers on regional activities in Africa, Asia and Oceania, and Latin America which were presented at the 1986 IFLA general conference include: (1) "Appropriate Technology for Libraries in Developing Countries" (Peter N. Chateh, Cameroon); (2) "The Impact of Information Technology on Libraries in Thailand--Present and Future Scene" (Nonglak Minaikit, Thailand); (3) "Library Automation and Online Information Services in Malaysia--A Futuristic Outlook" (Juliana Salim, Malaysia); (4) "The Present and Future of Optical Disc Technology for Library Application" (Senri Miyaoka); (5) "The Asian Federation of Library Associations--The Promise It Holds for Regional Consolidation and Interaction with IFLA" (J. S. Soosai, Malaysia); (6) "IFLA's Core Programme on the Advancement of Librarianship in the Third World--Orientation, Mechanism, and Priorities" (D. E. K. Wijasuriya, Malaysia); (7) "Japan's Libraries and Asian Studies--with JOLG (Japan Orientalist Librarians Group) Activities (Kazushige Kaneko, Japan); (8) "Automation in Libraries--African Point of View" (J. S. Musisi, Kenya); (9) "Australia--Its Role in and Contribution to Asian Library Development" (Jennifer L. Adams, Australia); and (10) "New Information Technologies for Latin American Library and Documentation Services--Are There Benefits to Be Expected?" (Julio Cubillo, Chile). (KM)

The two papers in this document were presented at a pre-session held before the IFLA general conference in 1986. In "Problems of Document Delivery in the Science and Technology Information Environment--An African View," Lucilda Hunter (Sierra Leone) discusses typical difficulties encountered in the process of information retrieval in sub-Saharan Africa and other Third World regions, including inadequate periodical collections, lack of photocopying facilities, difficulties of communication both within and between countries, unreliable postal services, lack of interlibrary lending machinery, and unreliable electricity, all due to severe financial constraints. A combination of regional cooperative arrangements and increased resource sharing with libraries from developed countries is proposed as a solution to these inadequacies. In "The Importance of Secondary Bibliographic Services in the Information Transfer Chain--Utilization of Bibliographic Databases," Makiko Miwa (Japan) examines the emergence, distribution process, number, and kinds of bibliographic databases, and discusses the status and skills of database searchers. It is concluded that information professionals should exert skills in creating information products and bibliographic databases as commodities in order to facilitate bibliographic information utilization, improve the quality of databases, promote the information transfer chain, and enhance the recognition of the library profession. (KM)