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2. Training for Adult Education in Africa: Papers from the Fourth Conference of the African Adult Education Association (Khartoum, Sudan, 28 December 1968 - 4 January 1969).
- Author
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African Adult Education Association, Lusaka (Zambia).
- Abstract
A collection of documents from the Fourth Conference of the African Adult Education Association includes minutes of the general meeting and discussion groups, the secretary's annual report, and some of the papers presented at the conference. The primary emphasis was on personnel training, and most of the papers dealt with training techniques and the programs of particular countries or institutions. Illiteracy, night schools, part-time teachers, community development, inservice training, and the folk school approach were among topics receiving particular emphasis. Diploma programs in adult education were described. Some comparisons between European and African personnel training and adult education were made. [Not available in hard copy due to marginal legibility of original document.] (mf)
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- 1969
3. Pre-School Opportunity and Sex Differences as Factors Affecting Educational Progress. Series in Education, Occasional Paper No. 2.
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Rhodesia Univ., Salisbury., Orbell, S. F. W., Orbell, S. F. W., and Rhodesia Univ., Salisbury.
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This document is a collection of three papers originally prepared as part of a series of public lectures presented by the Faculty of Education at the University of Rhodesia. Each paper stresses the vital need to examine assumptions made about the pupil in school to see whether provisions made for him are really in accordance with his present and future needs. Titles of the three papers are: "The Early Years: The Vital Years of Childhood,""Sex Bias as a Variable in Primary Education," and "Sex Differences in Scientific and Mathematical Competence at Adolescence." (Author/JMB)
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- 1973
4. Assistance to Libraries in Developing Nations: Papers on Comparative Studies.
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Wisconsin Univ., Madison. Library School. and Williamson, William L.
- Abstract
The papers presented at a one day workshop on the aspects of comparative librarianship are presented in this volume. The topics discussed are: (1) Methods and Evidence in Comparative Studies; (2) Social Change and Library Development; (3) Library Development in Latin America, a Scalogram; (4) Cross-Cultural Aspects of Assistance to Developing Countries; (5) Patterns of Librarianship in West Africa, and (6) Librarianship in France and the United States: A Comparative Study with Some Implications for Emerging Nations. A list of the participants is included, as are the introductory remarks by William L. Williamson. (SJ)
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- 1971
5. An Approach to Comparative Adult Education. Papers by Members of a Graduate Seminar.
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Hull Univ. (England). Dept. of Adult Education.
- Abstract
These papers, produced for a graduate seminar at the University of Wisconsin, Madison, represent an attempt to devise a methodology for the comparative study of adult education. "Introduction," by G.S. Bains, provides a justification for the study of comparative adult education. "Comparative Philosophies of Adult Education," by Donald Verwayen, and "An Exploration of the 'Developmental/Rationalistic' Dichotomy for Comparative Adult Education Studies," by Michael J. Heus, examine basic philosophies. "The National Establishment of Adult Education," by Barbara D'Onofrio, concerns the status of adult education. "The Organization of Adult Education," by A. Brian Calhoun, "A Comparative Adult Education Inventory," by Marianne Maynard, and "The Arrangement of Study Activities," by Thomas C. Smrcka, present different forms of arrangement. "Cultural Differences and Evaluation," by D. Merrill Ewert, explores cultural influences creating differences between countries. (KM)
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- 1972
6. Research on Migration in Africa: Past, Present, and Future, African Rural Employment Paper No. 2.
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Michigan State Univ., East Lansing. Dept. of Agricultural Economics. and Byerlee, Derek
- Abstract
African nations have been experiencing rapid rates of urbanization accompanied by serious problems of urban unemployment due to the rate of rural-urban migration and the lack of an adequate understanding of the migration process for economic policy formulation. The aim of this paper was to review the present knowledge of African rural-urban migration, suggesting future directions for improved methodology and theory for economic research on migration. Focus was on: (1) Migrants (identity) and the Migrant Process; (2) Determinants of Rural-Urban Migration (noneconomic factors and income differentials); (3) Implications of Migration for Economic Development (distortions in factor markets, migration as capital transfer, and externalities associated with migration). The literature revealed that younger, better educated people have dominated rural-urban migration in Africa; economic motives have been important in determining the rate of rural-urban migration (little agreement as to the relevant economic variables in the decision to migrate); divergence between the private and social returns of migration (almost no research establishing the divergence magnitude). Future migration theory should include the human capital approach; methodology should utilize sample survey techniques, rather than unreliable census data, and migration research should be linked with policy concerning education, population distribution, industrial decentralization, and rural-urban labor markets. (JC)
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- 1972
7. ACTIVITIES OF THE DIVISION OF SCIENCE TEACHING OF UNESCO. PAPER PRESENTED AT THE AAAS MEETING, DECEMBER 26, 1967, NEW YORK.
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BAEZ, ALBERT V.
- Abstract
A PAPER PRESENTED TO THE SECTION ON EDUCATION (Q) OF THE 1967 AMERICAN ASSOCIATION OF SCIENCE ANNUAL CONVENTION, THIS DOCUMENT DISCUSSES THE ACTIVITIES OF THE DIVISION OF SCIENCE TEACHING (DST) OF UNESCO. INCLUDED ARE DISCUSSIONS OF (1) THE OVERALL PROGRAM BUDGET, (2) AN HISTORICAL PERSPECTIVE OF THE DEVELOPMENT OF DST AND ITS RELATIONSHIP TO THE EDUCATION SECTOR OF UNESCO, AND (3) A DESCRIPTION OF THE PRESENT OVERALL PROGRAM AND PROJECTIONS FOR THE FUTURE. THE PRESENT PROGRAM IS DESCRIBED UNDER ITS FOUR MAIN PARTS (1) COLLECTION AND EXCHANGE OF INFORMATION, (2) PILOT PROJECTS ON NEW APPROACHES AND MATERIALS FOR THE TEACHING OF BASIC SCIENCES, (3) OTHER ACTIVITIES TO IMPROVE THE TEACHING OF THE BASIC SCIENCES AT UNIVERSITY AND POST-GRADUATE LEVELS, AND (4) STIMULATION OF INTEREST IN SCIENCE. SPECIFIC PROJECTS AND PROGRAMS BEING CARRIED OUT UNDER EACH OF THE FOUR MAIN PARTS ARE DISCUSSED AND THE PRIMARY GEOGRAPHIC AREAS AFFECTED ARE INDICATED. A BIBLIOGRAPHY FOR THE PROVISION OF MORE DETAILED INFORMATION IS INCLUDED. (DS)
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- 1967
8. Research on Employment in the Rural Nonfarm Sector in Africa. African Rural Employment Paper No. 5.
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Michigan State Univ., East Lansing. Dept. of Agricultural Economics. and Liedholm, Carl
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Within the context of the role of rural employment in overall economic development, the objectives were to summarize existing knowledge of the rural African nonfarm sector and to develop an analytical framework for examing utilization of labor in this sector, using a descriptive profile, a theoretical model, and a research approach to rural nonfarm employment in Sierra Leone. Empirical evidence assembled for the profile revealed that the rural nonfarm sector was an important source of income and employment in Africa. The most important occupational groups in this sector were "sales workers" and "craftsmen and production process workers" (70 percent). Modifications of the Hymer-Resnick model included relaxing the assumption that output of the rural nonfarm sector cannot be traded to urban areas and abroad, and considering the effects of the backward and forward linkages of agriculture on growth of this sector. Providing the framework for proposed research in Sierra Leone and other African countries, the modified model included the following components: an estimate of total population of rural and nonfarm establishments; a description of these establishments (type of activity and workshop, number of workers and machines, quantity of output and input, and capital assets); characteristics of the entrepeneur; and farm household activities, income, and expenditures. (JC)
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- 1973
9. Rural Employment, Migration, and Economic Development: Theoretical Issues and Empirical Evidence from Africa. Africa Rural Employment Paper No. 1.
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Michigan State Univ., East Lansing. Dept. of Agricultural Economics., Byerlee, Derek, and Eicher, Carl K.
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Employment problems in Africa were examined with special emphasis on rural employment and migration within the context of overall economic development. A framework was provided for analyzing rural employment in development; that framework was used to analyze empirical information from Africa; and theoretical issues were raised in analyzing rural employment and migration in economic development. The framework consisted of a micro-economic analysis of the rural labor market; an analysis of rural urban migration; and an aggregate analysis of rural employment as influenced by interaction in the product and factor markets of four sectors--urban, large and small scale; rural nonfarm; and agriculture. Results showed deficiencies in micro-level information (role of the nonfarm sector and farm mechanization); migration information (rural-urban income differentials, capital transfer measurements, and migration elasticity); and established macro-models (they lacked adequate employment focus, were partial equilibrium analyses of more complex problems, and reflected institutional assumptions not widely applicable in the African context). Recommendations emphasized development of better theory and collection of more solid micro-level data, specifically further research on rural employment, off farm employment, and migration. (JC)
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- 1972
10. Methodological Notes on Quantification, Productivity, and Groups in Administrative Research. Discussion Paper No. 110.
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Nairobi Univ. (Kenya). Inst. for Development Studies., Leonard, David K., Prewitt, Kenneth, Leonard, David K., Prewitt, Kenneth, and Nairobi Univ. (Kenya). Inst. for Development Studies.
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This essay presents some of the possibilities for doing systematic quantitative research in the field of African public administration and reviews some of the methodological problems involved. The authors argue that quantitative research is especially desirable because of the gains to be achieved in precision, reliability, comparability, and new insight. A study of productivity in public administration is suggested as a useful starting point. Such a study would meet the demand for usefulness made by civil servant administrators and, at the same time, would expand the boundaries of knowledge and theoretical power. The possibilities of productivity research are illustrated by considering two hypothetical African agricultural marketing boards. (Author/DN)
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- 1971
11. The Reliability of General Certificate of Education Examination English Composition Papers in West Africa
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Akeju, S. A.
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Study was an attempt to evaluate the West African Examinations Council efforts in terms of the extent to which its marking procedures have ensured high reader reliability for the English Language Essay examination, a test which was designed to measure writing ability. (Author)
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- 1972
12. In Search of Population Policy: Views from the Developing World.
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National Academy of Sciences, Washington, DC.
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This report examines what people in the developing countries think about population policy--a topic that is emerging as a subject of critical concern to governments of those countries. In 1973, five seminars were held in different parts of the developing world. Each seminar was limited to 20-25 participants selected from five to nine countries. The participants received a set of questions which focused on four topics concerning population: (1) Population Problems, (2) Population Policies or Responses and Their Effects, (3) Policy Administration: Actors and Constituent Groups, and (4) Policy Options. The participants were asked to write a brief memorandom in response to the questions. The memorandum was to serve as a common point of departure for discussion and to prepare the participants to examine population policy in a broad context. All five seminars followed an agenda based on the questions. At the end of each seminar, participants were asked to complete an evaluation questionnaire. Most participants said that they had gained a broader understanding of population policy. This book contains an introduction, the results of the five seminars: South Asia Seminar, Middle East Seminar, Latin America-Commonwealth Caribbean Seminar, Africa Seminar, and Southeast Asia Seminar, a summary, and committee reflections. (TK)
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- 1974
13. Education for Library, Archive, and Information Science in Sub-Saharan Africa: A Blueprint for Regional Planning.
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Obi, Dorothy S.
- Abstract
Based on a survey, the major characteristics of Sub-Saharan African library schools are summarized. An analysis of the current situation and suggestions for development are given in the areas of objectives, research and publication efforts, financial support, and physical facilities. Also considered are the staff, students, and programs of the schools. Among the suggested improvements in teaching methods are a program for library work experience and the use of audiovisual aids. The need for curricula relevant to the special needs of Africa is stressed. New library schools are planned to further the equalization of development of professional education for the library, archive, and information science professions. Tables describing the staff and curricula of the library schools are appended. (Author/PF)
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- 1974
14. Rural Renaissance--A Perspective and a Process.
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Axinn, George H.
- Abstract
If the path to a better rural life is to be a change preferred by the rural people involved, recent world experience would suggest that it must be a change born from within the given rural social system, be controlled by its beneficiaries, and be integrated into the larger system of which it is a part. Such a perspective and such a process might be labeled "rural renaissance", for as perspective, it gives priority to the view of the farming family, and as process, it draws initiative and energy from that same family. Rural renaissance, then, may be defined as the marriage between traditional patterns (values, norms, technologies, and behavior) and those innovative patterns which result in the birth of change. Since values and beliefs vary from one social system to another, interaction between a rural renaissance stimulation system (outsiders) and a rural renaissance acquisition system (insiders) should facilitate positive change, if consideration is given by both outsiders and insiders to questions of appropriate organization, doctrine, leadership, programs, resources, and linkage systems. The larger rural renaissance stimulation system, then, would be a world wide network of interacting people who are able to learn from each other in the universal quest for improvement of the human condition. (JC)
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- 1974
15. Library Education and Manpower Planning in Africa.
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Ogunsheye, F. A.
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A survey of the library profession and its available training facilities in Africa supplied data that should be considered in planning further library development. Prior to 1950, African countries relied for their library personnel on Britain, France, or Belgium, where librarianship is not necessarily a graduate profession. Later, some local personnel received training in American graduate schools. The structure of the profession in Africa still reflects these foreign origins in its three-tiered structure: graduate professionals, nongraduate professionals, and paraprofessionals; although the trend is now toward a graduate profession. Between 1960 and 1968, seven library schools were established at universities in sub-Saharan Africa. Of these, only three offer postgraduate courses. Most of the teaching staffs are foreign, and the curriculum reflects that of Europe and America, although some additions have been made to meet African needs. At their existing growth rates, the library schools of Africa will not be able to supply the manpower to meet the long-range plans for library development specified at the Kampala meeting in 1970. Each nation will have to establish its own school if the Kampala guidelines are to be realized. (SL)
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- 1974
16. Educational Strategies for Accelerating Development in Southern Africa.
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Parker, Franklin
- Abstract
This paper discusses the following major problems related to the educational crisis in southern Africa: 1) maintaining educational quality while providing for rising enrollment; 2) providing for increased enrollment but with relatively less money for education; 3) counteracting the imbalance between the increasing school output and the number of available jobs, and balancing skills levels with labor demands; 4) updating course content and teaching methods to suit today's heterogeneous student population; and 5) correcting the imbalance between too much formal education and the lack of out-of-school training or lifelong education. The paper also provides a discussion of Africa's economic development, an overview of assessments of African education between 1960-65 and an examination of education as a source of economic growth. Emphasizing that strategies for solving educational problems must be related to economic development, the paper presents interrelated educational and developmental strategies in terms of educational objectives, national planning, regional planning, family planning, easing alienation, reducing illiteracy, and use of master teachers. Bibliographical notes are appended. (CG)
- Published
- 1972
17. International Education: Understandings and Misunderstandings.
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George Peabody Coll. for Teachers, Nashville, TN. Peabody International Center. and Fraser, Stewart E.
- Abstract
This collection of symposium papers is concerned with various aspects of understandings and misunderstandings in international education. The discussion of comparative education involves a variety of topics ranging from educational philosophy to sex education. The five papers are: (1) Foreign Interpretations and Misinterpretations of American Education: Historical Notes by Steward E. Fraser analyzes some prominent nineteenth century commentaries and criticisms made of American education by foreign visitors and educators; (2) Comprehensions and Apprehensions Concerning American Educational Philosophy by Brian Holmes; (3) Discernments Concerning United States Educational Aid to African Nations by Franklin Parker discusses educational problems of Africa and the involvement of America in the educational development of various African nations; (4) Towards a Study of Comparative Sex Education: Conceptions and Misconceptions by Robert M. Bjork identifies problems faced by nations and successful accomplishments of school systems throughout the world as they introduce the subject of sex education; and (5) Latin America: Educational Perceptions by Harold R. W. Benjamin stresses pressing educational needs in Latin America. (Author/SJM)
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- 1969
18. The Organizational and the Interpersonal in an International Development Education Project.
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Bhola, H. S.
- Abstract
The organizational aspects of the process of innovation diffusion and the planned change and development as applied to an appraisal of international development education (IDE) are examined in this paper. The document begins by describing how effective organizations and institutions should be planned and structured to produce planned change. It considers the general lack of knowledge among practioners and educators concerning the how and why of organizational behavior. The main body of the paper presents a case study of an East African educational project conducted under the auspices of a United Nations-affiliated agency. The general lack of sensitivity on the part of planners and administrators to the organizational aspects of technical assistance is illustrated. The author additionally considers the ministerial politics in a country receiving aid; the creation of an organization to handle a project; the evaluation of organization effectiveness; the role of organization participants; recruitment for IDE programs; and the effects of race, religion, and culture on the success of a project. The paper concludes with recommendations for solving some of the problems in IDE and with reference to some social science techniques available for inventing needed solutions. (Author/DN)
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- 1973
19. Minority Education in Global Perspective.
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Connecticut Univ., Storrs. School of Education., Snyder, Patricia A., and Stone, Frank A.
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These papers from the World Education Workshop on minority education present the question of minority education in its many guises around the world. Basic objectives of the workshop include bringing together people concerned with the polycultural and international dimensions in the preparation of professional educators, promoting recognition of a global perspective as a viable approach to many contemporary issues, and collecting materials that could be shaped into instructional curricula. The major presentations discuss minority education as it is defined and dealt with in Latin America, the Middle East and India. The 19 shorter papers discuss aspects of minority education in Wales, Israel, Turkey, South Africa, Africa, India, the Philippines, Peoples Republic of China, and the United States; discuss minorities as defined by race, color, religion, immigrant status, socioeconomic status, language, military and civilian status; and discuss the processes and programs that the recognition of minority rights necessitates. A list of the workshop participants is included. (JH)
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- 1972
20. The Role of the University in the Cultural Development of Africa.
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N'Daw, Alassane
- Abstract
The incoherences and the ambiguities of Africa's educational system in which, especially at its higher level, a real African life does not exist result from institutions aimed more at transplanting a European pattern (or an American pattern) rather than implanting the university in the life of African countries and adjusting to African needs. The university should be a center where one would elaborate an expression specific to Africa, actualize the values of its traditions, and draw inspiration from the African past. Instead of artificially accepting an imposing foreign culture, the university should be fit to rediscover or create from African experience a new culture, in other words, a new way of expression. It is the task of the university to solve the much debated question of the cultural unity of Africa, a question essential for the political development of African unity. An institution is recommended that would specialize in applied research to further develop the drive to restore and stimulate culture that will give back to the peoples of Africa a sense of their identity and to the community their historical destiny. (Author/KE)
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- 1970
21. The University in Africa Today.
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Gardiner, R. K. A.
- Abstract
African universities have a critical role to play in the improvement of the African social fabric. There is no necessary conflict between scholarly and social concern. Tasks facing African universities involve the design and operation of the educational system, especially in regard to entrance qualifications and their relationship to academic standards. African scholars should address themselves to all problems and should have sufficient working contact with policy making and executing agencies to ensure that their academic findings will influence practical events. Since African countries are less developed economically, problems arise in relation to cost and cost effectiveness. The high cost of universities underlines the reasonableness of government concern to see that the choice of university curriculum reflects national needs, but a balance between practical requirements and those of intellectual inquiry must be maintained. (Author/KE)
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- 1970
22. The Role of the University in Economic and Social Development in Africa.
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Shafei, Mohamed Z.
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The role of the universities in economic and social development is merely one aspect of the contribution of education and knowledge to economic and social development. Economists fully realize that human resources development is a necessary condition for achieving economic and social progress. To economists the role of higher education in the promotion of economic and social development belongs to the field of economics of education, a field that together with wealth economics constitutes the rapidly growing branch of economics of human resources. The three basic functions of universities are in satisfying the needs of society for high-level manpower, undertaking scientific research, and assuming a leading role in the promotion of change in social values and institutions in the desired directions. Developing nations vary widely in supply, structure, and state of development of institutions of higher education available to them. Consequently, the content of what constitutes the particular policies that ought to be followed in a particular case will vary from one country to the next. However, no university will be able to fulfill the expected role in the promotion of economic and social development unless provided with facilities required for the proper performance of their functions. (Author/KE)
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- 1970
23. The Role of the University in Political Development in Africa.
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Mazrui, Ali A.
- Abstract
Politically-decisive institutions can be divided into two broad categories. One is the category of primary political institutions. These are institutions whose basic reason for existence is itself political; in other words, political parties, the legislature, and the executive institutions of government. The second category is that of precipitatory institutions. These are not directly political in their immediate purposes, but could have an impact on politics far greater than that exerted by some of the primary political institutions. The university in Africa is a precipitatory institution of a different but still decisive kind. While the pure sciences augment the riches of scholarship, and the applied sciences promote technological improvements and socioeconomic welfare, the humanities have to grapple with problems of values and identity and are therefore the most directly connected with the process of political development. The two most serious political crises facing Africa are the crisis of national integration and the crisis of political legitimacy. In the process of national integration a university may help to forge a shared sense of historical identity. The university's role in resolving the crisis of legitimacy should limit itself to the task of creating a climate of political and intellectual sophistication. (Author/KE)
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- 1970
24. Proceedings of The Invitational Conference on Testing Problems (24th, New York, New York, October 29, 1960).
- Author
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Educational Testing Service, Princeton, NJ.
- Abstract
This conference focused on two themes: research in testing and the cooperative research program, and testing in the language arts. The morning session was concerned with the impact of the federal Cooperative Research Program on educational research. Papers were entitled: The Support of Measurement Projects by the Cooperative Research Program. (Hall, Hjelm, and Conrad); In-Basket Tests and Factors in Administrative Performance (Frederiksen); Models of Teacher Behavior in the Classroom (Travers); and the Prediction of Talented Behavior in the Junior High School (McGuire). Papers for the afternoon session were entitled: Testing for Elegance (Martin); Competency First: New Tests in Foreign Languages (Starr); and Estimating Structure in Prose (Lorge). The luncheon address, The Pace of Change, was delivered by Arthur S. Adams and recounted his experiences as an educational consultant in emerging African nations. (MH)
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- 1960
25. Second Language Learning as a Factor in National Development in Asia, Africa and Latin America. Language Information Series, No. 1.
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Center for Applied Linguistics, Arlington, VA.
- Abstract
The Survey of Second Language Teaching was conducted in 1959-1961 to investigate the nature and extent of the problem of second language learning in developing nations. This document summarizes the survey. It identifies the second language factor in national development, discusses the nature and extent of its problems and surveys the resources available to cope with the problem. English or French is often needed in developing countries for internal communication in multilingual areas, for transmission of science and technology and for international communication. The language situation in Asia includes: multilingualism, existence of one major national language, diglossia, low literacy, and the use of English and French as working languages and mediums of instruction. Africa is characterized by a multiplicity of languages and low literacy; English and French are often the languages of instruction and a means toward progress. In Latin America, a European language is the official language of each country, although Indian languages are widely spoken. The resources in second language education in major English- and French-speaking countries are also outlines. Recommendations are made concerning second language teachers, foreign students, linguistics training, educational coordination on domestic and international levels, individualized country plans, regional centers, teaching methodology and linguistic research. (CHK)
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- 1961
26. Proceedings of the Conference on Meteorological Education and Training in Developing Countries in Africa.
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World Meteorological Organization, Geneva (Switzerland).
- Abstract
The problems relating to education and training of meteorological personnel in Africa are considered in the papers contained in this conference report. The papers are presented in seven sessions and pertain to the following: introductory lectures; various categories of meteorological personnel to be trained, including applications of meteorology to the different sections of economic development as well as for the protection of human environment; training facilities in Africa; attracting young people into the meteorological profession, problems related to the retention of trained staff, education of the public on meteorological matters and the inclusion of meteorological subjects in the curricula of secondary schools; impact of advances in the science of meteorology on training, role of computing techniques in the future development of meteorological services in Africa, and refresher courses and retraining; role of the universities in the education and training of meteorological personnel; and other related topics. (Author/PR)
- Published
- 1970
27. The Teaching of Sciences in African Universities. [Report of the Seminar on the Teaching of Basic Sciences in African Universities, Rabat, 13 to 22 December 1962].
- Author
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United Nations Educational, Scientific, and Cultural Organization, Paris (France).
- Abstract
Eighteen recommendations made by a 1962 United Nations Educational, Scientific and Cultural Organization (UNESCO) seminar on teaching the basic sciences in African universities introduce the conference report. A general summary of the conference proceedings, reported separately for pedagogic problems and difficulties of organization and administration, forms the first major section of the volume. In the second section, containing papers commissioned by UNESCO to focus the attention of the participants on the general problems faced in other countries, mathematics, physics, chemistry, geology, and biology teaching are each examined, and the results of a survey of African university staff interpreted and assessed. The papers in the second section contain references to the problems in the country of the writer, and, sometimes, comparisons with the African situation. A list of conference members is included. (AL)
- Published
- 1964
28. Language in Education in Eastern Africa.
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Survey of Language Use and Language Teaching in Eastern Africa, Nairobi (Kenya). and Gorman, T. P.
- Abstract
This volume contains the papers given at the first Eastern Africa Conference on Language and Linguistics, held in Dar es Salaam in December 1968, under the auspices of the Survey of Language Use and Language Teaching in Eastern Africa. The chief aim of the Conference was to bring together scholars and teachers working in Eastern Africa interested in the description and teaching of languages and related sociolinguistics issues, in order to give them the opportunity to discuss common problems and exchange information, particularly on the teaching of various languages. Many of the papers contain factual data on specific programs at all educational levels in Kenya, Ethiopia, Zambia, Tanzania, Uganda, and the Sudan. Representative papers are: "Amharic as the Medium of Instruction in Primary Schools in Ethiopia"; "The Teaching of Vernacular Languages in Kenya Primary Schools"; "The English Medium Scheme in Zambia"; "Aspects of Bilingualism in University Education in Sudan"; "English Language Teacher Training in Developing Countries." The introduction attempts to relate the diverse situations described by outlining "certain common difficulties and consequent opportunities that confront educational authorities and teachers of first and second languages at successive levels of the education systems in the countries concerned." (FWB)
- Published
- 1970
29. NATIONAL CONFERENCE ON THE TEACHING OF AFRICAN LANGUAGES AND AREA STUDIES, GEORGETOWN UNIVERSITY, MARCH 11-12, 1960.
- Author
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Georgetown Univ., Washington, DC., BORDIE, JOHN G., and DOSTERT, LEON E.
- Abstract
VARIOUS WAYS OF EFFECTIVE DEVELOPMENT OF RESEARCH AND MATERIALS IN AFRICAN STUDIES WERE REPORTED. THE PARTICIPANTS (31) ENGAGED IN DISCUSSIONS, PRESENTED PAPERS, AND ADOPTED RESOLUTIONS DURING THE 2-DAY CONFERENCE. THE PAPERS WERE PRESENTED ON TOPICS SUCH AS--RESEARCH PROBLEMS, RESOURCES, AFRICAN REACTION, LEVELS OF COMMUNICATIONS, PEDAGOGICAL SUPPORT FROM RESEARCH, AND LANGUAGE PROGRAMS. FOLLOWING THE PRESENTATION OF PAPERS, THE REMAINDER OF THE SESSION WAS DEVOTED TO DRAWING UP RESOLUTIONS AND CONCLUSIONS. THIRTEEN CONCLUSIONS WERE DISCUSSED. A GENERAL CONCLUSION INDICATED THE IMPORTANCE OF TRAINING PROFESSIONAL LINGUISTS IN AFRICAN SPECIALITIES TO SERVE AS A NUCLEUS FOR BROAD PROGRAMS IN AFRICAN LANGUAGES. (RS)
- Published
- 1960
30. Education, Employment and Rural Development; Proceedings of a Conference (Kericho, Kenya, September, 1966).
- Author
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University Coll., Nairobi (Kenya). and Sheffield, James R.
- Abstract
This document, which contains the discussion papers and the conclusions of The Kericho Conference held in September, 1966, focuses on rural problems in Kenya, including the related issues of education and employment. Papers dealing with general issues are: "Education, Employment, and Rural Development: The Problem in East Africa"; "Projected Changes in Urban and Rural Population in Kenya and the Implications for Development Policy"; and Demographic Trends and Educational Needs". Covered also are topics under the following general areas: Rural Development, Employment, Education, and Financing Development. Among the subjects under the above are: "The strategy of Kenya's Development 1966-1970,""The Role of Agriculture in the Strategy of the Plan,""The Generation of Employment in Newly Developing Countries,""Long"Term Employment Prospects and the Need for Large Scale Rural Works Programmes,""Education and Employment: Perspectives of Kenya's Primary Pupils,""Continuing Education for Youth and Adults,""The Adolescent in the Rural Community," and "The Budgetary Constraint in Kenya." (nl)
- Published
- 1967
31. An Experiment in the Ruralization of Education: IPAR and the Cameroonian Reform. Experiments and Innovations in Education No. 8.
- Author
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International Bureau of Education, Geneva (Switzerland). and Lallez, Raymond
- Abstract
The problem of primary education has existed for some time in both the western and eastern regions of the United Republic of Cameroon in Africa. It was generally accepted that the main reason for the poor performance of the education system was the insufficient training of the vast majority of primary school teachers. From the beginning, ENIR (Rurally Oriented Primary Teacher Training Institute) and later IPAR (Institute of Rurally Oriented Applied Education), the new and expanded version of ENIR, were designed as essential means of solving the problem. Their endeavour was to create a ruralized school directed toward meeting the economic and social needs of Cameroon. With an average rate of primary school enrollment of over 60%, the country was reaching a critical point beyond which squandering of resources and failure to meet real needs would become hard to tolerate. If the system were to become too expensive to operate and too unrelated to the needs of society, the development envisaged under the third five-year plan, combined with the considerable demand for training which it created, would cause a dangerous situation in which the deficit would increase at the same rate as school attendance and very likely even faster. This paper examines the reasons which led to the emphasis on the ruralization of primary education, and hence, the training of teachers able to carry it out; identifies the agents, stages, and mechanisms of innovation; and gives a brief account of the operation and performance of the Cameroonian education system. (NQ)
- Published
- 1974
32. Book Development in Africa; Problems and Perspectives.
- Author
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United Nations Educational, Scientific, and Cultural Organization, Paris (France). Dept. of Mass Communication.
- Abstract
A meeting on book development in Africa was convened by Unesco at Accra, 13-19 February 1968, to help formulate a programme of action. It was attended by participants from 23 African countries as well as from a number of other Member States and international organizations. The meeting was part of a long-range programme adopted by Unesco to assist developing countries to take advantage of the striking advances in printing, publishing and distribution techniques that have made it possible to produce and distribute good quality low-priced books on a vast scale. The Accra meeting recognized that Africa's book shortage was a severe impediment to economic and social progress. Accordingly, they established regional targets for book development to 1980, correlated to Africa's educational plans to that date. The economic context of book development was highlighted in a paper presented by the United Nations Economic Commission for Africa, which is included in this publication, together with the final report of the meeting. (Author/NH)
- Published
- 1969
33. Patterns of Library Growth in English-Speaking West Africa.
- Author
-
Ghana Univ., Legon. Dept. of Library Studies. and Harris, John
- Abstract
The statistics which form the basis of this paper were compiled from the result of a questionnaire supplemented by correspondence and information from annual reports and the "Nigerian Libraries," and the "Ghana Library Journal." The data obtained from the questionnaire are presented in the appendices, and are followed by a list of libraries in the order in which they appear in the statistical table, with full name and address, explanatory notes and other relevant information. Two criteria were used as the basis for inclusion: administration by a professionally qualified librarian, and, in the absence of a professional, the size and special significance of the book collection. The data which was supplied falls under four headings: (1) use of the library-indicated by the number of registered readers and volumes borrowed, (2) stock - the library's total holdings in volumes and the number of serial titles currently received, (3) expenditure - annual recurrent expenditure (in some cases no distinction was made between capital and recurrent spending) and (4) staff - number of personnel. This investigation provides a check list of sixty-one libraries in the three English-speaking West African countries of Nigeria, Ghana and Sierra Leone. (Author/NH)
- Published
- 1970
34. An Integrated Approach to Agricultural Extension.
- Author
-
Smith, G. A.
- Abstract
The underlying theme of this paper is the relevance of the "package program" approach for the development of peasant agriculture in Southern Africa, particularly where there are livestock and population pressures with a declining soil fertility situation. In Rhodesia, full-time short literacy courses were held in June and July 1970, as a means of improving the technical efficiency of savings clubs and as a possible starting point for a broad program of adult education, starting with agricultural development (see ED 044 596). The agricultural "package program" was organized as part of the literacy follow-up program, the participants being those who were members of savings clubs, but not necessarily those who had attended the literacy course, and who could grow one or one-half acre of maize. The four major steps of the crop production were: (1) land preparation, (2) planting, (3) post-planting operations, and (4) grain storage. Though still in its early phases, the advantages of a "package" type program are that members of the project receive specific advice, and they have access to the loan financing necessary to purchase recommended agricultural inputs, which are available locally at a cost less than that of other suppliers. The long-term aim is for the savings clubs to develop into full credit unions that can finance agricultural development by loans to members. (DB)
- Published
- 1971
35. The Formulation of British Colonial Education Policy, 1929-1961. Final Report.
- Author
-
Michigan Univ., Ann Arbor. and Clatworthy, F. James
- Abstract
The study investigates the formulation of British colonial education policy and attempts to evaluate the hypothesis that the policies formulated by the Advisory Committee on Education in the Colonies reflected a consistent attempt to orient education policy in the colonies to the local needs for human resource development. The use of historical analysis and open-ended interviews subsequently led to a large collection of personal papers and documents of the Advisory Committee by Dr. J. H. Oldham. The research supports the hypothesis and further discloses that the framers of the original policy statement of colonial education issued in 1925 were aware of the necessary correlation between education and economic policy. The original nucleus of the Advisory Committee used what influence they could effectively exert to insist that education be considered a social investment and not an expense (service). Unfortunately, their persuasions could not revolutionize the political-administrative indigenous structure of the colonies, or the Colonial Office. The Advisory Committee on Education had no power to compel; only an authority to persuade. The implications to be drawn from the study suggest that the British experience of cross-cultural educational planning is highly significant for the further development of the construct of Sociological-ecology which would use radical humanism as a heuristic axiological premise. A sixteen page primary and secondary source bibliography is appended. (Author/DJB)
- Published
- 1969
36. Intellect and Commitment: A Potential for Educational Change in the New Nations.
- Author
-
California Univ., Berkeley. School of Education. and Adwere-Boamah, Joseph
- Abstract
This paper discusses the educational orientations and concerns of African intellectuals in U.S. institutions of higher education, and assesses the relationship of such orientations to the perceptions of problems and processes of social change in African countries. Information was obtained from all students from Ethiopia, Kenya, Ghana, and Nigeria attending Pacific Coast institutions. The results of the survey indicated that more than half of the respondents favored educational change in the African countries. Forty-eight percent of the pro-change group favored the establishment of indigenous universities, because they believed that those institutions represented the formula for resolving the problems of contemporary African nations. Only 8 percent favored the stable continuity of the existing colleges and universities. Those who tended to see economic development, educational needs, tribalism, and national unity as very serious problems confronting their society favored educational change, while those who did not take these problems as very serious tended to support the status quo. In addition, the large majority of those who favored "Africanization" of higher education were in favor of educational change and wanted the creation of indigenous institutions. Though most students were concerned with scholarship, those who did not favor educational change were far more concerned than those who did. (AF)
- Published
- 1971
37. Rural Africana; Current Research in the Social Sciences. Rural Education, Fall 1969.
- Author
-
Michigan State Univ., East Lansing. African Studies Center. and Sheffield, James R.
- Abstract
The bulletin is one in the series "Rural Africana" published 3 times yearly by the African Studies Center, Michigan State University. "Rural Africana" is devoted to current research in the social sciences, exploring the problems of social and economic development in rural Africa south of the Sahara. The present issue is a compilation of papers dealing with the following aspects of rural education: (1) Rural Education in Africa: A Status Report, (2) Prescriptions for Socialist Rural Education in Tanzania, (3) Education for Self Reliance: The Litowa Experiment, (4) Primary Education and Agricultural Development, (5) The Schools as an Agent of Rural Development, (6) A Village Polytechnic in Kenya, (7) Agricultural Education in Africa, and (8) Agricultural Education: A Selected Bibliography. Included in the document is information on related publications and on research projects in the general field of rural African studies. (EJ)
- Published
- 1969
38. Family Planning Programmes in Africa.
- Author
-
Organisation for Economic Cooperation and Development, Paris (France). Development Centre. and Pradervand, Pierre
- Abstract
The countries discussed in this paper are the francophone countries of West Africa and the Republic of Congo, with comparative references made to North Africa (mainly Morocco, Algeria, and Tunisia). Obstacles to the adoption of family planning in the countries of tropical Africa are a very high mortality rate among children; a socioeconomic structure that favors high fertility; very low levels of literacy; infrastructure and female participation in non-agricultural jobs; an inadequate health infrastructure; an acute lack of health personnel; and governmental opposition to the idea of population control. If family planning were introduced as an integral part of maternal and child health (MCH), it is believed that the program would have some chance of success. Potential areas of assistance by donor countries in creating a network of MCH centers are: (1) if desired by the countries, building up a "post partum" family planning program in major hospitals of major cities; (2) stimulating the development of MCH centers in both rural and urban areas; (3) offering scholarships for the training of nurse-midwives and developing local facilities for their training; and (4) offering assistance in the fields of census taking and demographic sample surveys. Ten tables present population, demographic, and mortality data. Two appendixes are reprints of two articles. An annex presents a summary of the meeting proceedings. (DB)
- Published
- 1970
39. One Family, Two Households: Rural-Urban Kin Networks in Nairobi.
- Author
-
Nairobi Univ. (Kenya)., Harvard Univ., Cambridge, MA., and Weisner, Thomas S.
- Abstract
The document examines appropriate units for studying changes in familial relations and rural-urban ties, including the importance of the increasing interdependence of rural and urban contexts in family interaction. There have been two broadly contrasting approaches to the problems of urbanization and family change in Africa: (1) "one-way" model which postulates a generally progressive, undirectional Westernization and nuclearization of families as urban migration, industrialization, and other modernizing influences increase; (2) "alternation" model which concentrates on the interplay of tribe and town within a variety of urban settings. These two approaches often work at cross purposes, or explain different sets of data, even though both share a common set of analytical data. Since these models use the urban social system as an explanatory variable, it is then essential to show that such "urban" factors are not also found to some degree among similar rural residents of the area from which men have migrated. The paper also examines some of the processes which generate household form among urban and rural samples of men and their families in Kenya. The major process of social change which influenced the study design is defined as the interaction by urban migrants in rural-urban networks of kin. An Abaluyia subtribe in Western Kenya, 230 miles from Nairobi, was chosen as a rural base. This area (Kisa) has a high proportion (55 percent) of its adult males working away in urban areas throughout East Africa, mostly Nairobi. As yet incomplete, these data evaluate whether or not the network is an arbitrary research creation. (KM)
- Published
- 1970
40. Infant Care and Motor Development in Rural Kenya: Some Preliminary Data on Precocity and Deficit.
- Author
-
Super, Charles M.
- Abstract
Discussing psychology for Africa, particularly rural Kenya, this paper presented two implications for the country and people interested in its affairs. First, although urbanization and "Westernization" are perhaps the most salient aspects of modern Africa, there is little understanding of how family relationships and child care are affected by these processes. The second implication examined the use of differences between black and white babies as evidence for racial superiority, arguing that precocity as a generalized phenomenon is not an accurate way to either conceptualize or investigate African infant development. Infant motor development has become almost a standard focus of African research, starting with Gerber in 1958, but it was not until recently that data were reported to indicate that any differences exist between African and European development. Serious problems remain, however, arising from the use of standard Western infant development tests. It was reported that the early precocity of African infants begins to decline at approximately 18 months, until by the third year they score reliably below Western infants, but it is rarely noted that many of the test items introduced during the second year are distinctly Western. The study concluded that the motor precocity phenomena which are reliably known at present can be adequately explained by the variations in child care and training practices. The theory that there is a general precocity which is "related primarily to genetic factors" fails to acknowledge, and has difficulty in accounting for, the discrete patterning of precocity and deficity. (KM)
- Published
- 1973
41. Correspondence Education Through a National Newspaper.
- Author
-
Makerere Univ. Coll., Kampala (Uganda). and Clarke, R. F.
- Abstract
The Department of Extra-Mural Studies of Makerere University College, Uganda, experimented with developing correspondence courses in several subjects which were published in the weekly newspaper "The People" during 1967. Three 30-week courses (Communication, Elements of Government, and Economics) were included in a special supplement to the paper; the publishing of the supplement was financed mainly by a grant from the Milton Obote Foundation. Although problems were encountered with finding and holding tutors competent to mark the exercises, and with maintaining the interest of students for the length of the course, it was felt that the newspaper was an excellent instrument for exploitation in formal adult education programs, and that more courses should be initiated through the newspapers. Resident tutors assigned to specific areas of the country attempted to arrange evening classes and lectures in conjunction with or supplementary to the correspondence course; where this was possible, the face-to-face teaching experience was found to be very valuable. Results of a questionnaire completed by students indicated generally positive impressions of the program. (mf)
- Published
- 1968
42. Ethnic Backgrounds and Cultural Factors. Resource Unit II, Grade 6. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; civilization of Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The central part of the guide is divided into three subunits, each of which is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column of the subunits is related to a topic in the first column. A separate section lists eight supplementary activities. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column of the subunits is related to one or more activities. In addition 13 appendixes contain curriculum materials--maps, charts, and articles. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)
- Published
- 1968
43. Economic Development. Resource Unit IV, Grade 6. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; economic development of Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The first half of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections, in the second half, are lists, charts, or maps. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column of the first half is related to a topic in the first column. A separate section lists three supplementary activities. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition nine appendixes, comprising most of the second half of the guide, contain materials--maps, charts, and graphs. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)
- Published
- 1968
44. Physical Characteristics. Resource Unit III, Grade 6. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; physical geography of Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. A separate section lists eight supplementary activities. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, nine appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)
- Published
- 1968
45. Regions. Curriculum Guide, Grades 4-7. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grades 4-7. SUBJECT MATTER: Social studies; regions. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 13 chapters, most of which are in list form. It is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: No specific activities are mentioned. The guide is intended as an overview of the curriculum in grades 4 to 7 and, as such, contains lists of objectives, topics to be covered, and understandings and skills students should have learned by the end of the sequence. These lists are divided according to grade level. INSTRUCTIONAL MATERIALS: The last two chapters list materials for students, divided according to grade level, and reference materials for teachers. STUDENT ASSESSMENT: No mention. OPTIONS: The guide is prescriptive as to course content and timing. Optional activities are listed in the individual unit guides for each grade level. (RT)
- Published
- 1968
46. Social Development. Resource Unit V, Grade 6. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; social development of Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The first half of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections, in the second half, are lists, charts, or maps. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column of the first half is related to a topic in the first column. A separate section lists eight supplementary activities. Instructional materials: Each group of materials listed in the third column is related to one or more activities. In addition ten appendixes, comprising most of the second half of the guide, contain materials--maps, charts, and graphs. The last appendix lists materials available on loan from Rhode Island School of Design. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)
- Published
- 1968
47. Governmental Systems. Resource Unit VI, Grade 6. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; government of Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide, which develops the unit, is laid out in three columns, each one for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, two appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)
- Published
- 1968
48. Overview. Resource Unit I, Grade 6. Providence Social Studies Curriculum Project.
- Author
-
Providence Public Schools, RI. and Rhode Island Coll., Providence.
- Abstract
GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The central portion of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, three appendixes contain curriculum materials and a list of articles from National Geographic. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas that students should understand by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)
- Published
- 1968
49. Functional Literacy-The Concept and the Programme.
- Author
-
Bhola, H. S.
- Abstract
The paper discusses the ideological cultural, economic, linguistic, and motivational background of the functional literacy concept. Brief indications of the professional issues and problems in putting theory into practice included: requirements in planning a functional literacy project, administrative and organizational problems, resources commitment, and personnel development problems. The designing of a functional literacy program was discussed and illustrated diagramatically. Stress was placed on the direct relationship of the functional literature curriculum to the economic activity of the participants and on the inclusion of economic, social, and political development. It was concluded that functional literacy programs must be tested professionally by professional workers; and failures and successes must be assigned to various factors--conceptual, administrative, financial, and expertise. [Not available in hardcopy due to marginal legibility of original document.] (PT)
- Published
- 1969
50. African Social Studies Programme Newsletter.
- Author
-
African Social Studies Programme, Nairobi (Kenya).
- Abstract
The purpose of the African Social Studies Programme "Newsletter" is to keep persons actively engaged in the development of social studies in Africa and elsewhere informed of new developments and activities taking place in the twelve member countries in Africa. Also included are: meeting announcements, availability of syllabi, guides and papers, workshop information, etc. Those interested in receiving the newsletter regularly should request that their name be placed on the mailing list. (JLB)
- Published
- 1970
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