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The Dag Hammarskjold Foundation sponsored seminars on "The Use of Correspondence Instruction in Adult Education: Means, Methods, and Possibilities" in April-May 1967 and May-June 1968. Each seminar was about a month in length; on both occasions the participants came from African countries and represented ministries, universities, and paragovernmental or intergovernmental organizations. The participants at both seminars wrote papers on a subject within the field of correspondence and/or adult education. Some of the papers are included in this volume; others are to be published in another book (Mass Education: Studies in Adult Education and Teaching by Correspondence in Some Developing Countries). Most of the papers in this work are devoted to particular institutions or programs in specific African countries. (mf)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)