The state of the art of assessment is viewed in light of practical and realistic options. The classical terminologies of achievement, validity, reliability, internal and external assessment, prediction, and formative and summative evaluation, are often referred to in the address, with the realization that those presenting later papers would not be doing so in a vacuum. A brief historical sketch of curriculum concerns as advanced by African ministers during ministers' conferences is presented. The conferences ranged from the Addis Ababa Conference 1961, the Lagos Conference 1976, the Monrovia Declaration 1979, to the Harare Conference 1982. Each conference noted certain implications for curriculum development and stressed the relevancy of economic and social development. The major program areas of UNESCO's second mid-term programs are referred to in view of UNESCO's concern for educational development. The address refers to existing instruments and warns, "we should be more belligerent whether we borrow money or memory." The paper urges the participant to work towards effective assessment kits and the reduction of educational wastage of youth. (Author/DWH)