The special function of curriculum development is to select and organize the content so that the desired goals of the curriculum are most effectively achieved. Various curriculum development models are examined, and issues that should be emphasized in the development and implementation of a science-technology-society curriculum are discussed. (RM)

Education in the less developed nations is again at a crossroads. Difficulties exist in eradicating illiteracy and providing skilled manual workers; at the same time many countries have too many college graduates. Innovative solutions, such as integrating traditional apprenticeships with vocational training schools, are needed. (IS)

While it is well known that schools teach values and attitudes as well as specific skills, more research is needed to understand how education is related to economic development. What is known suggests that primary education is particularly important and that education leads to better health and lowered fertility. (IS)

Seven key issues regarding the external funding of education in developing countries are identified and discussed. These include the advisability of accepting western aid, the productivity of educated manpower, funding problems, the efficiency of educational institutions, the donor-recipient relationship, curriculum relevance, and equity in…

New approaches to international borrowing for education which maximize economic growth and minimize the unfavorable international climate for development assistance are discussed. Specific suggestions are made for identifying the areas where such aid would be most effective, as well as better ways to develop cooperation between lenders and…

International aid to education in developing nations has been relatively stagnant or has actually declined in the last decade. Statistics for international aid from different sources are examined, with special attention paid to the changing relationship between donors and recipients, the difficulties in compiling data, and future prospects. (IS)

UNICEF, the world's largest educational funding agency, focuses its efforts on educating economically deprived children. Since 1961 UNICEF has worked with Unesco on programs to integrate educational goals with goals for national development. The past relationship between the agencies, their new joint goals, and continuing problems are discussed.…

The goals of education in developing nations are changing from interest in simply acquiring knowledge and fostering economic development to a greater understanding of the complexity of the relationship between schooling and larger national goals. The World Bank's role in these educational changes is covered. (IS)

In 20 years educational goals in Kenya have shifted from an emphasis on improving secondary and higher education to a greater emphasis on universal or basic education. The history of educational goals in Kenya and the emphasis on social factors in the country's development are covered. (IS)

The World Bank loaned China $200 million in 1980 to help increase the output and quality of education and research in science and engineering. The effects of this program on the expansion of science and engineering enrollments, graduate programs, improvement of teacher and research quality, and educational management are discussed. (IS)

The Ford Foundation provided postgraduate scholarships for approximately 12,000 people from Africa, Asia, Latin America, and the Middle East to study abroad between 1960 and 1980. A case study of Peruvian recipients shows how shifts in national policies and international events affected how those trained abroad made use of their experience. (IS)

Radio can be an important part of national strategies to combat illiteracy, a growing problem worldwide. Several strategies are suggested which enable radio to be used as an educational medium in developing nations. Such radio stations should be locally based and controlled by grassroots participation. (IS)

Extended-day programs now enroll about 25 percent of school-age children in the USSR. While such schools make full-time work easier for women, they are also beneficial for children. In a longer school day more time is available for physical education and special interests, such as theater and art. (IS)

Attempts to link the school with the mass media was one of the worldwide trends in educational development during the period 1945-1982. The educational potential of the mass media is discussed, and three models of school-cum-media education are presented. Applications of the models and current problems are examined. (RM)

Researchers need to determine the conditions necessary for learning effectively from and the type of information best presented by new technologies, how electronic learning differs from print learning, what conditions foster successful teaching with new technologies, how lives will be changed, and what public policy issues are likely to arise. (RM)