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It is often the case that lip service is paid to the strength of indigenous culture while the implications of indigenous peoples' strengths are disregarded in actual project design. This paper shows that indigenous peoples and societies are able to cope with an extraordinary number of permutations, and that their coping mechanisms are both infinitely resilient and enormously adaptable. The most obvious strength and resource of African children is the extended family. Other strengths and resources available to African infants and young children through their indigenous socialization processes include the structure of the siwindhle, or nursery, and the role of old women in imparting social knowledge to the children. The everyday socialization process that takes place around an African child is too significant to be ignored, and there is a need for a deeper and more intimate understanding of the invisible social fabric that holds the society together. Once the context of African socialization is understood, then the ability to use the African institutions developed expressly to facilitate child development will naturally follow. Teacher training institutes must develop respect for traditional practices so that new teachers cease to think of themselves as the ones with knowledge and become sensitive to other socializing agents in the community. (SM)

This paper highlights some of the themes that any successful strategy to reverse the decline of Africa must embrace. Africa is a continent experiencing a breakdown in the relationship between people and their natural support systems. Famine and the threat of famine are among the manifestations of this breakdown. This decline can be reversed. To do so will require an abrupt departure from the "business as usual" approach that African governments and the international community have mounted so far in response to the food crisis. Beneath the urgent work of providing food aid and resettling families displaced by famine, a long-term strategy of environmental restoration is essential to reversing recent trends. Slowing population growth, conserving soils, restoring forests and woodlands, and enhancing subsistence agriculture are sure to be cornerstones of successful efforts to reestablish working economies in Africa. These priorities can provide a foundation for African aspirations and an agenda for international assistance. (RM)

This paper examines ways to educate the 160 million children denied access to primary schools and the 960 million adults throughout the world still illiterate in 1990. It focuses on three especially marginalized groups: (1) girls and women, who make up the majority of unschooled and illiterate children and adults; (2) the children of ethnic minorities, whose linguistic and cultural needs are often neglected by national school systems; and (3) the children of nomadic groups, especially in Africa, who have special educational needs due to their non-sedentary way of life. A two-pronged strategy for achieving "Schooling for All" in Africa and other regions by the year 2000 is proposed, which: (1) includes plans for a comprehensive evaluation of educational needs and a revitalization of existing primary schools, and (2) calls for cost-sharing among governments, the communities, the private sector, and international donors. The paper emphasizes the need for innovation in educational strategies, suggesting several replacements for the classroom-based approach designed to service pre-industrial European society. It concludes by looking ahead to the future educational needs of the world's children. (MDM)

This paper by the former president of the University of Liberia on building consensus for higher education reform in Africa begins by identifying three obstacles to reform: (1) lack of understanding of the complex African context which could result in setting the wrong goals for reform; (2) a political situation that inhibits freedom of thought and restricts the political participation of the majority of the continent's people; and (3) the lack of readily available funds to support reform. Approaches to removing these obstacles and facilitating reform are discussed in terms of consultation processes, organizational structures, and management decisions. Five specific management actions are urged: instituting proper financial management; computerizing student records; instituting overall personnel policies; establishing a university relations office; and establishing a planning unit. In addition, the roles of key actors and interest groups students, governments, graduates, other higher education institutions, and international donor agencies are addressed. (Contains 13 references.) (DB)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This paper briefly defines the nature of economic development, describes the various conferences and seminars which have been held to discuss library problems pertaining to Africa, discusses the types of programs and activities that African libraries must engage in if they are to contribute effectively to economic development, reviews the role of UNESCO and other international organizations in developing programs for the transfer and dissemination of scientific and technical information within Africa, and examines the specific problems pertaining to the availability of books and adequately-trained library professionals in Africa as these affect the ability of libraries to contribute to economic development. A 15-item reference list accompanies the text. (JL)

Fifteen papers from the University of South Africa's Conference on Distance Education are presented on the theory and practice of distance education. Titles and authors include: "Evaluation at a Distance" (Margalit Ganor); "Can the Tables Be Turned? Likelihood That Distance Teaching at University Can Be More Effective Than Attendance Teaching" (Pieter du Plessis); "Do Existent Definitions of Distance Education Allow for Analysis of Such a Provision in a Volunteer Organization?" (Lynette Douglas); "Elitism vs. Pragmatism: Scientific Approaches to Course Design" (A. D. Adey); "Distance Education: Preparing for the 21st Century" (F. van den Bogaerde); "The Effectiveness of Personalised Instruction in Distance Education: An Empirical Study" (Wilhelm Jordaan); "Access to the Original: The Potential of a University Art Collection in Distance Education" (Lucy Alexander); "An Experimental Model for Distance Teaching--A Case Study" (Herman Conradie); "Distance Teaching and Learning: Joyful Realization or Frustrated Expectation?" (J. J. Booyse): "Evaluating Academic Competence on the Tertiary Level within Half an Hour" (J. J. Roelofse); "Didactic Objectives in Distance Teaching" (Adriaan J. Smit); "The Problematics of Distance Education from a Tutor's Point of View" (Smit); "The Written Assignment--Teaching or Evaluating?" (Thinus Dreckmeyr); "Evaluation of Student Progress in Distance Education" (Johan P. Degenaar); and "The Training of Lecturers by UNISA" (W. J. du Plooy). (LB)

Eighteen papers from the University of South Africa's Conference on Distance Education are presented on issues in education and distance education. They include: "Distance Education in Africa's Educational Development: The Case of Ghana" (Joe K. Ansere); "Distance Education: A Solution to the Economic Problems of Education in Southern Africa" (M.G. Andrew); "The University of Transkei and Distance Education" (Norman M. Hodge); "Perspectives on the Role of Distance Education in a Curriculum for Continuing Professional Education" (C.A. Kapp); "Responsibilities of Academic Staff" (Tim Moelwyn-Hughes); "'Distance Education' at a Residential University" (S.J.P. du Plessis): "Distance Education in Developing Countries: The Ecology of Development or the Need for Context Sensitivity" (Anton Muller); "Education in an Information Society: Implications for Teaching in South Africa" (Jacques Steyn); "The Explosion in Student Numbers: Some Moral and Pragmatic Considerations" (J.C.G.J. van Vuuren); "Psychic Aspects of Distance Education" (Trysie Grobler); "Art History in Africa: A Look at Course Content" (Lize van Robbroeck); "'Forget and Forgive Her Sex': Integrating Women Artists with Art History" (Marion Arnold); "Generating a Creative Future: Strategies for the Teaching of Creativity within the Context of Distance Education Systems" (Nina Romm, Norma Romm); "Non-Formal and Functional Distance Education in Southern Africa" (Hennie Swanepoel); "Taking a Positive View of the (Dis)advantages of Distance Teaching: Reading Skills, Writing Skills and Theory of Literature" (Ina Grabe); "Continuing Education as a Function of a University for Distance Education" (L.P. Calitz); "The Possible Role of Distance Teaching in the Education System of South Africa" (D.C. Badenhorst); and "Accountability in Distance Education" (E.A. Coster) (LB)

Fifteen papers from the University of South Africa's Conference on Distance Education are presented on professional education and practical training. They include: "The Art Work: From Concept to Realization" (Leon du Plessis and Koos van der Watt); "Distance Education for Industrial, Professional, and Practical Training" (Jacob van der Westhuizen); "From Theory to Practice: Educating for Vocational Excellence" (T.J. van Heerden); "Professional Development in Vocational Courses such as Social Work with Special Reference to Laboratory Work" (J.J. Jacobs); "The Role of Distance Education in Post Graduate Studies of Education in the Republic of South Africa" (G.S. Harley); "Practice Teaching in Special Education--A Challence for Distance Education" (H.M. Gerber); "Accountable Teacher Training in University Distance Education" (P.L. de Jager); "The Development of Educational Management as a Field of Study at UNISA" (Chris van Wyk); "Teaching Preprimary Teachers through Distance Education" (H.M. Grobler); "A Strategic Approach to Management Education in a Distance Teaching Environment" (E.W. Neuland et al.); "Teaching Accounting by Teletuition" (J.G. Huisamen); "Teaching Auditing in a Distance Education Environment" (H.J.S. Vorster et al.); "Teletuition in Undergraduate Legal Education" (W.J. Hosten); "Towards Integration in Legal Education: An Introduction to Practice" (Joan Church); and "The Teaching of the Practical Component of Physics in Distance Education" (E.C. Reynhardt). (LB)

Fifteen papers from the University of South Africa's Conference on Distance Education are presented on professional education and practical training. They include: "Essential and Professional Education of Physics Teachers in Poland" (Kazimierz A. Badziag); "Vocational Teaching at a Distance: The New Zealand Perspective" (Dave Nicoll); "Principles and Practices in Distance Education" (Faith B. Collins); "Providing a Reality Base for Your Qualification" (Johan Herholdt); "The Role of Private Correspondence Colleges in the Fields of Tertiary Business Education in South Africa" (Theuns Gerber); "The Necessity for Distance Teaching in the In-Service Education of Teachers in Southern Africa" (R.M. Yule); "The 'Distance' Implications of Cooperative Education at Residential Universities as a Strategy to Ensure Effective Education for the Professions" (A.J. Havenga); "Career-Oriented Technikon Training (Technikon Programmes) by Means of Distance Teaching, with Special Reference to Laboratory, Practicals, and In-Service Training" (Z. van Dyk); "The Development of a Computer Package for Distance Education Accounting Students" (D.E. Wolvaardt et al.); "The Development of Distance Education for Traffic Police" (M.G.T. Cloete); "Professional Development in Vocational Courses such as Social Work with Specific Attention to Field Instruction" (R.C.W. van Bijon); "Beyond Professional Training: Developing Mental Health Leadership" (discussion: W.J. Jordaan, P. LeRoux, G. Rodemeyer, F.J.A. Snyders); "Teaching Cataloguing and Classification by Correspondence" (M.S. van der Merwe);"The Practical Component in the Education Programme of Students in Library and Information Science at UNISA" (Wanda Thomas); and "The Contribution of Distance Education to the Development of the Nursing Profession in Southern Africa" (Charlotte Searle). (LB)

Fifteen papers from the University of South Africa's Conference on Distance Education are presented on media and technology. They include: "Video Education: What Went Wrong and Why It Is Tomorrow's Teacher If Used Correctly" (William M. Smith); "Formative Evaluation of ETV Programmes" (Aliza Duby); "Distance Education for South African Adult Learners: The Role of Educational Technology" (Jeff Wolfson); "The Role of Radio and Television in Distance Education" (Anina Maree); "The Potential of Sound Cassettes in Distance Education" (Johan Freysen); "The Use of Satellites for Distance Education: A New Model for South Africa" (I. Ural); "Community Information for the Functionally Illiterate in South Africa by Means of Audio Cassettes" (A.P. du Plooy); "The Botswana Experiment: The Feasibility of Communication Technology in a Distance Learning Innovation in Southern Africa" (R. Kenneth Jones, Kathlene Higgins); "The Use of Audio-Cassettes in Distance Education" (Andre I. le Roux); "The Telephone at UNISA" (C.C. Herbst); "UNISA and Beltel: A Marriage of Convenience?" (Calvyn Potgieter); "The UNISA Beltel Project" (Jean-Paul Genot); "Communication Media and Distance Education (Media Design: An Integral Part of Course Design)" (C. Potgieter); "Supplying Library Materials to Undergraduate Students of a Distance Teaching University" (N. Shillinglaw); and "Post-Graduate Students and the Library at a Distance Teaching University" (Robert Poller). (LB)

A rejoinder is presented to Betty Lou Dubois' article entitled, "British-Tradition English in the American University," which considers English West African English. Objection is made to the characterization of West African English in terms of errors. It is argued that there should be recognition of a "standard" West African English, a standard that is in the form of a cline. The standard would permit genuine grammatical mistakes and local idioms. Examples are presented of mistakes that have become acceptable, even to educated West Africans. It is contended that standard West African English could be characterized, not on the basis of errors, but on the basis of what is read and heard in the media and what is heard at higher education institutions. The British-tradition English must be viewed against the sociolinguistic background. An attempt is made to characterize transplanted English, with special attention to forces that encourage deviation from the language as used by native speakers. Psychological problems are described of students who mistakenly believe they speak the native speaker's version and can be understood anywhere. The kind of supportive environment needed to encourage the acquisition of American English and a second language program at Southern Illinois University are described. (SW)