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This report is concerned with the development of population education in Asian countries through the assistance of UNESCO. It includes guidelines and goals for a comprehensive population education program feasible for most Asian nations. Included in the program goals are the development and implementation of educational programs at all grade levels for the children, youth, and adults, both in and out of schools; the training of teaching personnel through the universities; and the alerting of leadership personnel to the limitations imposed by population growth on attaining these educational objectives. Stressed throughout the report is the importance of educating individuals with an intelligent understanding of population issues and with a responsible awareness of their implications for social and human resource development. (MA)

These are published presentations of the symposium in Canberra, Australia. The first major paper is a survey of Southeast Asian Studies in Australia since 1945. Other papers include: a review of progress of the Australian Advisory Council on Bibliographic Services survey of Southeast Asian resources in Australian libraries; current and future Southeast Asian research needs; procurement of library materials from Southeast Asia by the National Library, Monash University, and libraries in the United Kingdom; a concept of a Southeast Asia reference and bibliographical center. There were comments and discussion following most of the papers. The culmination is a discussion of possible future action. "Recollections on Southeast Asian Studies and the Library of Congress" by Cecil Hobbs is appended. (LS)

Management needs in Southeast Asia are the focal points of a workshop held in Penang, March 1972, by the Regional Institute of Higher Education and Development. Following the opening statement concerning these needs, the discussions at the workshop and a background paper, "Developing Management Competence," are presented. (MJM)

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)

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)

The role of universities in management education for national development in Southeast Asia was the focus of two workshops held in Singapore. Proceedings of these workshops are categorized according to applications of business management skills and techniques in government and business; desirable attributes of a manager/development administrator; curricula implications in management education for present and future needs; issues and problems in the provision of continuing education for developing management needs; and developing management competence. (MJM)

The Asian Regional Seminar on Polyvalent Adult Education Centers, held during September, 1971 in Bombay, was attended by individuals representing United Nations agencies, Afghanistan, Cambodia, India, Indonesia, Iran, Japan, Republic of Korea, Laos, Malaysia, Nepal, Phillippines, Singapore, South Vietnam, and Thailand. Seminar objectives included evaluating the Bombay Polyvalent Adult Education Center and examining the possibilities of using the Bombay experience in other Asian countries. A general report provides conference information and presents synopses of two papers regarding adult education centers in Yugoslavia and France: agenda paper number one, Polyvalent Adult Education Center: Structure and Organization--Indian Experience and its Evaluation; and agenda paper number two, Concept of Polyvalent Adult Education. Main seminar conclusions and recommendations are outlined by objective. Taking up over half of the document, appended material lists participants and presents summary texts of the following: two addresses to the inaugural session of the seminar; six messages sent to the seminar from around the world; agenda paper number one; "The Shramik Vidyapeeth: An Evaluative Study of Polyvalent Centre"; and agenda paper number two. (LH)

To carry om this study, we first wrote to academicians in the international business area for examples of blunders. Next we tried to verify the examples they supplied. Finally, we conducted an extensive review of books, magazines, and newspapers. Of the many problems and mistakes uncovered, ninety-seven met every aspect of our definition of a blunder. The major conclusion to be drawn from these findings is thai there is a high correlation between product type, geographic area, and the type of blunder. Blunders in Asia tended to be marketing ones involving food products and "other" manufactured products, while blunders in Europe were largely management ones involving machinery and transportation equipment. This seems to indicate two things: products sold to final public consumers run higher risk of blundering as the disparities between the two cultures widen, and that products sold to intermediate consumers, such as businesses, are more specification oriented, require more management effort, and if not taken, run a higher risk of blunders in the "management" area. [ABSTRACT FROM AUTHOR]

Bringing together the thinking and practical experiences of Asian Member State representatives in the United Nations, this report on Asian rural youth and out-of-school education is derived from a 1974 seminar held in the Philippines. The seminar conclusions and recommendations presented emphasize the following: (1) Potential of Out-of-school Rural Youth; (2) Learning Needs (sensitivity to local environments, youth/community participation in needs identification, and program recognition of the importance of achieving attitudinal changes); (3) Planning Strategies (educational policy conceived as an integral part of total rural development which complements both in- and out-of-school populations); (4) Organization (program coordination to include a national policy making agency, coordination mechanisms at the provincial/district levels, and maximum use of existing local resources); (5) Training (local people to act as program "animators", developing locally productive skills and exploiting employment generation and economic returns); (6) Research (systematic exploration of attitudinal change, effective educational techniques, and cost-benefits); (7) Recognition of and Program Development for the Special Needs of Girls and Women; and (8) International Cooperation (information collection/dissemination and inter-country transfer of experiences, training opportunities, and methodology development). (JC)

General objective of the workshop was to provide a forum for Asian rural leaders in which they could discern the significance and implication of crucial processes by which human potentialities are harnessed for the integral growth of rural peoples and communities. The central question addressed was how to combine economic growth with social justice; although the target economic growth rate (based on the Gross National Product) has been exceeded, the great mass of rural peoples in the Third World remains distressingly poor, undernourished, illiterate, and unemployed. Although it was felt that rural man can win participation in his own development when two other related goals of development are considered (economic growth and freedom), in Asia the interplay between these three essential factors remains one of conflict rather than of mutual reinforcement. Three central themes emerged: the role of government in development; the people as subjects of development; and participation as a strategy of human development. Under those themes, participants chose to further explore modernization, education and training, human settlements and land use, participation strategies, communication, and rural socio-economic structures and external systems. Representatives from 12 Asian nations participated; their national reports are included, as well as their blueprints for action and personal reflections. (BR)

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)

The purpose of the Korea/Seadag seminar was to advance the systematic development of nonformal education and to maximize the development of human resources. Specific objectives are related to evolving future programs of nonformal education in Korea and East Asia. The report focuses on participant discussions regarding the conceptualization, programing, planning, and research of nonformal education. Two alternative definitions of nonformal education were reflected: nonformal education as all educational activities other than conventional schooling and nonformal education as an educational function with characteristic attributes. Descriptive accounts of nonformal education programs in the Republic of China, Japan, Africa, Latin America, Korea, and the United States centered on environmental and system conditions and organizational and attitudinal factors affecting the educational process. Recommendations include: further discussions related to conceptual framework, increased private support in developing countries, preparation of highly qualified leaders on a worlwide basis, local planning, increased research (national inventories of private/public training programs and systematic studies of instructional outcomes and cost effectiveness), and the establishment of workable linkages between formal/nonformal education. Seminar program and list of participants is appended. (EA)

The proceedings of a workshop on the growth of Southeast Asian universities emphasize the problems attendant to this growth; for example, expansion versus consolidation of higher education, and mass versus selective higher education. Papers concerned with university growth focus on various countries: Indonesia, Khmer Republic, Laos, Vietnam, Malasia, Singapore, Thailand, and the Philippines. (MJM)

A workshop to develop a program for training primary school teachers was convened in 1969 by the Regional Centre for Education in Science and Mathematics (RECSAM) in Penang, Malaysia. Countries participating in the conference were Indonesia, Malaysia, Singapore, South Vietnam, Thailand, Phillipines, and Ceylon; consultants from the United States and Britain were also in attendance. The major outcome of the conference was a detailed description of a course designed to improve teachers' understanding of the new content and approach to teaching primary mathematics. The course was also intended to examine philosophical, pedagogical and methodological issues related to instruction, and to prepare key personnel from participating countries to organize programs in their home states. In addition to an outline of this course, this volume includes several working papers and documents related to the overall goals and projects of RECSAM. (SD)

After five years existence of the Southeast Asian Ministers of Education Organization (SEAMEO), the training programs at the various centers and projects are beginning to create an impact on educational development in Southeast Asia. Graduates from the SEAMEO centers have made substantive contributions in various fields of specialization in their respective countries. However, no formal recognition of the degrees, diplomas, and certificates given by the various SEAMEO centers and projects has ever been jointly established by the SEAMEO countries, and thus certain difficulties have arisen which could jeopardize the professional advancement of SEAMEO graduates. It is SEAMEO's intention to work for certain forms of common criteria in the evaluation and recognition of the academic qualifications and awards given by the project centers. This report contains recommendations, background papers, country reports, and reports from project centers which may interest a wide public since the interrelationship between agencies such as Ministries of Education, Civil Service Commissions, and educational institutions is brought to the fore. The participating countries (Indonesia, Khmer Republic, Laos, Malaysia, Phillipines, Singapore, Thailand, and Vietnam) sought to identify relevant problems and explore the possibilities of establishing certain criteria with regard to the evaluation of credentials and the recognition of academic accomplishments under the auspices of SEAMEO. (RC)