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Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]

These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at education for prevention of HIV; helping African youth infected with HIV/AIDS through education; social exclusion of disabled young people; and education for social development of youth. The Committee on Globalization explores youth opinion on the task of reconciling rapid economic expansion with the specific interests of less economically developed countries. The Committee on Peace and Security in the Middle East attempts to find peaceful and feasible means to create peace and security in the region by primarily focusing on building trust between the two parties with the final objective of co-existence and establishment of an independent and recognized Palestinian State. The Committee on Disarmament and Defense proposes the implementation of a solution based on partial disarmament of nuclear, chemical, biological, and conventional weapons through confidence-building measures and multilateral weapons reductions. The Committee on Cultural Diversity and Tolerance focuses on these issues: exclusion, religion, minorities, indigenous peoples, gender, HIV/AIDS, media, and, most importantly, education. (YLB)

Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)

According to the human capital theory variations in economic growth are explained by differences in the influence of education on human capital formation within countries. Despite huge government investment in education aimed at building human capital countries within the Sub-Saharan African (SSA) region continues to face low economic growth. This conceptual paper thus investigates the relationship between education, human capital formation and economic growth in SSA. Findings from the theoretical and empirical analysis reveal that education in SSA countries seems to make an insignificant contribution to human capital formation and economic growth jointly. In conclusion, the economic development variations observed across countries might be an indication of the need for a context-based human capital-based education approaches to strengthen economic growth within SSA countries. The study recommends that educational approaches that strengthen human capital creation should be adopted to promote economic growth in SSA countries. [For the complete Volume 20 proceedings, see ED622631.]

This document is a comprehensive report a subregional seminar for eastern and southern African countries on the Jua Kali movement. (Jua Kali, "hot sun" in Swahili, refers to the informal or nonformal sector of the economy.) Section 1 explains the role of the International Project on Technical and Vocational Education (UNEVOC) in the development of technical and vocational education and training (TVET). The following opening and closing speeches are provided in Section 2: "Introductory Statement" (R. Barry Hobart); "Opening Speech" (Shem Wandiga); and "Closing Speech" (S.M. Kyungu). Section 3 is an overview of the discussion and debate, and Section 4 lists recommendations regarding development of national strategies for TVET. The following papers are presented in Section 5:"Technical and Vocational Education and Training Policy in Kenya" (Peter O. Okaka); "A Position Paper" (B. Wanjala Kerre); "TVET beyond the Formal Sector in Botswana" (K. Kabecha, M. M. Kewagamang); "Existing Set-Up in Ethiopia" (Mesfin Terefe); "Brief Description of the Jua Kali Movement in Kenya" (G.K.N. Mbugua); "Non-Government Organisations and Enterprise in Lesotho" (Mota Sekonyela); "The National Policy Definition in Malawi" (Joyce Phekani, Maston M. Mtambo); "Beyond the Formal Sector in Mauritius" (Feroze Coowar); "An Effective System for Non-Formal TVET in South Africa" (Siphamandla I. Xulu); "Essential Features of the Non-Formal Sector in Swaziland" (William S.A. Shongwe); "TVET at Mwanza Rural Housing Programme in Tanzania" (Lunogelo L. Sakafu); "A Case for Uganda" (Ben M. Manyindo); and "Training for the Informal Sector in Zambia" (Joseph S. Mukuni, Joseph P. Kalunga). Appended are the following: daily schedule, background information about the seminar, list of main seminar participants, and text of the convention on technical and vocational education adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization. (MN)

This document contains nine papers about and from an international roundtable on the training of teachers in technical and vocational education. The first paper, a Final Report of the "International Round Table on Training of Teachers in Technical and Vocational Education (Curitiba, Brazil, 7-10 April 1997)," examines the following: sociopolitical contexts of technical and vocational teacher education; partnerships and linkages with industry; technical and vocational curricula; the status of technical and vocational teachers; technical and vocational teacher education models and programs; program financing; and future activities. The following discussion papers constitute the remainder of the report: "Training of Teachers/Trainers in Technical and Vocational Education; Position Paper" (R. Barry Hobart); "Challenges of Current Social, Economical and Technological Developments and Need for Reforms/Renovations in Training of Teaches in Technical and Vocational Education" (C.K. Basu); "Training of Teachers/Trainers in Technical and Vocational Education" (Mavis Bird); "Training of Teachers/Trainers in Technical and Vocational Education in Pakistan" (Muhammad Hadi Gyavri); "Challenges and Prospects in the Training of Technical and Vocational Education Teachers/Trainers in Africa" (B. Wanjala Kerre); "Training of Teachers and Trainers in Technical and Vocational Education in Jamaica" (Lurlienne Miller); "Recent Innovations in the Training of Teachers/Trainers in Technical and Vocational Education and Training in Asia and the Pacific" (M.A. Qureshi); and "Training of Teachers in Technical and Vocational Education in Poland" (Stefania Szczurkowska). (MN)

This paper identifies the historical factors that played a key role in the rise of mass popular education and describes how these factors relate to education in Southern Africa in the 21st century. The broad overview of developments since the Renaissance begins with the Protestant Reformation, which established a theoretical basis for elementary vernacular education. Subsequent social forces that rivaled religious control of elementary schools are also discussed: the advent of modern science, the rise of nationalism and democracy, the decline of the feudal system, and the Industrial Revolution. The Industrial Revolution gave rise to the idea that global progress and equality could and should be achieved by integrating all nations into industrialized forms of civilization. Because the rise of modern systems of mass popular education is linked to the advent of "developed," industrial civilization, education has also played a role in destroying traditional ways of existence in agricultural societies. This leads to questions about the function of education in developing countries. On one hand, there is concern about uneven developmental patterns in the world and increasing social stratification. On the other hand, cynicism exists as to whether developing countries can integrate meaningfully into an industrial type of civilization. The paper ends with the following questions: (1) Is it imperative for Southern Africa to become integrated into the Western model of development, and if so, what are the implications for education?; (2) Does Southern Africa have the economic base, infrastructure, and developed manpower to sustain accelerated development and what are the implications for educational planning?; (3) How can educational provision be matched with Southern African developmental needs?; (4) How can educational costs be contained while taking Southern Africa's developmental needs and capacity into account?; and (5) What is the function of development aid within the Southern African context? (LMI)

This document contains 39 papers and 13 poster presentations from a conference on technological education and national development. The following are among the papers included: "The Future of Technological Education and Vocational Education: UNESCO's (United Nations Educational Scientific and Cultural Organization's) Perspective" (Adnan Badran); "Vocational Technical Education and Training in Palestine--A Proposal for a National Strategy" (Hisham Kouhail); "Women and Education in Lebanon" (Bahia Hariri); "Higher Education and the Emerging Role of Women in the UAE (United Arab Emirates)" (Howard E. Reed); "The Impact of Rapid World Technological Changes on the Polytechnic in Africa in the 1990s and Beyond" (Elifa Ngoma); "The National Labour Force: Self-Sufficiency and Development: Role of Technical Education and Vocational Training--the Experience of the Sultanate of Oman" (Mohammed bin Hafeedh Al-Dhahab); "Cultural Diversity in a Tertiary Institution: Threat or Opportunity" (Kobus Vorster); "The Need for Industrial Human Resources Development in Developing Countries" (Shadrack Njah Ndam); "Prospects for Trade and Industry in the UAE" (Anis Al Jallaf); "Reforming Technological Education" (Nahayah Mabarak Al Nahayan); "School-to-Work Policy Insights from Recent International Developments" (David Stern); "Competency-Based Education--Neither a Panacea nor a Pariah" (John A. Bowden); "Reforming Technological Education--Imperatives for Change" (John Hillier); "Creating Motivating Interactive Learning Environments" (John Hedberg); "Capitalising on Interactive Multimedia Technologies in Dynamic Environments" (James A. Senn); "Assuring Quality in International Education: An Institutional Perspective" (Keith C. Short); "Operating Decentralised Education Systems and Maintaining Standards: Experience in England" (William Stubbs); "Meeting the Work Force Demands of the Future Market" (Mohammed Al Abbar); "The Power of Partnerships" (Tayeb A. Kamali); "The International Experience of Technological Training" (Maurice Gross); "Partnerships in Training through National and International Networking" (Jeff Gunningham); "The Dual Community--Training Technicians and Business Involvement: An International Perspective" (Gert Loose); "Strengthening Professional Pilot Education through Academic/Industry Collaboration" (Thomas J. Connolly); "Modern Geomatics and National Development" (D.R. Fraser Taylor); and "English for Technology" (Graham Elliott). Many papers contain substantial bibliographies. (MN)

This paper briefly describes the historical development of the Southern African Development Coordination Conference (SADCC) from its roots in 1980 and examines the work of the Southern African Development Community (SADC) today. The objectives of the SADCC are listed from the 1980 declaration and the achievement of those objectives are assessed. The implications of those objectives for education are analyzed, although the objectives make no direct reference to education. As the human rights agenda formally emerged, education came into the formula. Discussion of problems related to the emergence of educational policies include: (1) the lack of some highly qualified personnel needed for educational development in some areas; (2) the possibility of poaching of qualified personnel from member states; (3) the dissatisfaction with conditions of service by some personnel in some states; (4) weak currencies in some countries which could be exploited to attract the best and most experienced staff from institutions; and (5) the incoming of free South Africa seemingly in dire need for experienced academics. Implications of this "brain drain" are explored. (EH)

This paper is an attempt to summarize the responses provided by African member states to a questionnaire that was part of the preparation activities for a conference on education. The questionnaire dealt with: (1) education, culture, and development policies; (2) taking the cultural dimension into account in educational programs; (3) the role of education in the cultural and artistic development of the individual; (4) cultural development through interaction between education, the community, and the society at large; and (5) cultural and intercultural aspects of education, as a new responsibility for teachers. The following 21 countries responded to the questionnaire: Benin, Botswana, Burkina Faso, Burundi, Republique Centrafricaine, Cote d'Ivoire, Ethiopia, Guinea, Equatorial Guinea, Kenya, Lesotho, Malawi, Mauritania, Namibia, Nigeria, and Senegal. All of the 21 responding member states have national development plans. The stated objectives for education fall under three major categories: (1) reinforcement of basic education; (2) building on the qualitative gains of the past; and (3) improved educational management. In the area of culture, four major categories of national objectives are easily discernible: (1) preservation of cultural heritage; (2) taking care of the cultural dimension in national development programs; (3) wielding the nation together through respect for the culture of all nationalities; and (4) the promotion of creativity among the citizenry. The link between education and culture policies is not clear. There is a general assumption that these are implicitly linked through the inclusion of practical subjects in education. (DK)

Leaders and decision makers in Africa and nations of African diaspora must face a number of challenges in their attempts to further development through literacy: (1) reinvent a concept of African development that is a product of the native genius of Africa and that is rooted in the matrix of indigenous cultural values, realities, and possibilities; (2) recommit to the essential role of education, and especially literacy, in African development, and augment this commitment with the political will and material resources needed for a near universally literate Africa; and (3) mobilize intellectuals, administrators, and the common peoples to become social activists working for their own social transformation. An examination of the history of policies instituted in Africa since the 1960s reveals that, although significant progress has been made in such areas as reducing infant mortality, increasing life expectancy, and increasing literacy, economic growth has been slow. Despite the economic problems existing in Africa, policymakers must not forget the value of investing in literacy education. The model adopted for African development must not be based on attempts to "catch up" with the West but must be an "authentic" African model that emphasizes communicative action through oral communication and literacy. (Contains 43 references.) (MN)

Most African countries are presently overburdened by their debts, declining economies, and quality of living as well as abiding struggles for the restoration of democracy. However, they have noted the global revolution in the development and application of computers. Most Africans believe that computers and intensive and relevant education for all provide opportunities for speeding up the development process. Although most education in African nations is directed at youths, computers could be applied to many aspects of African adult education, such as retaining students, providing information systems, retraining, computer literacy, distance education, and computer conferencing. Conversely, several problems could develop in the use of computers in adult education, such as computer-related crimes, policy setbacks, the presence of nontechnical administrators, an inadequate supply of personnel, an inadequate infrastructure, costs, technical issues, and suspicion of computers. Surmounting such problems requires concerted international cooperation in fostering the use of computers in Africa, training adults in computer use, and promoting adult education research. (20 references) (KC)

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

The contributors to this document compare the main approaches to agricultural extension in sub-Saharan Africa; the cost-effectiveness in view of precarious national budgets; the weaknesses of the system for generating technology; the difficulties in forging productive partnerships between researchers, extensionists and farmers; the ineffective public services and fragile institutional networks; and the degree to which farmers are allowed to participate in extension management. The articles include: (1) "Agricultural Extension and Its Linkage with Agricultural Research" (D. Pickering); (2) "The Commodity-Driven Approach of the Cotton Companies" (G. Mahdavi); (3) "The Extension System of British-American Tobacco (Kenya) Limited" (F. N. Kimani); (4) "The World Bank and the Training and Visit System in East Africa" (N. Roberts); (5) "A Few Questions on the Training and Visit Method" (D. Gentil); (6) "The Design of T&V Extension Programs for Small Farmers in Ethiopia" (A. Dejene); (7) "Proposals for a New Approach to Extension Services in Africa" (G. Belloncle); (8) "Village Associations and Agricultural Extension in the Republic of Mali" (B. Sada Sy; M. Yero Bah); (9) "On-Farm Research with a Farming Systems Perspective" (M. Collison); (10) "The Farming Systems Approach and Links between Research and Extension" (N. Okigbo); (11) "The Farming Systems Approach in Senegal" (J. Faye); (12) "Extension under East African Field Conditions" (J. R. Morris); (13) "Public Investment in Africa's Extension Services" (J. Howell); and (14) "New Developments in Agricultural Extension" (M. Baxter). A reference list of 95 items is appended. (NL)