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A PAPER PRESENTED TO THE SECTION ON EDUCATION (Q) OF THE 1967 AMERICAN ASSOCIATION OF SCIENCE ANNUAL CONVENTION, THIS DOCUMENT DISCUSSES THE ACTIVITIES OF THE DIVISION OF SCIENCE TEACHING (DST) OF UNESCO. INCLUDED ARE DISCUSSIONS OF (1) THE OVERALL PROGRAM BUDGET, (2) AN HISTORICAL PERSPECTIVE OF THE DEVELOPMENT OF DST AND ITS RELATIONSHIP TO THE EDUCATION SECTOR OF UNESCO, AND (3) A DESCRIPTION OF THE PRESENT OVERALL PROGRAM AND PROJECTIONS FOR THE FUTURE. THE PRESENT PROGRAM IS DESCRIBED UNDER ITS FOUR MAIN PARTS (1) COLLECTION AND EXCHANGE OF INFORMATION, (2) PILOT PROJECTS ON NEW APPROACHES AND MATERIALS FOR THE TEACHING OF BASIC SCIENCES, (3) OTHER ACTIVITIES TO IMPROVE THE TEACHING OF THE BASIC SCIENCES AT UNIVERSITY AND POST-GRADUATE LEVELS, AND (4) STIMULATION OF INTEREST IN SCIENCE. SPECIFIC PROJECTS AND PROGRAMS BEING CARRIED OUT UNDER EACH OF THE FOUR MAIN PARTS ARE DISCUSSED AND THE PRIMARY GEOGRAPHIC AREAS AFFECTED ARE INDICATED. A BIBLIOGRAPHY FOR THE PROVISION OF MORE DETAILED INFORMATION IS INCLUDED. (DS)

IN ASIA, THE MOST POPULOUS REGION OF THE WORLD, THE COUNTRIES SUFFERING MOST FROM POVERTY AND ILLITERACY ARE ALSO THE POOREST IN COMMUNICATION FACILITIES. PROGRAMS ARE NEEDED TO DEVELOP NEWSPAPER AND PERIODICAL CIRCULATION, NEWS AGENCIES, TELECOMMUNICATIONS, RADIO BROADCASTING, FILMS, AND TELEVISION. JOURNALISTS NEED TO BE TRAINED IN ALL THE INFORMATION MEDIA. LOCAL LANGUAGE NEWSPAPERS SHOULD BE ENCOURAGED, READER PREFERENCE IN MAGAZINES SHOULD BE DETERMINED, LOW-COST RADIO RECEIVERS SHOULD BE PROVIDED, HIGH PRIORITY SHOULD BE GIVEN TO DEVELOPMENT OF TELECOMMUNICATION FACILITIES, NATIONAL NEWS AGENCIES SHOULD BE ESTABLISHED AND SHOULD COOPERATE. GOVERNMENTS SHOULD ENCOURAGE INVESTMENT IN INDUSTRIES NECESSARY TO THE INFORMATION MEDIA. THIS DOCUMENT IS AVAILABLE AS 1605.B FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE MASS COMMUNICATION CLEARING HOUSE, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $1.50. (MF)

TELECLUBS, BECAUSE OF THE NOVELTY OF TELEVISION, WERE SO POPULAR THAT OVERCROWDING, AS WELL AS UNEVEN ATTENDANCE BY CLUB MEMBERS, AFFECTED THE GOAL OF EVALUATING THE IMPACT OF TELECASTS ON CITIZENSHIP. GREATER SUCCESS WAS REALIZED IN BRINGING ABOUT SHIFTS IN INFORMATION THAN IN ATTITUDES, PERHAPS, BECAUSE THE EXPERIMENTAL GROUP STARTED AT A HIGHER LEVEL OF ATTITUDE THAN INFORMATION. THE MEMBERS WERE MOSTLY LOWER MIDDLE CLASS AND MALE, WITH A HIGH REPRESENTATION OF PROFESSIONALS. A BASELINE SURVEY AND A TERMINAL SURVEY OF 20 CLUBS AND THEIR 418 MEMBERS MEASURED THE IMPACT OF 20 SPECIAL TELECASTS. A SUPPLEMENTARY GROUP PARTICIPATION ASSESSMENT SCHEDULE WAS GIVEN TO DETERMINE THE EFFECT OF THE NUMBER OF FRIENDS THE MEMBERS HAD IN THE TELECLUBS ON THEIR ATTENDANCE, PARTICIPATION, AND RESPONSE. THIS DOCUMENT IS AVAILABLE AS B.1922 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OF FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $0.50. (MF)

PLANNING AUTHORITIES IN THE COUNTRIES OF ASIA SHOULD PLAN TO USE THE WIDE, INSTANTANEOUS RANGE AND INTIMATE APPEAL OF BROADCASTING TO LIFT THE LOW LEVELS OF HEALTH, EDUCATION, PRODUCTIVITY, INCOME, MOTIVATION, AND NATIONAL INVOLVEMENT OF THEIR PEOPLE. IN PLANNING FOR ITS USE IN FORMAL EDUCATION, THEY SHOULD ANTICIPATE NEEDS IN SCHOOL-BUILDING DESIGN, TEACHER EDUCATION, AND UNIVERSITY-TYPE BROADCASTS. IN PLANNING FOR INFORMAL EDUCATION AND PROGRAMS OF NATIONAL DEVELOPMENT, LISTENING CLUBS AND TELECLUBS SHOULD BE PLANNED FOR AND RECEIVERS MADE AVAILABLE. PROVISION SHOULD ALSO BE MADE FOR TRAINING IN EDUCATIONAL BROADCASTING AND FOR INTERNATIONAL EXCHANGE OF PROGRAMS. THIS DOCUMENT IS AVAILABLE AS B.2266 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $1.00. (MF)

SUCH TRADITIONAL VISUAL MEDIA AS VILLAGE PLAYS, PUPPETRY, AND SHADOW PLAYS CAN BE CREATED LOCALLY WITH ACTIVE PARTICIPATION BY THE LEARNER AND USED EFFECTIVELY IN COMMUNITY EDUCATION AND DEVELOPMENT. OTHER VISUAL MEDIA, SUCH AS FILMS, CAN BE BEST PRODUCED NATIONALLY IN VISUAL AIDS CENTERS IF GOOD COMMUNICATIONS ARE MAINTAINED WITH THE FIELD WORKERS AND IF AN AWARENESS IS KEPT OF SOCIAL SETTINGS AND CULTURAL DIFFERENCES. FILM SOCIETIES WITH WELL-STOCKED FILM LIBRARIES CAN HELP SOLVE THE PROBLEM OF DISTRIBUTION. SYSTEMATIC EVALUATION WITH BASELINE SURVEYS, PRE-RELEASE TESTING AND CONTROL GROUPS IS ESSENTIAL. THIS DOCUMENT IS AVAILABLE FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $0.75. (MF)

This document contains ten working papers on educational alternatives, which were presented at a regional conference attended by 24 educational decisionmakers from eight Southeast Asian countries. The papers touch on such topics as the systems approach to alternatives, alternative objectives, the technology of education, alternative teaching methods, curricular alternatives, evaluation of alternatives, in- and out-of-school alternatives, and a regional approach to the development of alternatives. Also included is a report on a simulation held at the conference in which the participants planned an educational system for a fictitious Southeast Asian country. The appendixes include the program schedule, a list of participants, the opening addresses, and a press release about the conference. Summaries of all papers can be found at the beginning of the report. (DN)

The main body of this document consists of papers that were presented at the seminar. The document also includes an outline of the seminar proceedings, a list of participants and staff members, a list of the organizing committee, and several reports of the findings and recommendations of the seminar working groups. Papers presented by guest speakers and staff cover such topics as the problem of education in Southeast Asia, teacher education, areas of priority in curriculum development, programed instruction, a systems approach to curriculum development, educational goals, teaching science to children, the mathematics curriculum of the future, and curriculum development in the United Kindgom. Papers presented by the delegates to the convention deal with strategies for curriculum development in their respective home countries. These delegates represented Hong Kong, Indonesia, the Khmer Republic, Laos, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. (Photographs may reproduce poorly.) (DN)

The objectives of this conference sponsored by The Asia Foundation were: to explore the contribution universities can make to Asian society and development; to identify new opportunities for regional and international educational cooperation; and to gain deeper insights into Asian needs and thus to assure that planning is addressed as effectively as possible to those needs. Texts of the 2 principal addresses, 9 papers delivered by guest participants, statements of the Foundation panel and summaries of the panel discussion make up this volume of Proceedings. The papers deal, both generally and specifically, with patterns and aspects of university cooperation in relation to Asian development. (JS)

Many Western scholars consider Hindi and Urdu as a single linguistic entity. The author concedes that "in an important sense this is correct." Hindu and Muslim inhabitants of the same village behave like members of a single speech community. However, minor differences in the phonology, grammar, and lexicon are underscored by the differences in the writing systems, by which prose or poetry is identified. Hindi, which uses Devanagari script, is taught only at the college level in the United States. (Exceptions are the Peace Corps programs, no t included within the scope of this paper, and the Neglected Languages Program conducted by Boyd-Bowman from S.U.N.Y. at Buffalo.) Because Hindi has no history of traditional teaching practices, universities offering courses in Hindi utilize oral-aural approaches and emphasize competence in speaking. However, beyond elementary level, available materials are very scarce, and not well suited to students of social sciences. These situations apply also to Urdu, which uses Perso-Arabic script, and for which there is even less widely available regular instruction. Also discussed in this paper are needs of students in both of these language areas, overseas centers, summer and undergraduate programs, the writing systems, recommended teaching materials, research priorities, and the role of these two languages in South Asia. (AMM)

Papers presented at a conference organized by the Indian University Association for Continuing Education of India and the University of Madras are reproduced in these proceedings, as are case studies relating continuing education efforts in seven countries and Hong Kong and Singapore. The papers are as follows: "The Necessity and Strategy for Continuing Education in Asian Countries" by Raj Krishna, "Continuing Education and the University in a Developing Country" by J. E. Jayasuriya, "A Note on Continuing Education" by K. N. Raj, "The Role of University in Continuing Education" by V. V. John, "Programmes of Continuing Education in Universities" by B. H. Crew and S. C. Dutta, "Problems of Organisation, Finance and Structure in Universities" by Amrik Singh, "The Financing of University Adult Education in a Developing Country" by John Lowe, "Broadcasting in Continuing Education" by Laksiri Jayasuriya, "Continuing Education: A Challenge to the University" by A. J. A. Nelson. The countries reporting in the case studies are Australia, India, New Zealand, Phillippines, Papua and New Guinea, and Thailand. (DB)

The papers presented at a conference of book publishers from Asia, Canada and the United States are contained in this volume. The topics were: The Asian publisher: his problems and opportunities; The economic foundations of book publishing; The book in the context of nation-building; Publishing books for children; Publishing textbooks for elementary and secondary schools; Publishing problems needing the co-operation of government; Scholarly publishing: West to East; Publishing translations and co-editions of general and reference books; Producing English-language reprints of university textbooks and reference books; Publishing medical and scientific books; Successful book publishing--editing problems in Singapore; Successful book publishing--management. The seminar agenda, list of participants, a summary of the seminar, and the resolutions adopted are included. (SJ)

Although numerous outstanding research collections as well as able professional librarians exist in South and West Asia, many people find Asian libraries difficult to use. Often researchers need specialized data which is hard for them to locate in the limited time available. This paper's purpose is to provide practical suggestions for scholars about overcoming the difficulties of using Asian libraries. It is intended to assist researchers in all fields, including those working on dissertations, and is written to help them change a frustrating and disappointing year into one more rewarding. These remarks are applicable for those parts of Asia which the author has visited: India, Pakistan, eleven more moslem, one Hebrew and one Christian country extending West to the U.A.R. and North to Turkey--and for those researchers whose material location problems are similar to the Asian reference problems with which the author has already dealt. (LI 004244 through 004262 and LI 004264 through 004267 are related.) (Author/NH)

The delegates to this conference addressed themselves to the problem of determining the best courses of action for the improvement of access by researchers to library materials on Southeast Asia. This compilation which sets forth the deliberations of the conference is divided into three parts: the Conference Papers, the Discussion Sessions, and the Resolutions. The appendices provide the conference program and a roster of the conference participants. (Author/NH)

This report contains the following papers presented at the conference: 1) "Evaluating the Needs of Teacher Education in Southeast Asia"; 2) "Studies in Microteaching: A Pedagogical Model"; 3) "Teacher Training in Indonesia as a National Problem"; 4) "Secondary School Teacher Education in Indonesia"; 5) "Curriculum Evaluation in Teacher Education in Malaysia"; 6) "Evaluation of Teacher Education Curricula"; 7) "Curriculum Evaluation in Teacher Education in the Philippines"; 8) "Objectives in Teacher Education: A Pre-Evaluation Task"; 9) "Relevance of Piagetian Theory to the Evaluation of Teacher Education Curricula"; 10) "Curriculum Evaluation in Teacher Education in Singapore"; 11) "Curriculum Evaluation in Teacher Education in Thailand." In addition there are short reports on five panel discussions and three group discussions. The three group discussions focused on the education of language teachers, science teachers, and social studies teachers, respectively. (RT)

This document contains the proceedings of the fifth of a series of seminars developed by the Colombo Plan Bureau to serve as a catalyst in the planning and development of skilled manpower in the Colombo region of south and southeast Asia. The seminars resulted from a realization that the shortage of technical and skilled manpower in the area is mainly due to the inadequacy of existing facilities and the lack of a well-planned program to meet manpower needs. Some 52 persons representing governmental agencies, the university, technical education, management development institutions, industry, and foreign experts attended the seminar. Discussions at the meetings centered around four working papers: (1) "The Basic Elements in a National Plan for Vocational and Technical Training" by G. Espinosa, (2) "Manpower Requirements in Planning Vocational and Technical Training in Nepal" by K. Tuladhar, and (3) "The Role of Industry as a User and Producer of Technically Trained Personnel in Nepal" by J. Shrestha. Texts of the main speeches, reactionary statements, names of participants, addresses given by other participants, and background information providing the framework for the seminar are included. (Author/SN)

GRADES OR AGES: Grade 8. SUBJECT MATTER: Social studies, contemporary East Asian civilization. ORGANIZATION AND PHYSICAL APPEARANCE: The central part of the guide is divided into 11 subunits, each of which is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, four appendixes contain curriculum materials and a list of related books. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists attitudes, understandings, and skills students should have by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

GRADES OR AGES: Grades 8-12. SUBJECT MATTER: Social studies; civilizations. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 12 chapters, most of which are in list form. It is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: No specific activities are mentioned. The guide is intended as an overview of the curriculum in grades 8 to 12 and, as such, contains lists of objectives, topics to be covered, and understandings and skills students should have learned by the end of the sequence. These lists are divided according to grade level. INSTRUCTIONAL MATERIALS: The last two chapters list materials for students, divided according to grade level, and reference materials for teachers. STUDENT ASSESSMENT: No mention. OPTIONS: The guide is prescriptive as to course content and timing. Optional activities are listed in the individual unit guides for each grade level. (RT)

GRADES OR AGES: Grade 7. SUBJECT MATTER: Social studies, Southeast Asia. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four subunits--physical geography, social development, economic development, and history and government. The central section of each subunit is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: The first page of each subunit lists objectives for that subunit. Within the central section of each subunit, activities are listed in the second column. Each group of activities is related to a topic listed in the first column. INSTRUCTIONAL MATERIALS: Materials are listed in the third column of the central section of each subunit. Each group of materials is related to one or more activities. In addition, several appendixes to three of the four subunits contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" in each subunit lists ideas students should understand and skills they should possess by the end of that subunit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

GRADES OR AGES: Grade 7. SUBJECT MATTER: Social Studies; Europe, Soviet Union, and Southeast Asia. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, two short appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists several ideas students should understand by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

Procedures are described in which economies can be effected through careful planning of school buildings and particularly through the consolidation of spaces that are used intermittently throughout the school day. The paper introduces a "use-factor" as a measure, not of the amount of usable space but of the time for which usable space is actually utilized during the school day. Assembly spaces, science rooms, workshops, and circulation spaces are considered with regard to their employment for a multiplicity of purposes. A bibliography listing books concerning multi-purpose rooms is included. (FS)

THE CONFERENCE PAPERS DEAL MAINLY WITH THE PROPER EXTRAMURAL ROLE OF SOUTHEAST ASIAN UNIVERSITIES, THE EXTENSIVE ADULT EDUCATION PROGRAM AT THE UNIVERSITY OF HONG KONG, EXTRAMURAL EDUCATION FOR PHILIPPINE WOMEN, THE PHILOSOPHY AND FUNCTIONS OF THE UNIVERSITY OF THE PHILIPPINES EXTERNAL STUDIES PROGRAM AND THE ROLE OF ITS LABOR RELATIONS CENTER IN EFFECTIVE TRADE UNION EDUCATION, PRINCIPLES OF EXTRAMURAL SERVICE TO BUSINESS AND INDUSTRY, IMPACTS OF RAPID URBANIZATION IN HONG KONG, NATIONAL AND INTERNATIONAL ORGANIZATIONS AND CHANNELS OF ASSISTANCE, AND RECOMMENDATIONS ON PROGRAM PLANNING AND THE ADMINISTRATION OF NEW EXTRAMUARL DEPARTMENTS. A UNESCO REPORT CONTAINING GUIDELINES ON THE NATURE, MISSION, ORGANIZATION, AND EDUCATIONAL FUNCTIONS (INCLUDING PREPARATION OF COMMUNITY LEADERS AND ADULT EDUCATORS) OF EXTRAMURAL DEPARTMENTS, IS DISCUSSED, AND THE NEED FOR A REGIONAL INSTITUTE FOR ADULT EDUCATION BASED IN HONG KONG AND ENTRUSTED WITH TRAINING, RESEARCH, AND CLEARINGHOUSE FUNCTIONS, IS URGED. INCLUDED ARE THE CONFERENCE AGENDA, THE REPORT ON A FOLLOWUP TOUR, AND LISTS OF OFFICERS AND PARTICIPANTS (WITH PHOTO). (LY)

Part of a report of seminar proceedings, these papers on community development in developing nations deal largely with conditions, requirements, and effective principles of rural extension; the government system of community development village workers in outlying regions of Thailand; the methods, organization, accomplishments, and prospects of national development in India; the role of the Presidential Assistant on Community Development in the Philippines; and community development functions of the intergovernmental South Pacific Commission. In addition to reviewing concepts and goals of effective community development, a final group report examines the roles and influence of governments, voluntary organizations, private enterprise, political structures, urbanization, cultural growth, and the national economy. Increased outside assistance and more extensive research are recommended. (ly)

THE PURPOSE OF THE PROJECT IS TO ASSIST UNDERGRADUATE LIBRARIES IN STRENGTHENING THEIR RESOURCES ON AREAS OUTSIDE THE PERIMETER OF WESTERN CIVILIZATION USUALLY GIVEN LITTLE ATTENTION BY AMERICAN COLLEGES, WITH SPECIAL EMPHASIS ON EAST AND SOUTH ASIA AND AFRICA SOUTH OF THE SAHARA. UNDER THE PROJECT'S FIRST PHASE, A PANEL OF LIBRARY ADVISERS WAS ESTABLISHED, AND PRELIMINARY VERSIONS OF A GUIDE TO REFERENCE MATERIALS ON NON-WESTERN EUROPEAN AREAS AND BIBLIOGRAPHIES ON EAST ASIA, SOUTH ASIA, AND AFRICA SOUTH OF THE SAHARA HAVE BEEN COMPILED BY COLLATING EXISTING BIBLIOGRAPHIES AND ADDING RECENTLY PUBLISHED ITEMS. THE BIBLIOGRAPHIES WERE PREPARED BY COMPUTERS, USING WITH SUCCESS THE DATATEXT SYSTEM FOR SOURCE DATA ENTRY. THE FINAL VERSIONS WILL BE ISSUED AFTER REVISION AND GRADING BASED ON ADVICE FROM SCHOLARS AND LIBRARIANS. INCLUDED AS AN APPENDIX IS THE REPORT OF A CONFERENCE ON THE PLACE OF NON-EUROPEAN LANGUAGE MATERIALS IN UNDERGRADUATE LIBRARIES (CHICAGO, NOVEMBER 17, 1967). TOPICS DISCUSSED BY FACULTY AND LIBRARIAN PARTICIPANTS INCLUDE THE IMPACT ON UNDERGRADUATE LIBRARIES FROM IMPROVED LANGUAGE INSTRUCTION AND INCREASING FACULTY NEEDS FOR RESEARCH MATERIALS IN NON-ENGLISH LANGUAGES. CONFERENCE RECOMMENDATIONS ON APPROPRIATE ACQUISITIONS IN THESE AREAS CONCLUDE THE REPORT. ALSO APPENDED IS A PAPER READ AT THE CONFERENCE--"SOME REFLECTIONS ON THE USE OF RUSSIAN LANGUAGE MATERIALS ON THE COLLEGE LEVEL AND DESIRABLE FUTURE DIRECTIONS IN THIS AREA," BY DOUGLAS READING. (JB)

This conference booklet seeks to assist high school teachers who teach about Asia. Emphasis is upon providing a bibliography, with course outlines and background materials also offered. Four hundred annotated citations focusing on book, periodical, and other resource materials, published within the last decade, are provided for teachers working with advanced and able students who desire to investigate topics in depth. The bibliography is arranged into six main sections: China, India, Japan, Southeast Asia, general, and publishers addresses. In an effort to promote cultural understandings, three course outlines on China and two on India offer examples of differing teaching approaches for secondary grade levels. Four papers provide background readings on several ways of generalizing about Chinese culture and society, land settlement, Chinese ethnocentrism, and the politics of imperial China; the classical music of India; the search for relevance in Japanese history; and nationalism and communism in Southeast Asia. (SJM)

Special libraries are defined in this paper as those libraries serving such institutions as government offices, private corporations, associations, and university departments. Information centers are similar to special libraries but provide personalized, high quality reference service, usually in science and technology, and often using mechanical or electronic methods for document code storage and retrieval. West Asia is that essentially moslem area bound by the United Arab Republic and Turkey on the West and West Pakistan on the East, reaching the border of the USSR on the North and the Arabian Sea on the South. It contains about twenty countries, depending on how the Gulf and Trucial States are counted, and two hundred million people, in an area of 3,500 by 2,000 miles. The USSR, Indian, Sudan, Libya, and Morocco are omitted from this area as being relatively separate from it in culture, orientation, or geography. While only a guess, it may be estimated that the area as a whole contains between 15,000 and 20,000 libraries of all kinds, of which perhaps 1,500 are special libraries or technical information centers. The majority of the grand total are very small school libraries with public libraries counting the second highest number. On the other hand, most of the better ones are either academic or special libraries. This survey is presented on a country by country basis. Fifteen of the countries were visited personally. (LI 004244 through 004261 and LI 004263 through 004267 are related.) (Author/NH)