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Franco-African relations have come under increasing fire during the past few years. African dissatisfaction with various aspects of the co-operation agreements between France and her former colonies is not new, but has recently been more clearly articulated and specifically focused on the structure and regulations of the franc zone which, it is argued, tend to make African states excessively dependent on France.

This review continues our practice of examining the variety of human resource development practices in different nations. In prior issues we looked at training in Israel (March 1976; June 1977) and in Australia (September 1976; June 1977) and OD in Japan (Decem ber 1977).

Bewertung von Versuchen (mit Hilfe der ILO) zur Arbeitskräfte-Planung und Arbeitsmarkt-Information. Auswirkungen der Wanderarbeit auf die Arbeitsmärkte. Arbeit im informellen Sektor der Städte, Facharbeiter-Mangel. Kritik an Methoden der Vorhersage zur Entwicklung im Arbeitsmarkt. Notwendigkeit mikro-ökonomischer Planung und regionaler Arbeitskräfte-Analysen

Under the auspices of the U.S. Department of State, the Ford Foundation, Georgetown University, and the African-American Institute, more than 75 scholars and other specialists convened at the Shoreham Hotel, Washington, D.C., to exchange views on problems of political and social change in francophone Africa, and to discuss them with a much wider audience of government officials and diplomats from Africa, Western Europe, Canada, and the United States. The programme, the first of its kind ever held in the United States, was organised and directed by Dr William H. Lewis of Georgetown University.

National identities and the curriculum: socio-cultural legacies and contemporary questions / Camille Jacob & Linda Gardelle -- The emergence of the national in Francophone West African teacher education: the case of the normal school of Dabou, Côte d'Ivoire (1937-1975) / Jean-Lémon Koné -- Conditional belonging to the Senegalese nation-state? School, state and society in Casamance (19th-20th centuries) / Céline Labrune-Badiane -- The role of schools in nation-building in Djibouti / Daher Ahmed Farah -- Giving a Senegalese identity to education: issues, challenges and aims of nationalist demands, from independence to today / Mamadou Yéro Baldé -- An examination of Negritude in textbooks: A content analysis approach to the textbooks of History-Geography and French in upper primary school in Côte d'Ivoire / Kabran Aristide Djane -- Teachers' curriculum contextualisation in an overseas French territory: how can local specificities be acknowledged within the education system? / Fanny Dureysseix -- Defending national identity or improving learning outcomes? The ELAN initiative to introduce national languages in primary school in Benin, between pedagogical and political issues / Abder Rahmane Baba-Moussa & Pauline Jarroux -- Arabic teaching in state schools in Morocco: identity literacy and the endeavour to construct a unified national and religious identity among pupils / Chloé Pellegrini -- Identity (re)construction and the culture of resistance in Algerian textbooks of French and English / Amira Zouaoui -- Colonial languages: an appropriate lens to drive educational reforms? The case of the islands of the Indian Ocean / Rada Tirvassen.

"For years the fact that the debate on science and religion was not related to cultural diversity was considered only a minor issue. However, lately, there is a growing concern that the dominance of 'Western' perspectives in this field do not allow for new understandings. This book testifies to the growing interest in the different cultural embeddings of the science and religion interface and proposes a framework that makes an intercultural debate possible. This proposal is based on a thorough study of the 'lived theology' of Christian students and university professors in Abidjan, Kinshasa and Yaoundé. The outcomes of the field research are related to a worldwide perspective of doing theology and a broader scope of scholarly discussions"--