CORRESPONDENCE INSTRUCTION IN ETHIOPIA, KENYA, TANZANIA, MALAWI, ZAMBIA, AND UGANDA--EXPERIENCES, NEEDS, AND INTEREST.

THIS REPORT ON THE SALIENT FEATURES AND CONCERNS OF CORRESPONDENCE INSTRUCTION IN ETHIOPIA, KENYA, TANZANIA, MALAWI, ZAMBIA, AND UGANDA--(1) DISCUSSES ADVANTAGES, DISADVANTAGES, AND REQUIREMENTS OF THE CORRESPONDENCE METHOD IN AN AFRICAN CONTEXT, (2) SURVEYS CONDITIONS AND FACILITIES (POSTAL SERVICES, ROADS, INSTRUCTIONAL RADIO AND TELEVISION, CORRESPONDENCE SCHOOLS AND COLLEGES, AND RESOURCES FOR PRODUCING INSTRUCTIONAL MATERIALS), (3) SUGGESTS NATIONAL TASKS FOR CORRESPONDENCE TEACHING, AND (4) ASSESSES INTEREST IN A PROPOSED 1967 CORRESPONDENCE INSTRUCTION SEMINAR. TEACHER TRAINING AND UPGRADING, PREPARATION OF CORRESPONDENCE EDUCATORS, MASS EDUCATION OF UNEMPLOYED PRIMARY SCHOOL DROPOUTS, INSERVICE MEDICAL TRAINING (FOR EXAMPLE, FOR THE ETHIO-SWEDISH PEDIATRIC CLINIC), IMPROVEMENT OF TEACHING METHODS BY COMBINING CORRESPONDENCE COURSES WITH CLASSROOM SETTINGS, AND INCULCATION OF STUDY SKILLS AND HABITS FOR LIFELONG LEARNING, ARE DISCUSSED AS A PART OF THE URGENT MANPOWER TRAINING NEEDS THROUGHOUT AFRICA. PROBLEMS AND ISSUES SUCH AS LANGUAGE (AS IN ETHIOPIA AND MALAWI) AND GOVERNMENTAL VERSUS PRIVATE COURSES, MAJOR ORGANIZATIONS SUCH AS THE CORRESPONDENCE COURSE UNIT (ZAMBIA MINISTRY OF EDUCATION), OUTSTANDING EFFORTS SUCH AS THE MALAWI CORRESPONDENCE COLLEGE RADIO CLASSROOM, AND RECOMMENDATIONS ON PARTICIPATION IN THE SEMINAR, ARE STRESSED. APPENDIXES ON OPERATING EXPENSES AND PROGRAM PLANNING ARE INCLUDED. (LY)

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