The fourth meeting of directors of economic development institutes

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UIÜQ1I;;TI: 'NAT·I.ONS

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NSiTITUTE FOR ECONOII'IIC Pll.'!EN'I' ANJJ '"PLIUIJNI' NG

D A I(A .H

To Director , IIlEP

-? ( " ·,

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IDEP/RAP/VIII/250 Page 1

19 October

1964

IDEP/~.1/ 450 From M.Dartigue, Chief _

_/{;{-/t:)-- .

Educational Planning Section

Subject

Int;r od uc ti on

The Fourth I\[eetint; of Ilirectors of Economie Development Institutes

(Washington 21-25 September

1964)

1. The Washington Meeting wa:r the fourth one of this kind organized b;y the C.:C. C.D. Development Centre. The general therœ of the meetint; vras cooperation betvreen economie devel opment traininb· insti tutes in industrial- ized countries and those in devel oping countries.

The main topics which were discussed were the methods for

achieving ·this cooperation (such as collaboration in elaborati on of curricula, exchange of teaching personnel, exchan::;re of documentati on), and the

usefulness of cooperation betwcen training and research insti ttl.tes .•

2. In viow of the cl ose contacts which the OI:CD Devel op:ment Centre

has vli th the International Insti tute for Educa ti onal Planning, the former also arranged a one-day meeting on Friday 25th Septem1)er, the purpose of vibich was for the International Institute for Educational Planning to di scuss, vàth those inter<:?sted₁ the problem of the training of cducati onal planners and a proposal to convene a meeting of Ilirectors of traininc institutes sorne time in

19 65,

at which this problem vrould be examined.

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T'ne meeting was organized vd. th the collabora ti on of the Economie Insti tute of the World Bank and was held on the lOth Ploor of the \1!orld Bank Building in Y:ashington.

4.

The agenda of the meeting (the first four days) included the following i tens, besides the general statement lJy the President of thG Centre, Er. Robert Btrron

a) ~eGns of cooperation

:./Cooperation in the elaboration of t3aching curricula - t he rol c and fu.YJ.cti ons of Trnininc Institutes

- the role of different soqinf sciences in the te~ching curricula of the institutes

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I]EP/RAP/VIII/250 Page 2

i i / Exchnnge of teaching persc~~el i i i / Dxchc.ncc of clocunont2.tion

b) The usefulness of cooperati on betrv-~en trainine and research institutes.

5. The sessi ons were held every day from 10 to 12.45 and fron 15.00 to 18.30 •

6. There Yrere 49 pru;ticipants i ncluding 6 observers dUTing the first four days of the meoting. Twenty of them attcndecl the last day meeting on Educational Plaœung. Of the

49

particirants ₁ 30 represented national universi ties, or ins-':;itutes or centers (governmental or priva te);

13 international or international/regi onal organizations or institutions, and

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represented as cbservors various organi zations or institutions including the United Fations, Unesco and the Ford Foundation. Of the 28 national insti tutio:1s reprosented, 14 are l ocated in E\rrope₁ 10 in North A_mèrlca (Canada : 2 nnri U~S.A. : 8) 3 in Africa (Nigeria : 2₁

Congo(Leo) : 1), one i~ the J:'Iicldle East (Israel). The list of participants is given in a separa te an .. nexc.

7.

'rhe meeting wa3 G:haired b;y Mr. Robert Buron, President of the OECD Development Centre. I\'Ir. Frar.çois Van Rock, Head of the training Division of the same Cer..-':;re, acted, as principal secretary.

Di scussion of the i tems cf the Agenda

8, The opening sess:.on was featured by a wel come aJdress by l'ir. John J'.cn er, Director c-f the Economie Devel opment Insti tuto of the

Worlcl Bank, which was hosï: of the meeting.

m:r .

Adler ¹s address was fol lowed by a general statement by t:r .. e chairr:~an, llfr. RolJort Buron.

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^Tlr, Chairman r s sta-';ernent was not circula tecl durine; or citer the nee ting,, Arnong the problens or i ssuea listed in this statoraent v-:ere the f ol lovring

Adaptstion of the training cffered (content and method) to conditions in clevel opinc countries; umïorkabili ty in developing countries of

tradi tio~al ~mys of trainir .. g in economie 'devel opmeri.t; the delivery of

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experience versus the roce:otivity for that experience; the com1ection

betwGen educ.:>,ti on and ecor..or:lic development. The speaker n.enti oned the c-> .

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IDEP/RAP/VIII/250 Page

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vri.de €J'B.p that ·may exist betvmen theories of l)lan..ning anéL of economie dèvelopne'nt and · the reali ties, The process of l!laking ]::!lans has often ignored the reali ties among Yvhich the plans are to l)e inplenented.

There is a danger· of plruming becoming discredi tecl because thore vlill be too many pl mis not implementecl or badly implemen tecl. The problem of agriculture was also cited, No sound irJ:clustrial development can take place without a proces:i of ae,ricultural development, and this is whore, he said, the questi on of education cornes in as an important part of the

problen of rural development, Intellectual divorce bctween the various disciplines and special ties in most 1vestern universi ties has become an obstacle to training for developr.1ent. He concluded by saying that there are t vo irq)ortant ideas involved in the whole problen : one was the problea of the necessity of a conr:on language between representatives of develo1x:d and cleveloping countries, and the éteveloping countries

between themselves. For that, a ninimum of postulates are to be adopted, for economie devel opment implies the acceptance of a nu;nber of postul<1tes which are at the basis

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development. The second point, which he considers as a corollary of the pro-blem of comnon language, is a nor al, ci vic and national problert. It involves the whole question of adr:linistrati on and implementation of t~e plans.

10. The first paper (Role and Functions of 'l'raining Institutes)) which

related tothe,first point of Iten One of the ac;onda(Cooperation in the elaboration of. teaching curricula) was introduced by i ts author, lV!r. Angus Maddison of the

OECD Devel opnent Institute. His pa.per was basè.d on information on 42 institutes,

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^{of them in élevel oped countries} of Western E1..rrope and North

!©erica, and 8 in developing countries.

11. The institutes i n developed countries were devided in two groups in the first g-.coup were those who care Bainly for people from developed countrics, but receive students fran devel oping countries, who are in ninori ty in these institutes. Sorilc of the courses listed in the catalof,rue are not too different in nature froE! many of the university courses except that

~ they are more inte~sive and are intended to provide 6Taduate facilities which will produce clevel opr'.ent specialists. So:me of the courses listed dealinG' with devolopne~t problens are in fact designed nainly for people

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IDRP/RAP/viii/250 Page

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fron developed countries. However the presence of students from developing countries, although in minority, must affect .the nature of the seminar work. In most of these institutes the students are recent university graduates. In ll institutes listed in the paper (8 in Europe and 3 in the U.S. of America) there was in 1963 an annual intake of 1.999 of whon 173 were frol'l developing countries (five of thel'l had an intake of less than 40

students - and

3

of them had only 30 students).

12, In the second group of institutes 1ocated in developed colintries, stùdents from developing countries predominates : In 14 such institutes (8 in Europe a.nd 6 in the U.S.A., including the World Bank Instit~te) with an am1Ual intalŒ in 1963 of 595 students, 524 were from developing countries. Seven of then had an intake of less that 19 students and two of less.

28 students~ In these courses the main enpha.sis is on attracting students who are in mid-career and who have co!'le fror:1 jobs in developirig countries, rather people who have just cor:1pleted their undergradua te courses. l'Jea:rly ali thesè courses are specially desigried for people fron developing

countries except those of Vanderbilt University and Williams College in the U.S.A. The purpose of these courses is nainly to remedy basic

deficiencies in the training of students, rather than to freshen up their acquaintance with modern developTients in theory since they are graduatE:s or to familiarize them v'li th adr:ünistrati ve techniques of the more advanced countries.

13. The third eroup of institutes listed are those in developing cbuntries. Besides the three United l'rations Regional Training Institutes, the institutes of this group exist in T:_exico, Venezuela, Le banon, the Congo (Leopoldvi:!:le) ancl Nigeria (2 of theTI). The M:e:lrican Insti tu te runs two year gradua te courses in econ01~ics and denography and has a capaci ty of alr.10st 30 students. The Caracas (Venezü.ala) Insti tute has a capaci ty of 25, the intake of the Congo, .Nigeria and Beirut Institutes was not

available. Ivlost of these take nationals of onl;y one country, al tl}ough the Mexican Institute is an exception. Apart fro~ these institutes

specializing in economie problems there ·are a fevr nunber of new insti.tutes of public administration, particularly in Africa. Most of these

institutes are new.

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14.

Of the

three U nite d.

Nations

Regional Institutes

which

are interna

ti

om:.l

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the ECI'l. "!"E Insti tu

te in

Bangkok

is

the

lo.rgest wi

th

a

capacity of 65 students for 8

month

courses,

and

95 on four month

course

s

.

The llako.r

Institute is indicated

as having a capacity for

60(?)

in

a

nine nonth c

om·

se, ·as

well as

having 3

month and

6

week

com·ses.

In the

ECLA Ins titute in Santiago there

is a

capacity

for 30

plus 20

on

an advanced co"L'.rse "

15.

Regarcl.ing

the

Jength of

the courses,

it

was

indicated that in

general the courses listed

are for

peri

ods of

6

months

to

a

year. Of the institutes in group 2

(the

c ourses

of

nos t of

which are

destined to peopl e f ro1;1 deve1opi nc countries

), only in l\l:anchest

er is the course f or

tvm

years.

(In devel opi ng

countries only the 1'1exican Insti tu te

runs t v7o

yee.,rs

ùTaduat e

courses). In a very few

cases the

couises

are as short

as

6 W 9eks

or

3 months

.

There

are of course a

conside ro.ble number of

ad h~

short

courses or gani zeéL outside t he institutes ment ioned ,

which

are designed

to

i

mprove

the

quali ty

o f economie o.dmi

nistration

in develOj)ine

countries. llfany

of these c.re rvn

hy

t echnicaJ.

agcnc

i es i n Jï'ra:1ce ,

tbo

U nited

I<ingdom,

o.nd

the

United

St

ates

and Germany,

sorne ar e

ryn by

pr ofe ssi onal bodie s

, by

f oundati ons 1ike

the D

ag

Hammersjold

Foundati on, or

by U.No

or OECDe Sorne

times

t hese

are

run i:1 as soc i ation wi th universi t y

bodi

es .

16.

The papcr

went on to

menti

on

briefly the ques ti ons of

type of

tro.ininc~

sel ecti

on of students

and s i ze of courseœ, w hich ca11 for further studi os

. For

the

latter (size

of c

ourse)

it wo.s

stated that

if the

wants

of individual students are t

o be carefully scrutinized

and

if

the class is t

o

work as a team ther e

shoul

d not be t

oo

many

in

a

co1.~rse.

In ffive

ral

cases

the

f

i

gure appears

to

be

around 25 and

in

others

around

15. SoiiB

are rauch

bigt,rer

than this

.

The queoti

on was askecl as to

what is the optimum

size o

17.

^In

^the

ensuing discussion

, r

ccardinc C>u:r:ricula

,

one of

the par tici pru1ts

oxpressed

t he view that the i

nstitutes in !~ope and

North

Ame

rica shoul d

not

specialized on

problens of roe-ions - thoy

shou1cL

serve as

m ee ting grounds f or peopl

e

f r

om

differen

t

r

egions, A

nothcr

participant

de saereed

wi

th t he i dea

tho.t

t he

purpos

o

of the

cours

es

in

deve1oped

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IDEP/RAP/VIII/250 Page

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cmÙ;.tries for pooplc f:roT'l dovel oping countries shou}_cl be to renedy basic dcd:i..ciencie3 in the t:raining of students. He fel t that they should be tn.uch-G how to apply p:rinciples of econonics and administration to problems of undeYclevEÙO]led colmtYies. .Another exp:ressecl the vi ew that i t is

inpoc:sible -:o ·b::-in;::: st-t .. ufrents to reflect on concrete probler:1s wi thout teachin,:r the::J. tho use 2ncl ~'ractice of intellectual tools c,nd of '!Wthods of amJ .. ysis. They sh0iùd be tau~J1t to resist the tempta.tion to a,l;ply theŒ:'Ü .. n to si b _s;'cicns tc nhich they do not fit; for some stuclents

dE·v-eJ.opr:v:mt c(;_u.a~-f; pJ éU1...ni::.E~o One of tlc.e participe .. nt feJ.. t that a distinct" on shovld. be me..è .. e betvmen traininc teclmicians ë.!'lcl traininc policy r::e,kers. Policy makors shoulcl be trained. in tho field of develolJment e .. nél.. not only in econor:Iic cle7el opnent because c< .. evelOlX:1<.:mt is social chant:;B. The;y do not he.ve to becor;1o econor::etricic .. ns hU,-1;; shoulê_ have a basic unclerstand.inc o.f

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^{ob1en of c!.evelop::1ent} a.nc'... c_cquire 2.n. adequ:otte a:;:J:;)roach to i t"

18. ;..)till on the question of c1..rrricl'ÜJ,~ o::e of t~w pt.rticipi..:.nt r::.cntio:leo_

his expo:rience wi th the authori ties of certain A&üm count:ries to Yiho:a he had asked. wha t kind of training they feJ.. t the tl"ainees from the ir count:ry needecl. Th9 reply was usually pl ease do not teach them al l those

econo:nic theories: but how to prepa:ee p:mjects for fine.:ncing, biÜ2.nce of

~)2.ym2nts, etc. Bu.t the speaker dicl not think that econo!'lic theories shol<ld

be ignoredo He felt, among other things~ that the problem was not only the

In that con."lection sorne one suc-gestecl that there was a need for the estab1ishr'lent of e, k.i.nc'l. of synbiosi s betvmen tho c.è.T'!L:istrators and tl':e ecor..OJèli.sts who crorks unde:r: hin. 'l'he r-r,n 1:ho ~<.::110\TS a~·1d talk alJout ir:1put end.

out1.mt anaJ .. ycis ₇ economie nodeJ_, li:1ear p:ro;;r;:umning may be frustratecl.. if

a:'l::Jcut.

19.

Several po.rcicipEmts eXJJTessec~ the viev7 th:ü in cleterr1ininc; vrhc..t the curricu;!..<-'1!1 of e..n :.:!e;onor·ù c Develo:pmc:r.t Insti tu.tc should be c.1.e siwul L1

participants are, what they are going to d.o wh2n the retm·n home and tlierefore what tho;;r are to be tro.:i.nod for ..

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20, Several speakers h ve strosE::ed tho importance of research which sl1ot:lcl

go

alonG \'.ri th ~~ea-::~:inc. .::one of t~1om fel t that resea:::-ch is

absolutely Encessary. The trainoes can ne.ko sometiœ s sone coEtl·ibl~-Gion

to t~~"e rosearch progré'JIB s by being encoure.ged to consolidate and >v-.ci te dovm the experi8nce they hs.ve had,

21. . The chairman concluded tb.œ discussions on the role and functions 0f tre.:i.nin:_~; in~:Jti tutes by stating that the lesson to be drarm frcn t11E::.'.eJ dis~J,J..ssionr'l is a les son of synthesis. The ory and practice are both neco:::sEœyo Eccno:nic science is not enough in training for devèlopœ.ent :' other sciences, such as the social sciences, are also needed. Again :i_ t a:ppearee.::. that a common language between people engaged in develorment is needed"

22~ Tne paper (Role of different social sciences in the teaching

curriculg, of the Institutes) relating to the second point of Item One of the .1\.gend:?. w2.s introduced by i ts author, professor E. Hagen of the l'.Tasse.c:husetts Ins·ci tu tc of Technology(USA) and the Tavistock I~'lsti tute of IIuman

Relations (London) o Unlike tir. l!Iaddisoni s paper which cont2.ined most:Ly factual information anc1 l~aised a few questions for discussion wi. tho:1t attenpting to give an answer, Professer Hagen¹ s paper took issue wi th v1hat is more a.nci more being considered as a too narrow and partial view of devel opment factors, Ovr.ing to the na ture of the paper and i ts length i t would not be possib:e t0 attempt tc suJILrnarize i t in this report and do

.justice to i t 01cl to every one concerned, The paper may be consul ted in the library"

23" At the meetings ( m~ganizec1 8:r the OECD Devel01)ment Centre) in .: ·.·

The Hague? Geneva and Berlin~ streE3 was laid aJBost entirely on economi es"

while other social sciences, such as sociol og-.f ?anth:ropology, etc ^{c • • ,} bave al so a role to play in develOl)ment lJrogJ.'8.Jllmin&,:.,. J?rofessor Hagen¹ s papeT stressed the importance of non-economie obstacles "~o economie devcùoprr:ent and consequently the importance o:f cul tural m'lcl yerso!Jnali ty fc:ctcrs affccting aevel opment.

24o The Péll)er gave rise to livel y debates, Sorne participants ô.esagreec1 s trongly vJi th sor:1e of the viev.rs expres sed or wi th the ir iDplica-:;ions o In fac-f; the paper did not discuss the question from every angleo This woulcl

IDEP/RAP/VIII/250 Page 8

have perhaps been difficult in a paper of only 21 pages, Besicles, the author has placed perhaps too much stress on the influence of personnality traits, at the oxpense of other socio-cultural factors. However, i t would be

d.ifficul t to d_j_sagree wi th what the author seem to have wanted to get accross that s-tudents of economie development should be so tauf,ht that they realize fully that economies and technical knowledge do not constitute the total of the knowl edge needed in the field of economie development, The students so teught may then be o,ble .to apply their economie theory and technical

analysis nora cffectively. This was a concept which at the end of the debate seems to have been accepted by every one, One of the participants spoke of the necessi ty of h~:œmonizing the education given in the training institutes and of giving the students a body of notions which wi l l make them conscious of al l the probl ems involved in development. Another stated that students destined to work in developing countries shoul d broaden the ir knowledt;e 1 hL' .. inanize their lmowledge e.nd acquire a certain poli tic11l sense.

25 ^o T"ne second point of Item One of the aGenda was the exchant;e of teaching personnel. Three papers were presented on this tepic., One by

J\:f:::·. Van Hoek of the OEC:D :Devel opment Centre. This introduc tory lîo.per considers

the various mcthods that may be used for the promotion of exchan{S'B of p0rsonnc:l betvreen the economie devel opment training institutes in bath developed and developing countries • It emphasized the assistance already well-established institutes could offer to newly developing institutes (i.e. n'3.tional 'institutes) most of which are located in the l ess c'teveloped parts of the world. It ind.ice.tes the role the OECD Dc:velopment Centre could play in helping to create o.nd improve the institutional channels throuch which well cstablished institutes could render such assi stance and the output o.f young economists from clevel oped countries .coulcl be usecl to their ovm benef:'.. -t o .. .r1d to that of under-devel oped count:ri es ,. One we..ys of êl..oing this would be through what might be called the "sisterhood agTeements". Thus a newly esta.bl ished economi e devel opmeni; resear ch ancl training insti tute participating in the OECD Developmont Centre¹s ProtTa~ne for cooperation betvveen development institutes may call U:t.JOD the Ce1c.tre for help in

solving thG :problems i t faces of finding forei;rn :resè.ro·c:~1 and teo.ching staff] ..

of prepc.xing "local" staff and of improving i ts clocmr:1entation anc'.. l ib:rary services. Through i ts multipl e contactç;,; wi th o. c;reat ve.riety of economie development research e .. ncl training institutes al l over· the vrorld, the

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IDEP/RAP/VIII/250 Page

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Centre disposes of a series of information which enables it to bring the requesting institutes in contact vii th one of the vrell established institutes

to discuss its problems and elaborate a comprehensive pro0Tamme for coopera ti on.

26• As regards the financial aspects of such a programme, the so far short experience in building such "sisterhood a~:'Teements" has been that ~

apart from its ovm limited resources, the Centre through its close relation with

OECn

and therefore with the principal bilateral aid supplying countries, P.laY be able to interest these c01mtries in such well-elaborated projects which they might be prepared to support financiall;;r wi thin the framework of their bilateral aid p~ogramme in the devel oping country in which the

assistance requiring institute is located.

27. The second paper on exchange of teaching personnel was pr0pared and introduced by Professer Louis Zimmerman, Faculty Chairman of the

Insti tute of Social Sciences e.:t The Hague. Tho :paper bet;ins by reminding that the lack of organisational ability ru1d lack of SY~lled labour in the vridest sense of the word are frustratint;' the setting up and implencmtation of macro-economie development plans and incli vidual projects much more thaiJ.

bacle of capital. It is exe..ctly for this rcason that :in the last years more and more emphasis has been given to technical assistance for training and education of nnnagers, planners and skillocl workers.

28. In examining how for 'l'raining Institutes in developed countries are able to support those in devoloping countries, in order to speed up the training in lovr-income countries, he was led to 1'1ake the rema.rk, w:b..ich he said was outsicle the scope of the agenda of the meeting, that the lack of good seconclary schools and of vocational training jeopardize the output of skil1:ec1 labourers and uni ver si ty stuclents; he fcü t that tb.e only way in which the developed countries can help the developing ones in this respect is by assistance in the org~::.nization of tho school system and in the training of teachers •

29. U~iversities bcing the concern of the meeting, he wantecl to start from the general principle that normal university eclucatio.n has to take place in the country i tself, and tho nain problem to be discussed was how Institutes in developecl countriom can help to improve the univorsities'in

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IDEP/RAP/VIII/250 Paf,"G 10

the cleyeloped countries ~ ns vïe:;_l a.s t!J.e:;_:c affiEa tecl Dsvelopmen-'c Institut es ₇ including those which are ind.epenclent ^o F:Lrs·i; -'che sen5.or people in the

Institutes of developed countries could be frQitfully usecl as consultants in matters of teaching progrannnes i"1 universi ties and clevelopment institutes in low income countries. Strl,_ctures and CL'.:::'ric1.ùa of uni ver si ti es in developing countries are too often directly oopied from universities in the United States and Western Europe, Educational systems in those countries.

have brought forward armies consisting of "gener2.ls" (norilléllly t:-ained abroad) and "solcliers" (not trained at all), but the officers and sergèants are l acking;, This means, he said~ that unj_versi ties and Sl)ecial

training i nstitutes in l ow income countries shoulcl aim first of al l nt the trai:!1ing and educe.tion of middle l evel personnel, whilo tho task of the Insti tutos in clevel oped countries Rho receive students fro!!l clevelop,ing colm tries is to train mi d-career peo1Jle who have finishecl thei:'.· u.vJ.iversi ty

stuc~ies 2.lr3œ:ty qui te some time ago. But they v/ill be able to do this job v.relJ i::1 the futun.::, only if they sponsor non the improvement in the Gclucat ion of those wJ.1o v-ô.ll come to therr, la ter.

30,. The aCJ.vi sory v!Or!_'!: on teaching prO§,Tannnes cou1c1 be realized₅ Professor Z:ï .. :rrrrnerman felt? wi.thout any great difficulty. But nuch more co::1plicated i s; the applicati on of tho ::1ewly desi f,flled teaching progra.IJI;les .• Thore i s a shortage of teaching staff j_n the universities and devel opnent institutes in developed countries. It has been suggested the possibüity of doubling the staff of the Inshtutes in tho deve:!_oped countries in order to eno.ble hnlf of thg staff to do teclmical assistance wor::.<:. There is y.lso tr'-e prOé;Ta!Il.me of cooperation ini tiated recently by OECD which was discussecl earl ier.

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But bece.use J:lost of the v.niversi ti es e,ncl Ins·~i tutes in the

clevel oping CO'..lr'-7ries do not 1ike too cl ose a cont2.ct 1vi th only one foreign Insti tute, Professor Zinn:1.o:aaan thinks that the best a:;Jproach wou~cl be tlnt a university (or institute) wov~d get its technical assistance e •C• j_n socio:Loc_.ry from e. university in country A, in poli ti ccl science fron u ,_~·niv:?rsity in country B, in econor:ücs in country C) etc -•• The 0:8CD Develor"1en·::: Centre wou~cl possible play the role of nakinc those new combin2.ti ons lJOSSible, Sv_ch scher.l8S WOUld be o.lso beneficie,]_ for

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ID~/RAP/VIII/250

?.:>.c;e 11

t ... .-;.

in deve1opcd countries for they wou1d brlng continuously new .::x.Jx~::ience to then, through research work done iri 'those countries.

32., l'he _ third pa:;Jer on the r:uestion of exchan:;c of te:;.chiri::,: pe:rsonr1ol wo,s j_~trocll~cc(. b;y i ts ['.uthor Dr. Jt. Vuerings, P:rofessor at Lovaniun Uni ver si ty (I~eo};oldvi1_le) e.nd Director of the Business Fan2{;-eï:x;:nt Centre. 'l'he :;_;e.)Gr c1e2.l t r.<i th the C.:-1.'..180 of c.1j_fficul tie:s in rccrui tine toe.c:hinc po:rsonroe1 froï1 ab:roe.è ~ unj_versi t:y expansion in deve1oped countries crea tinG a shorta-ge of tegchc:rs, i::1.securi ty of tenLu"e in universi ties or insti t::~_tes in u.;.'1c1cr-dcvclo~~cc~.

vio:..O:I\:₉ fino.nc~_a:. rew:1rd often insufficient, etc.

33 .,

'::he pape:c wcn-:; œ1 to consider the best v:ays of attrac-Ging talenteà -'c2:1chinc; st.aff (first of a1l ~~claran·'·ee of career) o.nd vrays of ne.kine

good the shoC'tage of tcaching staff in unj_versities of under-developed countries ( (integrë.-:;Lm of tl:o teac~ter in a 1.miversi ty of developed countries after

2. :-:tumber of_ ;yearG in a C:teveloping country¹ s university ; "vi si ting¹¹ system;

U...YJ.este.bl:i.shc~L lecturers] .s.:::sociate research workers _paid by other

institutions? cen-cralisa~ion by OECD of data on vacant posts in1.miversities in -._..,_nde:>:'-iPvelol;?d cmmtries, and circulati on of this information i n

indus JcTial:i_ 2e<l co•_m·c:ries; las tl y financing of salaries, travel expenses ₇ etc ••

o.i' a. nD.:1b;~c of te<:.c:hers by bi-lateral and international technical assistance~)

)<~.- :C2.oh papP.r vms discussed separately, and since they dea~ t wi th the sanD qur-)sti on a1:.êl their devel opraent vm.s inspired by the same basic probl ems the

nu>Tt'ùer anC:. length of the interventions by various participants decreased af-Ger each ~a:)er ·' Iüso the discussion of the probl eTI of attracting,

recrui ting e.nd hclr ing university teachers ₁ presented in the t~irc1 pape::."~

was not ::1e·.-v to e.ll the p?rticipants. In his intervention the observe::- f::."on Unesco referrecl to the Unesco Conference on the Development of Highe:r

Education in iûrica (Tananarive 1962) where those probl ems were discusscd.

at leneçth,and also to the publication t: Teaching abroac1'¹ i s"'ued rei;ul:::-Tly by U::-!.ef'.co,

35, Refering to Professor Z:Lmmerman¹ s remarks on structure anc1 C1J.rricu~i_a -~ -~·---....

of U:;,üversiJ~y j_n developing countries, one pal'ticipant observed that the Si tua~iüi'l :Ï.l1 respect Of CD.rricuJ.a of SCCOndary SChools in many a.i'ric2.11 countries was even more seri ous arîd this has an econo:rnic as vrell as

IDEP/RAP/VIII/250 Page 12

cultural incidence. Other participants made observati ons on tho problems of exchang·e and recrui tment of teaching staff. . Regardinc the rrsisterhood ae;Teementffi'' scheme, one participant from an institut~. located in a.

developing country, felt that multilateral assl·stance · _l .e. f rom severa 1 u..rli ver si ty was preferabl e to being tied. up · to one foreign insti tu te,

4

...

as it afforded, inter alia, the advantage of variety of contact and experiencec

36 .

The third l)Oint of ::.t:Em One of the agenda concerned the exchange of documentation. A papex- on the subject was introduced by Mr. Van Hoek of the OECD Development Centree The purpose of this paper was particularly to raise a certain numbè.r of questi ons as reg8.rds the possi~ili ties to increase the flow of information and docu.mEmtation between the various institutes, and to inform the meeting about initiatives so fa:r taken by the OECD Development Centre in o:c-d·:n- to facilita-te this exchange of informati on a nd documentati on.

37,

The Centre i s preparinG a 1964 edition of the _cata.lQ...@.§:. of Economie Development ~Taining Institutes by bring1ng up-to-date the 1962

&limion so as to include those institutes located in _4fri ca, Asia and Latin America. A revised version of the Liaison Bulletin l!etwecm Economie Development and Research Institutes has just boen iszued, which includes information on new training pro[,Tarrunes and changes in existing ones,

and information on research projects under way or planned.

38 .

Since the begimüng of i ts pro5Tamme some th:ree years ago, the OECD and subsequently the Developmont Centro have been abl e to col lect a fair amom1t of documentation on curricula, annotated reading list~ and course outlines. The Centre has be en abl e to put this information at the disposal of some newl y ostablished and other institutes. .As regards the

elabora ti on of teaching- ma terial and case studies, the Contre has rre.de a. first thougn limited contribution by publication of the various papers presented at the last meeting in Berlin

l / ,

Sorne considerable progress has been made in the effort to arrive at the establishement under the Centre¹s auspices

. . . ^{/ .}

^~

1/ "Development Plans and Programmes - some .experience and case studies", OECD Development Centre - Studios in Devol opmont n°l (1964)

•

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)

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IDEP/Rlü?/VIII/250 Page 13

of a "Manual on Project Analysis" which may be published before the oponing of the academie year 1965-66,

39, lw rege.rds the assistance to libraries, which applies more particularly to libraries on institutes in developing countries, tho pronosed ¹¹sisterhood" agreer:1Gnts inclucle the assistance in building up and iL1proving libraries of the aid receiving institutes. In view of

promoting cooperation between all economie development research and training institutes, and helping those in developing countries in improving their sources of inforrntion and documentation, i t is suge;ested that all institutes should forward to each of tho economie developmont research and training institute& appoari ng in the Centre¹s catalogue on Research and Training

Institutes one copy - if possible freo of charb~ - of their periodi cal publications or any other developm:mt study they have published or may be publishinc i n the future.

40, The discussion Vlhich followed bo2:'e pal"ticula:rly on c:ri teria for the inclusion of institutes in the cntaloeuo.. Somo O!'lü suc;cest-2d that the

catalogue should inc_ludo those institutes in develop0d countries which consider i t their vocation to train peopl e from mxlor-developed countries as their main and not accessory task. .1nother sugéS-ested that ono of the cri terie. should be that their teaching is given at gradua te leval. One participant proposed to add to the l ist insti tutes dealing vnth political science and social aclministrati on or rather developmont administration.

Another urged that the notion of ocono:r.lic development be broacl.ened so that institutes dealing with important aspects of devel opmcnt may be inclucled,

41. The second (and shorter) Item of tho acenda was the ¹¹Usefulness of Cooperation between Training and Research Insti tutes^11• The close l ink betweon training and research had boen discussed to sone extent during

the debates on curricula ru1d on the functions of training institutes. The Item of the agenda related to cooporo..tion between separate and di stinct training institutes and research institutes. The subject was introduced in the forn of a ¹¹Report on the first HeetinG of Directors of Economie Dcvel opment Research Institutesn prepared by Ytr. Van Hoek •

. . ; ..

ITJ"!:;:ll"..XI?

/VIII/

²⁵⁰

P2..cc 1~-

42 .

For the purpose of arriving at sorne closer coopcr2.tion between the OECD Centra and tl1G economie developmcnt research institutes as .we1l as.

of prorJ.oting such coopera~ion betwecn these institutes, the Centre has so far organized two noetings~ one in Palermo in December 1963 for the

1

internatioP~aly orientod development research institutes- mostly located in developed countries - and the other in Paris in May 1964 for those institutes l ocated in developing countries. The paper presented at the meeting sumrr~rized the kind of activity the OECD Centre has been asked to undertake and the subjects that have been chosen by the institutes loca,ted i n devel oping countries in areas of cooperative research.

43o 'ilith regard to the cooperative research projects, it was thought l!referable, the paper saicl, to di.:cuss the }Jossibili ty for cooperative research on a ret,"ional basis between the econonic development research institutes of the Mecli terranean area, Africa south of tho Saha:ra, Latin

!®erica and South East Asia respectivel y. Tho subjoct retainod for

Africa ::iouth of the Sahara by tho participating insbtutes fron that area, was industrializa ti on

t

^{wi th special emphasis on th8 prolfien of hovr to}

rea1ize indusfrial devolopment centres vrhich \1oul c1 be fino.ncec1 from comnon multinational rosources and orcanized for the common benefi t of the

participatinc countries)~

44 .

·A catalogJE of economie devel opnent research institutes is at present being finalized, o.nd the Centre has agreed to organize raGUio.r meetings of di:rectors. One is Il1anned for 1965 - e.nd i t has be en asked

to envisace, perhaps in 1966, the possibilities of having 8: joint Beeting f o:r both t:raining o.ncl research institutes in the field of economie

developnent. Finally, the Centre bas been asked to consic.ler tlc.e possi bi li ty of setting up a ld.nd of exchange of staff prot,r amme includïns both S9r..i or and junior research vrorlmrs. Several institutes in cleveloping countrics have already i nclica ted their wish to rocei ve foreig:.n. resee.rch workers of 'ooth senior and junior level.

45, In -'che ins1.une; discussion~ i t nas sugg--estecl the. t a mee-'cing of both P..esea:rch Institutes and Training Institutes could be organized;

each group would meet sepn.:rately, wi th a joint meeting clm·in[>· one of tvm days.

•

•

•

IDEP/RAP/VIII/250 Page 15

46. Thore was no reco~~endo.tionsby the meeting at the closo of the sGssi on. The chairma...YJ. madG a briof review of the work of the ne etinr; and of the rosults achieved. I t was decideèt that the next meeting will tako place in Europe in 1965, likely betweon the lOth and tho l5th of Septembar.

The tapies for discussion ~till be decided by a small croup composed of

Directors o~ Institutes. Designated as members of this group

:m r.

John ~\dlcr.,

Director of the Economie Devel opment Institute of the World Bank;

l'iir. E. d& Vries~ Hector of the Institute of Social Studios (Netherlands);

J.'i':r. H.N.Ao Oni tiri, Direct or of the Nigerian Insti tute of Social and Econor:ùc Research, University of Ibade.n? and Tl/Ir. Mi c,uel Wi onczek of the Centre de l'!studios Monetarios TJ~tino-l!Derica.nos, 1:1oxico. In addi ti on, the President of the OECD Centre vril l keep in touch wi th the United Nations ll.e[;ional Inati tutes in Bangkok, Dak~r ancl Sentiaço, as vrell e.s wi th the International Insti tu te 6f ,):lucd iono..l PlaY'..ninc in Po.ris.

r,;.oc till;:; on Eè:.,UCO. tionel Plonnins ( 25 September

196< )

47.

As s~id in tho oec,:i..nninc of this report, in vier; of tho close contacts oxistinG botvroen tho 02CD :!)evolo:;:n::an·~ Centre Emd the Intor::12.tiœ1a.l

Insti tu tc of :~cl.u.uüior:..:ü Ple.nnin:.:;, i t ;_·ras arre.n~:;ed for a cnc-l~D-Y ncutin.G

on FrillE-.y 25th ;.jelJtc:nbor, follo· .. i -_ tho f ct.'r -de.y ;:.::::tine of the Diroctors of ,jconcr:üc J)OVGl Olmcnt I!lSt:i. tvt es •- ,'.t the req_v.ost of t:.--_e _:~iroctor of tl1e Intern.-,_tiono.l Insti tL'.tü fer -~clnc2.tiŒ12.l Pl.:.m:inc;, t:-tc OEC11 Development

Centre and the 'vl!orlc1 Bank at,:reed to invite to the two meetings the Directors of trainin;': in educational plannin;_; fr om the four rerjonal j_nstitutes in which Unesco and the Interr!?tior,2.l Insti tnte of :;.;;ducrètionc.l PL nnin.c h2.ve specie,l interost (13oirt.:t, D2JG--.r , I.en .;Johli r~nc~ ~~Bl"ltic-(:;o). ·· .. ere e.l so invi tecl

train:i.:~L>· in eclucatione,l plruu1i:rc.

48. T'ile pl-'-I'pose of this n.cctin::_ 1ïas )X'iLci:;_:;2.lly to iL~cmtify tllo neecls aml :1robler.1S involvcd in orcanizinc; 2.11Q comlnctint;• tre.iï:in._; COèlTSGS in

ech~c;o.tion.:~l plo.Th"lin[;, po.rtic1-'.lo.rly in clevelopinc- countries; to considor

~.

1 ..

.,

IJ:XjR:J> /VIII/ 2 jO Pace 16

practical steps that mibht be taken to improve existing training in

•

education<oü planning ,e.nd specifie wa;ys in which t,_e Interna.tiorel Insti tu tE: ~

o.nè Regional Institutes and other training organizations might most frui tfully work together in

1965.

49 .

The one-day meetinf,· was chaired by the :i)irector of the Interne.tional

t1.-.'<..:r~t~r ;.·;:'.:·ti2i~'C~Pts of the fou..r-day previous meeting, including among

others, }i'Ïr. Maddison of the OECD Development Centre, the Director of the U.N • . '\.sian Ins.ti tute for ::·:conomic Developncmt :::.ncl Plannin:_ (d1:.rin1^{~- .the firot ~··r.rt}

l'c-.. - · e~ui f:J::· b:; 'l'rë~·.inir:

c .r ,,_,

~c.; --~ional Planners and Administra tors and the Director of the Educational Planning Section of the Latin i'll'1erican Insti tute for :economie and Social Ilevel opr:r:nt (Santiago) were unable to come tc

Washington to attend the meeting.

50 .

The framevwrk for discussion was provided by a paper l'repared and introduced by Ji;T_r. Raymond Lyons of the IIEP. In preparing this paper he had. examined the vaTious courses oTganized by Regional Educational Planning Centres and by OECD, and consulted witr the directors of these Centres. The paper attempted to identify ei ght of the main practical problems involved in or[s'e..nizing and conducting training courses in educational Planning. It contained, in an appendix, a description of five courses in educational plamüng organi zed by the New Dehli Centre in Dehli, by IDEP in Cairo, the Beirut Centre in Beirut, the Santiago Institute and the OECD Development Centre in Paris.

5 1.

The ei ght problems raised in the paper were the following a) The problem of quantity, quality and variety.

i / :estima ti on of the magnitude of the need for training in educational planning ovèr the next five years by identifying vrhat different roles .wi l l be played in governments and in interr..ational agencies by persans knowledgeable about

educa tional planning and to aiapt the present and prospective • training capacity so that i t fits the needs •

. . ^/ ..

,, .

•

•

.IDEP /R.AP /VIII/250 Page

17

i.i/ Finding out to what extent i t is now mainly a question of expandinc; the quanti ty of training or whether a high degree of priority shocùd not also be given to inproving

the quality, relevance and adequacy' of training courses.

i i i / VVho exactly are the people who need to have the knowledge and the abilities required.

b) Selection of participEmts.

l/

Examination of the question of choice of the participants and his preparation for the course in relation to the real work proceeding on educational plan..11ing in each country.

Viha t has be en the work of the participant in the past and wha t is i t likely to be in the future.

ii/ How can training methods and content best be varied to fit differences in participants background and rol.es.

iii/ HoH much voice should training institutes have in the selection of participants.

c) Staff Requirements

Educational planning is a complex field, in peinciple the staff should be ruar; diversified as the subject.

i/ \'1/hat is the most useful CO!nbina ti on in staffing-training courses between permanent steSf, of different disciplines, and intermittent lecturers?

ii/ How can the necessary research/training functions of pennanent staff be organized so that courses are solidly prepared?

iii/ What should the rolo of stE:.ff meT'!bers of training institutes inclucle so as to a ttract and re tain well qualifiecl

professional staff? Necessity of examining how time should best be allocated as between teaching and research so that the courses can be based on reality and the staff can

contribute valuable material based on conditions in the region concerned.

d) DUl~ation, form ru1d location of courses.

i/ The need for flcxibili ty wi th regard to the length cmd content of training courses as it is not always possible to reT'!ove two or three persons from a developing country for a Ileriod

\·

IDEP/RAP/VIII/250 Page 18

of three mcnths or more. Travelling semin~s ~ay have relevance. In determining the rlirration of traininc. courses acconnt shoulcl be taken of what has to be taucilt as well as the obl igations of pc.rtici:pants.

i i / Hov.r can new f orms of training such as internship schemes, travelling seminars ancl other forms of traininc be COii1bined?

e) Content.

i/

How can tl1e content of training courses best fit national c_ondi ti ons while res1;ec til'lg the level · of sophistication a]Jl"lropriate to the situation and fosterinc riccrc-c.s.

thin.lP-nc.

i i / In addition to the study of educati onal plannin~ in their real settinc, how to adapt the traininc courses so as to cover m te rial of uni vers al validi ty in view of the varyin~;

back,;-rouncls of the participants and the composition of the faculty.

i i i / How to e:;ive adequate attention to rural clevel opment and the problem of includinb formnl educati on in the cowplex

measures neecled for at,-ricultural improvement. !ùso the contribution of adul t education ancl vocati onal trainin;- in providing skilled mo.n1Jower for the economy.

iv/ The question of l'ro~1er plo..ce to lJe r_;iven to reform of structure ancl content of educati on, which is qui te a:s>

important as i ts quanti ta.tive expansion.

v/

^{The need} for aclequo..te attention to aclrünistrative problcms in effective educo.tional planning, i .e. the aclininistrative orcanization e.ncl impler!lentation of plans.

vi/ The problem of shorta,;~ of readinc materi~ls. f) Methods.

i/

^{Pror>er lJP.lance to be estab}lishecl_ betweon listening c.ncl discussion in s:Jall t:;Toups ancl Yœi ting inch viclual study.

Introduction of inclivülual work to1ücs and group work on special problems.

g )

::;val ua ti on

The need of i nform3. ti on, deri ved froEJ covernrnents or or,:;-c:;.niza ti ons, on whether in the viow of the national

•

•

'

. .

'

..

.

^.

IDEP /Rii.P /VI II/ 2 50 . Pat:,-e 19

authori ti es éU1d the pc.rtic~pe,nts thenselves ~ -1;:;:-o.,:i.nin(:; co\J:,:-3es have provcd boncfici al for the subsequent work o:': tho :r;m·ticip.:u:ts in tho ccuntrieso

h) Finance anè. l.cLr:!inistration

i / Tht:l nel)d. for adequate bu::lt,'D"t for provisi on of traini.nt?,·

centrGC;; wi th .st2.ff e.cleq"t1<'1t2 to 1-r· GIJ8.re the nccessa.:;.·y ret;ional ancl ne.tional m:1ter-üü as wel]. as unde:dalw the F>UJ!crvi sion of tho fle:xib:I.e for:ns of t:rc.i.n:'_ng rcquirod ( varj cd: courses o..nd. intornRlÜIJS).

i i / Devulop1:1ont in each cocr .. try of a c,:cout.J of people who have a so'-llcl l'ncle::!."stancl.inG

o :r. :

·r.h8 pr:i.nciJ?les and of the "~e::;hn::.gues

52, 'rhe Direc·;·.o:::- of tho Il~ternationa.l Institute OIJened tlw cliscussion by explaininc t::.-tc role ;:uc1 fur.ctions of his Insti·cc;:i;G (Resee.rch a..nd. e.clv.::mcecl

of teachinc 2.!1C. re2.c¹.:i.r>.[;' ï"'E.:terials; yYubJ.ica.tion of e., bn:!.L;i;in; colJ 2.iJo:r0.·i;icn

countrios in ::0.s~;oct of the problons· they 2-re fo.cil').c.: in ncetin,~· thPi:::- oducc· ti m:.al o.nc: r.:c.niJO'::nr :Jlc~ns; con to.c ts n:~ th f or:'lor tro.inces ~ s tinv.l<è. ti on of public effort for odiJcat:'.on). He t:1en cave sorne informa ti on O:J -Gl1e activi t:i.es of -the Insti tu te during his first year ofi· actual ope:;:·atio:1 (the more :i.mpor-La:nt 'beinç the seminar helc1 at the Unesco House in Pa.r:i.s on probl ems ancl stratcgy of ecl.ucational planninc in Latin _:\mcricr>., e.nd ·Ç}J.o se::•ün2T on neods :i.n the fiel:: of :r.esec.:rch in oduoationru pl ann:i.¹1G heJ..à. at Bellagi o in July 1964~ tho publicati on of n. \~'orld imrnntory o!: tT~~iLünc é'.l1d

Tesee.rch insti·cutions for educati onal :~lannL1.;-) ,. T~1e Intern::>.ti:;n2.l

53,,. From lst July 1963 to 31st Dece;oibcr :!.964 the Ir.-!:;P.rne.,tiOl:é".l Insti tu te has been financed by c::mtTibutions :::ron ûnosco7 -;·lw ' o:·lét ~:;c_r;,;~~

,. • 1 1 1, <:

..

I. : .. L/Rù.P/HII/250 Page 20

54.

The Di::.."edo:c of the International Insti tute called on the Director of the Rürv.t Centre for Educational Admini·stration: and Planning and late:-:> on · • the Chief of the Edncational PJ_anning Section (IDEP) to give a brief account of their recent experience and of the problems they have met in the

orga..n-i_ze,tio~1 an:i conduct of regional training courses. l"or lack of time, i t v!as not :possibJ e for the participants of the meeting to go into discussion of all the eish-+; l)oin"Js pTesented in the 1T:r. Lyons r paper ._, 'l'he questions

touched upon cl.uri:'lg the discussion that followed were those of content of the cov-::-:::;es, rea/hng ma;terial s, problems met by trainees of middle level on their reh::cn -Go the:~:c jobs; attituùe of higner authorities, need for educating the top echel on of gov:::rrii!lent services in the new philosophy,· the problem of stsffing the training courses, the problem of finding out real train:i.ng

nr:;ods of a given country. One participant raised the question of aduJt educatio'J.

and t~1e neeè. fo:c findi ng nevr and efficient methods for education of illi i;e:~ates

in visw of their participation i::1 the development programme,

'55., He garding the question of certifie~~ te at completion of the courses ₁ i t vms suggested that at the end of a 12 week course for instance, e,

cortificate of atJ..;e:ndance could be given to all those vrho ha•re participateè..

:cegule.rly in the course, wi th the pos si bi li ty open to the best onos, w~'lo

so desire; to tako an exa:nina ti on wi th a vievr to recei ving a diploma.

56

^o The Yeeti!'lg ce.'I!e to an end at 5.30 lJ.,m.

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I

DEP/RAP/VIII/250

ANNEXE

FOURTH MEETING OF DIRECTORS OF ECONOMIC DEVELOPMENT TRAINING INSTITUTES

(Washington 21-25 September 1964) REVISED LIST OF PARTICIPANTS

BELGIUM - BELGIQUE BAECK L.

CANADA

Secrétaire

Institut d'Etude tes Pays en Développement, UniTersité Catholique de Louvain,

41, rue de Tirlemont Louvain.

BRECHER Irving

Dire~

tor,

Centre for DeTeloping-Area Studies, McGiil

Univer~ity,

Montreal. Quebec.

TRIANTIS S. G.

Director,

niploma

Course in Economie Development, Department of Political Economy,

UniTersity of Toronto, 100,

St.

George

Street,

Toronto. 5.

REPUBLIC OF CONGO LEOPOLDVILLE- REPUBLIQUE DU CONGO

·LE

OPO LDVILLE.

VUERINGS R.

Directeur

Centre de

Perfecti~nnement

en Gestion' des Affaires, Institut de Recheréh

es

Economiques

et

Sociale.

s,

Université Lovanium,

B.P.

210,

Léopoldville XI.

'

•

•

ITALY - ITALIE.

de BENEDICTIS Michele

IDEP/RAP/VIII/250

- 3 -

Centre di Specializzazione .e Ricerche Economico-Agrarie per il Mezzogiorno,

Facoltà di Agraria, Università di Napoli, Portici, Naples.

de GENNARO Enrico Direc.tor,

Insti tuto di Studi per lo Sviluppo· Economico, Ente Autonome Mostra Oltremare,

Padiglione; N°. 18, Naples.

NETHERLANDS - PAYS BAS

'ile VRIES E.

Rector,

Institute of Social Studies,

27

Molenstraat,

The Hague. ZII•IT<ŒR!YlAlv Louis J.

NIGERIA

Faculty Chairman,

Insti tu te vf Social Studies, 27, Iviolenstraat,

The Rague.

JOHNSON Glenn L.

Direct or,

Econvmic Development Institute, University of Nigeria,

Enugu Campus Mail Bag No 1080,

Enugu. Eastern Nigeria.

ONITRI H.M.A.

Director,

Nigerian lnl'\ti tut.A of Sor>i al ;:mi' ~0.r-l'lnT11i.c~ F"'~"nv~h.,

University of Ibadan, Mail Bag No

5,

Ibadan.

• l '

I

DbP/RAP/V

III/ 250

. """ 4 -

SPAIN - ESPAGNE

Illi\STORZA REVUELTA Javier Secret

ary,

-Economie Development Instituts~

C

omisaria del Plan de

Des

arrollo Econom

ieo

,

Pre sidenica del Gobi

erno₇

M

a

drid.

U

N

ITED KINGDOM - ROYAUME-UNI :BECKETT v[ . H.

Agricultura

l

Ec,onom

i

cs Research Institute₇

Univ

ersity of Oxford~

Parks Road, Oxford.

HO DGE Pe t

er

Lectur

er in Social Administration~

London Sehool of Econ

om

ies

and Politica

l

Sei~nce;

Houghton Stre

et

, Aldwych,

Lonfon H.C. 2.

LO C

HHEA

D A.V.

S

.

.

Dire ctor

,

Social Adm

inistr

ation Courses

, Univer

s

ity Coll

age

of

Swansea, Singleton Park~

S

wansea .

Ul\

TI'l'ED STATES -

ETATS-UNIS I3ARANSON

J

a

ck.

Re

s

earch A

s

so

cia t

e,

I

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t Researeh C

enter,

Indi

ana Univers

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703 Eas

t 7th St

r

ee

t,

I3loomington (Indiana

).

HAGEN Eve

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The T&vis

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, 3,

Devo

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Londo n

If. 1. Uni ted .Ki

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And

The Mas

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Inst i t

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,

50, Memoria

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Camb

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Massachuse

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UNITED S'rATES - ETATS-UNIS ( Cont' d - sui te) HANSEN Lyle M.

Visiting Associate Professer, Centre for Developmont Economies, Williams Collage,

Williamstmm (Massachusetts).

HORTON Roy

E.

IDEP/RAP/VIII/250

- 5 -

Associate Professor·and Program Administrator, Colle ge of Business Ad!ninis tra ti on,

University of Syracuse, Syracuse (N.Y)

W;-LLINGER lhlJ.iam C.

De Development Advisory Service, Centre for International Affairs, Harvard University,

6,

Divinity Avenue,

Cambridge

38 .

(])~assacbusetts).

lV!IJ_,LIKAN Max F.

Director,

Centr~ for International Studies, Masachusetts Institute of Technology, 50 Memorial Drive,

Cambridge

39.

(Massachusetts). REYNOLDS Mrs Mary T.

Economie Growth Center, Department of ~conomics,

Yale University, Box 198

7

;

Yale Station;

NeH Haven (Connectivut) WORLEY James S.

Director₇

Graà.uate Progran; in Economie Development,

Department of Economies and Business Administration,

Van-~erbil t University, Nasbvil~e 5. (Tennessee)

ES~VIAN Hilton J.

Direct·~r,

Social and Econo!llic :Develop;nent Program,

Graduate Scho.)l of Public and International Affairs, Uni\reJ.'Si ty of Pittsburgh,

Pittsburgh (Pensylvania).

ADLER John

Director~

I:NTERN.i\.TION.L\.1 ORGANISATIONS ORGANISA'riONS INTERJirATIONALES

Economie Development Institute,

International Bank for Reconstruction and Development, 1818 H Street, N.W.

Washington 25. D.C. United States.

coo~rns Philips H.

Director,

International Institute for Educational Planning, U.N.E.S.C.O.

7, rue .Eugène Delacroix Paris 16ème. France.

DARTIGUE Tvl.

Head,

Educational Planning Section

African Institute for Economie Development and Planning, B. P. 3186?

Dakar. Sénégal IŒESING F.A.G.

Direr)tor?

International Monetary Fund Insti tute,

19 Th

&

Streets, N.W.

ï-Tashington. 25. D.C. United States. LE H:CGARAT Guy

Ihl'ecteur

Centre J:!,"uropéen de Formation des Statisticiens-Economistes des pays en voie de développement,

41 , Quai Branly, Paris 7ème Fr&nce LYOI-m Raymond

International Institute for Educational Planning U.N.E.S.C.O.

7

Rue Eugène Delacroix Paris 16ème France.

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^{. '} IDEP/RA..P/VIII/250

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M.L\RQU.Al'0'.D :S:ilary A.

D3.rector,

Inte:::-nat:i.onal Insti tute for Labour Studies,

· ·154, route de Lausanne,

Geneva. Switzerland. PRASAD P.S.N.

Direct or,

1\.si e,Yl Insti tute for Economie Developm_e:!:lt and Pianning, Uni·t.ed 'lT:J,tiotis Regional Ecœ1omic ·comm.ission for Asia and the . :B"a r · ·.Ea.~ "y;

Sna.m Ma11 Road, J3angkck Thai la:1cL

H3a.d,

Tn·f'c T'In"' .ti''-'"'· -~e-r"'r" c·e ... Of·<'l.' ce

_., ... _ '- -·- _-..,~.;~ t...J .... ..J... :' '···

Centro tlü· Estudios Monetari9s La~ino-Ainèrfcanos,

. Th.?Tangq,: 54, Ivlexi cr;

7;

D. F •

OBSERVERS OBSFRVA.fl1 ET.TRS

Int ernation::ll Affa:i.~:-s Program

'.rlv:> Fo,~:: :?o~J.~l':'..a·cion,

41'7 ~ 1'-ia·l:is0n· A~<enu.c:,

I'Te~·r-Y.oT·l:: :22. N. Y. U1ü ted States.

JJireot::n·,

·,

' \

Rc;gioneJ. Centre for Advanced. Training of Educational Personnel in the Ar ab States ₇

BiT' }~as~a:·1?

P.O. B''"~ 5244) BE:irut :é..Jebanon.

rouRI G. C.

CbiG:'

I.t:mc:.'.g::ems:'lt and. 'rraining Secti on,

C8•lt~~·:3 fol' Industrial Development, Uniteé'. :':Tatien::;,

!Tc'.-r-Yc;,~·~;:. IL-:.". United States.

;_r?r·;:

-~-.~·

., _. . _' ^~·

.. -. . ^' .

·.,

OLSON Bernard

Department of Economies, North Carolina University,

Haleigh. North Carolina. United States.

de SILVA Alfonso Chief,

UNESCO ^{Liaison Office,} 1028, Connecticut Ave.

N. v r.

Washington D.C. United States.

'I'OERJ:!..'.S IJeo:nel

_ J

'I'raining Division?

Inter-Amorican DeY.elopment Bank 808₇ 17th Street

N.W

Hashington

25.

:D. C. TJnH·..;d States.

ORGANJ'SATION FOR ECOliOIUC CO--OP:SRA'I'ION ;ŒD D~'VELOPi'liŒ:NT (O. E. C. D.) Dr!.lVELOPMBN'r CENTRE

ORGl-.liTS;d'ION DE COOP:SRL'I'IOlJ )i;rii DB DEVELOPPEMENT ECONOl.VIIQU\~S (O. C. D. E.) CENTRE DE DEVELOPP .Cl\ilnNT

BURON Robert President.

GOLDSHITH Raymond

v!.

Vice-President

JYIADDISON Angus

Fellovr

VIŒ HOEK Fra:nçoi ^s

Head of the Training Division.

de BOUCFr..IiRON Ann

Assistant,

Training Division.

. 1 -

.,.

.•