Introduction
        The articles in this issue cover a wide range of subjects from population
  and urban studies, through the problems of female emploYlIlent, to the charac-
  teristics of children in school.
        hi the fIrst article, C.L. Kamuzora looks at population growth in relation
 to development in Africa. In recent years, he observes. human population in
 the developing countries has been.E£Owing at unprecedented rates. Unfortunately,
  this gr?wth has often been blll!lled for the depletion of resource's for develop-
 ment; It has been seen as tending to 'eat up' Investable resources for develop-
 ment, thereby retarding growth of the economy. This is wrong, Kamuzora holds.
 Rather than being the cause of the diminishing resources, population growth
 and resource problems originate from common causes; viz. 'ecological collapse
 and subsequent stagnation of technology at a labour intensive level'. Put differ-
 ently, the problem of resources for development in Mrica does not lie in the
 population growth; rather it li~ in the state of its technology.
        Ipso facto, the paper concludes, improvement in technology offers the best
 avenue for overcoming both population growth and resource problems.
        In the second article, Bwatwa, concerned about the dilapidation of moral
 standards and ignol'ar.ce on family life in modern societies, takes a serious look
 not only at the relationship between parents and their children but at the whole
 question of family life and sex education: its importance to societal develop-
 ment; its meaning and content; the role of parents in it, and in enhancing its
 teaching in schools; and factors that contribute to the slowness of its adapta-
 tion in school.
        He suggests how family life and sex education could be advanced.m Thnza-
 nia particularly through the schools and parental participation.
        Professor Jean Due's article, the third in the series, is concerned with the
 participation of women in the labour force of Africa since the early 50s. Using
,data from the lill and the World Bank, Due set out to examine the rates at
'which employment is increasing in the continent as a whole and the share of'
 women in, it.
        On the average, the African labour force had increased at an annual rate
 of around 2070in the decades between 1950 and 1980. The number of women
 entering the labour force had also increased.
        However, wage employment had not kept pas;e with this increase and for
 various reasons, including religious traditions, the generally lower level of wom-
 en's education aTld other cultural practices, women's participation in wage em-
 ployment had been lower than tho"p. in infortnal or self-employed sectors.
        In the fourth article, Allen Armstrong looks at the colonial cultural influence
 on the planning of Oar es SalaanI. His observations, bluntly put, are that despite
 the ostensibly grandiose 'master plans' for the city, dating back from the colonial
 era, Oar es Salaam in the mid 19808 still "exhibits all the symptoms of 'urban
 crisis' commonly and increasingly encountered throughout the Third World",
 viz: un-controlled population growth, inadequate housing, unemployment, in-
 adequate public transport, unreliable water supply, deteriorating infrastructure
 and services, intermittent health hazards, food shortages and rising crime rates.
        One reason for this, the paper notes, is "the inappropriateness in format
 - methodology and content of the technology transfer and cultural colonial-
 ism which these foreign funded and executed plans represent".


      The last article is on educational selectivity in Thn7.l'1n1a. Using such indices
 as parental education    and occupation, Malekela found that in 1h1)7~T\ia. chil-
 dren whose parents are high on education and OCCUpation are more likely to
 enter the selective Forms One and Five of.the country's secondary schools than
 those whose parents are low on boib vanabfes; m other words, thebigber the
 SES of parents, the better the chances of their children being selected for secon~
 clary education.
       1b put it bluntly, Malekela observes that in Thnzania there is no equality
 of llccess to secondary education in the country despite its socialist ideology.
 While children of higher SES families are "overwhelmingly represented" those
 from 'lowly educated' parents and those engaged in low income occupations'
 are under-represented.
       The lesson from this study, Malekela concludes, is that 'even in countries
.committed to egalitarianism, inequality of access to education seems to be fol-
 lowing the patterns generally observable in capitalist societies'.