(Jhom *ere studying in the Federal- Republic ot Gernany. Mal ta 1I. In a nole dated 16 Septenber 1985, the Pernahent Representative of Malta to the Uni.Eed Nations inforlEd the Secre ta ry-General that 30 Namibian students had completed a tour-year course io Maltars trade schooLs this year and that another 12 students arrived lhe previous rrcnttt Co s!ar! a two-year nurslng course. Poland 12. In a note daeed 9 May 1985, the Permanen! RepresentaEive of Poland to the United Nations inforned the secreta ry-Gene ral that the Polisb @vernrnent would qrane three scholarships for candidates fron Non-Sel t-Gove rni ng TerriEories tor the f 98 5,/8 6 academic year.A/40/7L8 Engl ish Page 4 Sudan 13. In a note dated 3 July 1985, the Pernanent Representative of the Denocrat.ic Republic of the Sudan !o the United Nstions inforrEd Ebe SecreEa ry-General thaE his Governnent had decided to grant a university acholarship for one student. for the year L985/96. Turkey 14. In a nole dated 8 JuIy 1985, the Pernanent Representative of Turkey lo the Uniled Naeions inforlEd the Sec re ta ry-General that bis Governnent had decided tooffer on€ scholarstlip to a Nanibian stu<ient in the field of higher educaEion for the 1985.285 academic year. Union of Soviet Socialist Republics 15. In a note alated 27 August 1985, the PermanenE llissions of the Union of Soviet Socialist Republica, the Ukrainian Soviet Socialist Republic and the Byelorussian Soviet Socialist Republ.ic to the United NaEiona inforned Ebe Secrelary-Ceneral that 1.54 studenEs from Non-se L f-Governi nq Territoriea rere studying in lhe above three countr i es. III. APPLICAIIONS I{ADE THROUGII THE UN ITBD NATIOTIS 16, In accordance silh ttre Procedure estabLished in G€neral Assenbly resolution f696 (XvI), applications tor schotarships received by lhe United Natlons
**Analysis**
This text appears to be a compilation of notes from the Permanent Representatives of various countries to the United Nations, informing the Secretary-General about scholarships granted to Namibian students. The focus is on education, with mentions of students completing courses in trade schools, nursing, and higher education. The text does not provide information on economic development, natural resources, or other sectors, suggesting that the primary category is education.

**Category**
Education