and seminare for participants froo developing countries. The tradltional malnfierds have been trrde proootion, forestry and foreEt indurtrles. courges havealao been arranged ln nany other fie1ds Euch as postal servlces and telecommunica tions, eater englneerlng, dalry deveroE ent, special education andarchitecture, wlth eopbasl8 on tosn and reglonal planningt (c) An inportant trainlng actlvity ls the scholarshlp programme for studentsfron developing countries. Annually, 25 to 30 Etudentg are invlted. Slnce 1976there haE been a spsclal scholarshrp programne for NaRlbla/swApo funded froR thePinnish lluoanltarian Aid for Llberation l,bvetlents. This year Finland has recelved approximately 60 persons under this prograooe, (d) Finland includes a tralnlng conponent in each bilateral project, regaEdless of sector. Thl€ can be on-the-job training, course sork, seninars,fornal trainlng or the proviaion of tralning oaterials. 43. Regarding deternlnatlon of priorlties in trainlng and ettucation, in developoenC co-operatlon efforts, Flnland obaervea thatr (a) In prloary educatlon, readlng, irrltlng and counting should reoain thebasis for all form8 of trainingt (b) Educational sygteoa, curricula and trainlng prograooes should serve moredirectly practlcal life antt productlon activltieg nlth an emphasls on rural developoentt they have often been too theoretical and too long,A/40/54e En911sh Page 11 (c) Trainlng should be nore closely llnked with development effor!3 and each developoent project t (d) Education anat trainlng should rEre di.rectly and fLexibly respond to the needs of economic development, Etructural and technological changes. Formal educational services are too rigld for thist (e) Training of wonen and of young people is cost effective, (f) Co-ordination of trainlng activltiea wlthin countrles and beteeen donor s should be encouragedt (9) l,lor€ emphaslg should be given to lnstltutlon buildinq. Finland ls prepared to devel.op nbre activitlea along these llnes. GERI,IAN DEUOCnATIC REPUBLIC 44. The German DefiFcratic Republtc attach€s great lmportance to united Nations support of tralning of qualifted national cadreE, particularl.y through the exchange
**Analysis**
The text primarily discusses Finland's approach to development cooperation, focusing on training and education programs for participants from developing countries. It highlights the importance of practical training, close linkages with development efforts, and flexibility in responding to economic and technological changes. The text also mentions specific fields such as forestry, telecommunications, and architecture. Given the emphasis on training, education, and development cooperation, it is likely that the text falls under the category of economic development.

**Category**
Economic development, Education