(1967). Selected Case Studies in Comparative Extension Programs. Case studies presented by graduate students from the United States and seven other nations dealt with topics in extension education. A system analysis approach to the problems in organizing extension services in developing nations was described, as well as physical and sociocultural problems (including illiteracy) which hinder audiovisual communication in rural areas. The Faculty of Agriculture at Kabul University was used to illustrate a discussion of the proper role of universities and colleges in Afghanistan. An evaluation was given of the relative influence of extension clubs and other extension approaches in Formosa and an analysis of the role of the National Institute for Agricultural Technology (Argentine) in Extension work, and the need for improved inservice training and cooperation with universities. The principles, process, and historical development of rural extension in the United States was outlined and implications suggested for program planning in Malaysia and Sudan…. [PDF]
(1970). The Teaching of the Social Studies in Primary Teacher Training Institutions in Asia. This comparative study was undertaken to analyze the strengths and weaknesses of the social studies programs in the training of primary school teachers in the Asian countries. A detailed questionnaire was sent to selected associated institutions of the Asian Institute for Teacher Educators in each of the member states of UNESCO, except Mongolia; responding were: Afghanistan, Burma, Cambodia, Ceylon, Republic of China, India, Indonesia, Iran, Japan, Republic of Korea, Laos, Malaysia, Nepal, Pakistan, Philippines, Singapore, Thailand, and the Republic of Viet-Nam. This report is a narrative presentation of the data, divided into these sections: 1) objectives; 2) organization of courses; 3) composition of the content course(s); 4) composition of the methods course(s); 5) teaching methods and procedures used by teacher educators; 6) methods of evaluation used; 7) equipment and material facilities; 8) staff qualifications and responsibilities. Preceding these sections is an analysis of… [PDF]
(1966). CULTURAL FRONTIERS OF THE PEACE CORPS. THE PRESENT WORK CONTAINS ANALYSES OF PEACE CORPS PROGRAMS IN SELECTED HOST COUNTRIES (THE PHILIPPINES, MALAYA, THAILAND, PERU, BOLIVIA, AFGHANISTAN, SOMALIA, NIGERIA, TANGANYIKA, SIERRA LEONE, TUNISIA, MOROCCO, AND JAMAICA) WRITTEN BY AN AUTHORITY ON EACH COUNTRY. COVERAGE OF DOMESTIC OPERATIONS OF THE PEACE CORPS IS STRICTLY LIMITED TO WHAT IS NECESSARY TO AN UNDERSTANDING OF ITS OVERSEAS ACTIVITIES AND PROBLEMS. EACH WRITER IS A SOCIAL SCIENTIST OR HISTORIAN WHO HAS HAD AN OPPORTUNITY TO OBSERVE VOLUNTEERS IN ACTION IN A HOST COUNTRY. THE UNIFYING THEME IN ALL THESE STUDIES LIES IN THE DIFFERENCES SEPARATING THE AMERICAN CULTURE OF THE VOLUNTEERS FROM THAT OF HOST POPULATIONS, AND IN THE MUTUAL COMMUNICATION AND COOPERATION THAT PASS, OR SHOULD PASS, BETWEEN THEM. THE DOCUMENT INCLUDES A FOREWORD BY MARGARET MEAD, AN INDEX, APPENDIXES ON THE ORGANIZATION OF THE PEACE CORPS AND THE IN-UP-OUT PRINCIPLE, AND CHAPTER REFERENCES. IT IS AVAILABLE FOR $6.95 FROM THE M.I.T. PRESS,…
(1994). Internationally Yours: Writing and Communicating Successfully in Today's Global Marketplace. Intended to help international business people create business documents of style and substance for correspondents in many different cultures (correspondents whose second or even third language is English), this guide is extremely useful for the millions who travel internationally, work abroad, and correspond with business people in other countries. The guide offers comprehensive and easy-to-follow instructions on such matters as how to format an international message, including forms of address; how to recognize pitfalls of language and style; when and where to get a translator; and what to keep in mind about business customs and practices. Chapters in the book are: (1) Two Different Worlds; (2) The Fine Art of Message Design; (3) Write It with Style; (4) Say What You Mean–Literally; (5) The Language Demons among Us; (6) Why Short Is Beautiful; (7) Creating a Punctuation Roadmap; (8) A Matter of Respect; and (9) Around the World from Afghanistan to Zimbabwe. Appendixes contain…
(2007). Piling It On. Chronicle of Higher Education, v53 n41 pA6 Jun. On March 2, Michael J. D'Andrea, professor of counselor education at the University of Hawaii Manoa campus, received a letter informing him that "effective immediately upon your receipt of this letter, you are being reassigned to work at home with pay while the University of Hawaii … addresses several issues concerning your alleged intimidating, hostile and bullying behavior." D'Andrea was also instructed not talk with colleagues at the College of Education, not to meet with students nor contact them by phone. Sending anyone at the college an e-mail message was also restricted. Citing that administrators may prevent him from teaching, visiting his office or being physically on campus, D'Andrea sued the university for infringing his rights of speech. Prior to a hearing in April, the university offered to lift the restrictions on speech. D'Andrea says he has never intimidated, bullied, or threatened anyone and that the university is punishing him for his peace and… [Direct]
(1984). International Conference of States with a View to Adoption of the Regional Convention on the Recognition of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific (Bangkok, Thailand, December 12-16, 1983). Final Report. Proceedings of a 1983 International Conference of states sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) are presented. The focus was the adoption of the Regional Convention on the Recognition of Studies, Diplomas, and Degrees in Higher Education in Asia and the Pacific. Emphasis was placed on the importance of the convention in the mobility of students and specialists for training and employment essential for national development. After summarizing the conference agenda, attention is directed to the process of agreeing on practices for recognizing foreign certificates, diplomas, and degrees, and methods for implementing the proposals endorsed by the participating nations. Included are the following materials: the preamble of the regional convention; reports of the credentials committee; addresses by representatives of participating countries and UNESCO officials; and a list of conference participants. The following countries participated…
(1979). Population Education Accessions List. July-December 1978. Identified in this pamphlet are 317 resources about population education. Compiled by UNESCO's Population Education Clearing House in Thailand, the list contains references to journal articles, monographs, research reports, teaching guides, and curriculum materials. Most were published in Asian countries and the United States during the period 1976-78. The list is presented in two parts. Part I lists 97 population education materials such as program descriptions, teacher education materials, conference reports, policy statements, and curriculum outlines. They are presented alphabetically by author or title according to their country of origin. Part II lists publications which deal with the knowledge base of population education. They are divided into ten topics: demographic research methodology; education (environmental, functional literacy, family planning, and sexuality); fertility and family planning; health; information systems; migration; urbanization, and human settlement;…
(1970). Report of Near East/South Asia/Far East Workshop on Literacy/Population/Family Planning Education (New Delhi and Lucknow, India, 18 April-2 May, 1970). Efforts to design and plan demonstration and/or experimental projects were stressed at this Asian adult educator workshop on literacy and family planning education. Other objectives were to share experiences in preparing, producing, and using instructional and reading materials; to work out a basis for joint planning and pooling of resources; and to look into the kinds of technical assistance and supporting services which might help achieve the objectives set down by each country. Numerous issues and questions were explored on planning and organization, personnel needs, necessary medical information, instructional materials, involvement of governmental and other agencies, the special role of colleges and universities, and the relationship of literacy and family planning programs to the overall improvement of social conditions. Five functional work groups (including one on communication, audiovisual aids, mass media, and puppetry) prepared reports on specific subject matter areas….
(1977). Managing Education for Rural Development. Report of the Advanced-Level Workshop on Education for Rural Development (New Delhi, March 17-26, 1977). Goals of a workshop bringing together 31 education and rural development specialists from Afghanistan, Bangladesh, Indonesia, the Philippines, Nepal, and India were to explore problems, synthesize experiences, and consider how to improve their programs of education for rural development. After giving individual country reports, participants formulated an overall plan for managing education for rural development: (1) make a total evaluation of a community's real and felt needs through base-line studies (needs included elementary schools in all communities, adult literacy courses, health and community centers, improved economic productivity, infrastructure); and indicate resources available with present modes of problem solving; (2) aim for preschool education, elementary schools with needs-based curriculums, secondary schools that involve regular students in environmental problems and integrate dropouts through extension, university teaching, research, and extension that supports…
(1979). Universalizing Education: Linking Formal and Non-formal Programmes. Technical Working Group Meeting (Bangkok, Thailand, October 2-14, 1978). Proceedings of a conference on improving and universalizing education in 11 Asian countries are reported. Participating countries included Afghanistan, India, Indonesia, the Republic of Korea, Malaysia, Nepal, Pakistan, the Philippines, Singapore, Sri Lanka, and Thailand. It was found that the concept of universal education varies from country to country. Generally, however, goals include offering instruction in the national language at lower levels of education, correcting existing disparities in access to education, and creating alternative modes to education. Participants discussed structures to link formal and nonformal educational activities: area vocational centers, school equivalency programs, community secondary schools, adult education centers, correspondence courses, and skills training for students to earn while learning. Problems encountered in executing programs involve shortage of funding, training of personnel, inadequate curriculum materials, and difficulty in…
(1980). National Strategies for Curriculum Design and Development. Report of a High-Level Personnel Study and Seminar on Design of Curricula (Australia, September 10-22, 1979). In September 1979, representatives of 14 of the 20 member nations of the Asian Programme of Educational Innovation for Development met in Australia to discuss national strategies for curriculum design and development. This report on that conference begins with summaries of the position papers filed by the representatives from the Democratic Republic of Afghanistan, Australia, India, Indonesia, Japan, the Republic of Korea, Malaysia, Nepal, Pakistan, Papua New Guinea, the Philippines, Singapore, Sri Lanka, and Thailand. A description of the Australian educational institutions visited by conference participants, including national agencies involved in curriculum development, state-level agencies, teachers' centers, colleges of advanced education, and elementary and secondary schools, follows. The report then presents three basic themes discussed at the conference: the planning and organization of curriculum development for present and future needs (including relationships between…
(1970). Directory of Teacher-Training Colleges. This directory contains information on the organization, trends, and current problems of teacher education in the 24 teacher-training colleges established in Africa since 1960 with the financial support of the United Nations Development Programme (UNDP) (Special Fund) and technical assistance from United Nations Educational, Scientific, and Cultural Organization (UNESCO). The 24 programs described are in Afghanistan, Burundi, Cameroon, Republic of the Congo, Democratic Republic of the Congo, Ethiopia, Ghana, Ivory Coast, Kenya, Libya, Madagascar, Mali, Morocco, Nigeria (Federal Territory of Lagos, Northern Region and Western Region), Rwanda, Saudi Arabia, Senegal, Sierra Leone, Sudan, Tanzania, Tunisia, and Zambia. Information on each is listed under General Information, Administrative Structure Educational Structure, Preparatory Section, and Activities. Additional information on the governing and disciplinary boards, rules and regulations, curriculums, and the number of teachers,…
(1983). New Forms of Pre-School Education. Final Report of a Study Group Meeting (New Delhi, 25-30 April 1983). As part of its program for 1981-83, Unesco convened a study group meeting on new forms of early childhood education. Participants from Afghanistan, China, India, Maldives, Nepal, and Sri Lanka, as well as observers from India, UNICEF, and UNHCR, met to share experiences regarding programs for children from disadvantaged environments and to consider alternative and new forms of preschool education for such children. Chapter One of this document reviews programs, specifically discussing delivery structures; criteria for reviewing national programs; and center, school, and home-based programs. Chapter Two explores general and specific categories of needs and competencies of children from disadvantaged environments, describing children's total development and preparation for school. The chapter further elaborates the characteristics of disadvantaged families. Chapter Three deals with the problems of reaching children from disadvantaged environments on a mass scale. Criteria for new… [PDF]
(1985). Distance Education in Asia and the Pacific. Bulletin of the UNESCO Regional Office for Education in Asia and the Pacific, n26 Dec. Issues related to the use of distance education are discussed in this bulletin, which also summarizes the status of distance education in 26 countries of Asia and the Pacific. Section 1 contains a rationale for distance education and points out possibilities offered by advances in communication technologies. Section 2 gives country-by-country reports of distance education services available in the region. Primary and secondary, postsecondary, and teacher education are covered. Topics include learning materials, modes of instruction, and special needs linked with population and geography. Specific information is outlined for Afghanistan, Australia, Bangladesh, China, India, Indonesia, Malaysia, the Maldives, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Sri Lanka, and Thailand. Section 3 contains papers discussion China's use of distance education for higher education programs and the University of the South Pacific's experience with a satellite in… [PDF]
(1984). Directory of UNFPA-Funded and Unesco-Assisted Population Education Projects in Asia and the Pacific. The purpose of this directory is to list by country, the UNFPA-funded and Unesco-assisted organizations engaged in population education in Asia and the Pacific. It includes information on the scope of population education programs in the region as well as activities and accomplishments in the field. The directory has two parts. The first part consists of population education programs in 13 Asian countries (Afghanistan, Bangladesh, China, India, Indonesia, Malaysia, Maldives, Nepal, Pakistan, Philippines, Sri Lanka, Thailand, and Viet Nam) and the second part includes those in six Pacific countries (Micronesia, Fiji, Marshall Islands, Palau, Solomon Islands, and Tonga). Entries are classified alphabetically by country. Each project is described in terms of project title, duration, implementing unit, contact person and address, funding source, executing agency, objectives, scope, and major accomplishments. For purposes of the directory, the major achievements of each organization… [PDF]