(1984). Science Education in Asia and the Pacific. Bulletin of the Unesco Regional Office for Education in Asia and the Pacific, n25 Jun. This bulletin presents reports on science and technology education in the countries of the Asia and Pacific region. The first section is composed of an introduction which defines science and technology and how it is dealt with both within and outside the formal education system. It also summarizes the highlights of science and technology education in the 24 countries represented in the bulletin. Section two (which comprises the major portion of the document) describes science/technology programs, teacher education, research, innovations, educational systems, and other topic areas for these countries: Afghanistan; Australia; Bangladesh; China; India; Indonesia; Iran; Japan; Lao People's Democratic Republic; Malaysia; Maldives; Mongolia; Nepal; New Zealand; Pakistan; Papua New Guinea; Philippines; Republic of Korea; Singapore; Socialist Republic of Viet Nam; Sri Lanki; Thailand; Turkey; and the Union of Soviet Socialist Republics. Section three consists of papers describing some… [PDF]
(1980). Problems of Educational Administration in Remote Rural Areas. Report of an Expert Meeting (Kathmandu, Nepal, May 7-11, 1979). The meeting reported in this document was held to focus attention on some of the problems that governments in developing countries encounter when they try, in introducing educational reforms, to make sure that what they choose meets the needs of people in disadvantaged and remote areas. Participants included 12 experts from 10 Asian countries (Afghanistan, Bangladesh, India, Indonesia, Republic of Korea, Malaysia, Nepal, Pakistan, Sri Lanka, and Thailand), as well as staff of the International Institute for Educational Planning (IIEP) and the Bangkok (Thailand) UNESCO office. The report contains a summary of statements and reports made by two working groups concerning the problems of educational administration in remote areas of their countries. The first group concentrated on questions of supply, while the second examined improvement in administration in relation to educational reform. The report contains four sections concerning, respectively, the developmental and educational…
(1985). Afghan Persian (Dari). Materials Status Report. The materials status report for Dari, the dialect of Persian (Farsi) spoken in Afghanistan, is one of a series intended to provide the nonspecialist with a picture of the availability and quality of texts for teaching various languages to English speakers. The report consists of: (1) a brief narrative description of Dari, the areas where it is spoken, its major dialects, its writing system, points of difficulty for the English-speaking learner, usable texts, availability of instructional programs, linguists who have worked on the language, native speakers, and other information of use to the individual planning a course in the language; (2) a bibliography of materials, categorized as basic level teaching materials, advanced level teaching materials, refresher/maintenance materials, reference materials, and dictionaries, according to evaluators' judgment of their best use in classes today rather than according to the author's intentions; and (3) individual materials evaluations, each…
(1985). Pashto. Materials Status Report. The materials status report for Pashto, the national language of Afghanistan, is one of a series intended to provide the nonspecialist with a picture of the availability and quality of texts for teaching various languages to English speakers. The report consists of: (1) a brief narrative description of Pashto, the areas where it is spoken, its major dialects, its writing system, points of difficulty for the English-speaking learner, usable texts, availability of instructional programs, linguists who have worked on the language, native speakers, and other information of use to the individual planning a course in the language; (2) a bibliography of materials, categorized as basic level teaching materials, advanced level teaching materials, refresher/maintenance materials, reference materials, and dictionaries, according to evaluators' judgment of their best use in classes today rather than according to the author's intentions; and (3) individual materials evaluations each consisting…
(1980). New Personnel Profiles in Relation to Changes in Society and Educational Systems. Report of a Regional Seminar, Bangkok, 14-21 January 1980. This document reports on a seminar held in Bangkok, 1980, to examine the creative thrusts made in Asia and Oceania in the recent past toward relating educational roles and preparation of educational personnel to the accelerated pace of changes in society and educational systems. The seminar was attended by 15 participants from 14 countries: Afghanistan, Australia, Bangladesh, India, Indonesia, Iran, Japan, Malaysia, Nepal, Pakistan, the Philippines, Korea, Viet Nam, and Thailand. The report first discusses socioeconomic changes in the region. In many countries unemployment and under-employment have been endemic. An important development in the region is the increased participation of women in national life. The second topic discussed is new educational approaches. The response of the education system to the problems of providing relevant education has been twofold: decentralization of the development of curricula and the emphases on work-oriented education. The next topic discussed…
(1974). Administration of Education in the Asian Region. Bulletin of the UNESCO Regional Office for Education in Asia, No. 15. This volume contains a series of articles describing the management of education in various countries of the Asian region and discussing a few of the regional problems. Many of these problems are the result of old administrative machinery trying to cope with growth in the size and complexity of education and with a new view of education as a key to development. An overview of articles on each country in the volume shows the following key features of administration: (1) the centralization of policy making and curriculum development; (2) decentralization of administration; (3) the wane of school inspection and the recognition of its two components–administrative overseeing and professional guidance; and (4) a need for personnel development in educational management. The articles deal with administration in Afghanistan, Bangladesh, Indonesia, Iran, Japan, Khmer Republic, Republic of Korea, Laos, Philippines, Singapore, Sri Lanka, Thailand, and Republic of Vietnam. The issues of…
(1964). A Guide to Films, Filmstrips, Maps and Globes, Records on Asia. [and] Supplement, Including a New Section on Slides. This third edition bibliography identifies and annotates selected films, filmstrips, maps and globes, and records which will contribute to increased knowledge and understanding of Asian peoples and cultures. (Asia is defined as including all countries from Afghanistan to Japan). A separate supplement, designed to be used with the third edition, offers a new section on slides. Four sections, each with an introduction that includes selection criteria and a listing of distributors and/or manufacturers, are arranged by type of materials. Within each section the bibliography is arranged geographically. The first section contains a listing of films dating from 1950 through the 1960's. Availability, a brief summary, and evaluation are included in the annotation. Unannotated listings of selected filmstrips comprise the second section. Information is included on series, intended grade level, color or black and white, a number of frames, cost, titles, and special features. Listings of… [PDF]
(1962). Dialectal Differences Between Three Standard Varieties of Persian: Tehran, Kabul, and Tajik. This study is a description of the linguistic differences between three Persian dialects. The underlying aim of the study is to provide the linguistic facts necessary to evaluate the implications of divergence between the dialects for students of Persian. It would appear that if students experience difficulty in adjusting from one dialect to another, a revision of teaching policies would be in order. This revision would provide either instruction in three separate dialects, or some sort of "core" Persian to which the features that distinguish one dialect from another could be added. The study looks at both the Standard Persian spoken in Iran, Afghanistan, and the Tajik Soviet Socialist Republic, and at three colloquial dialects, Tehrani, Kabuli, and Varzobi. This is due to the fact that the standard languages are restricted to the sociolects of writing and formal speech, and a description of them alone would not include varieties used in ordinary conversation. The…
(2003). Discussing America's Wars in the Classroom: Pedagogical and Andragogical Approaches. The most fundamental ideas ingrained in U.S. culture are the notions of freedom and democracy. The United States Constitution guarantees certain inalienable rights and protections. However, a person only needs to read "The Chronicle of Higher Education" since the September 11, 2001 attacks on the World Trade Center (New York) and the Pentagon (Washington, D.C.), the subsequent passage of the USA Patriot Act, and the U.S. wars in Afghanistan and Iraq to realize that discussing the current U.S. wars in the classroom can be impact a professor's career. If the professor is untenured or not on tenure track, student evaluations can influence an instructor's reappointment. Yet, those who teach international relations/studies courses cannot shy away from discussing controversial current events that are part of the curriculum. This paper offers an approach that allows a professor to employ both pedagogical and andragogical techniques to ease the difficulties of discussing current… [PDF]
(1983). New Trends in School Science Equipment. This four-part volume examines trends, problems, and issues related to school science equipment. Part 1 focuses on laboratory work and practical activities in science and technology education, considering equipment and curriculum development, equipment development related to curricula in Brazil, uses of local resources for practical work, elementary technology materials for science curricula, project work and the needs of a technology laboratory, and the development and utilization of equipment for scientific subjects in Hungary. Part 2 examines the development and production of science and technology equipment, discussing the provision of equipment on a national scale, the Regional Centre for Education in Science and Mathematics (Penang), the National Educational Equipment Centre in Pakistan, development of school equipment production in Kenya, production of low-cost equipment in Hong Kong, and science equipment centers in Belgium. Part 3 examines various aspects of teacher…
(1977). Training for Agriculture and Rural Development–1977. FAO Economic and Social Development Series No. 7. Fifteen papers on aspects of education and training for agriculture and rural development are contained in this journal for 1977. Several deal with the rising need for more direct participation by the farmers, landless workers, foresters, and fishermen for whom rural education and training systems are designed to supplement traditional types of instruction at institutions of higher learning in efforts to effect rural development. A theme running through contributions to the journal is the evolution of nonformal education and training, extension, distance learning, and other extramural activities, especially those which are aimed at improved prospects for the rural poor. Paper topics are: Development of Agricultural Universities in India; Simulation Practical Training for Future Extension Agents; Training Women for Development; Public Administration Training for Relief of Rural Poverty; Irrigation: Using Appropriate Technology; The Operational Seminar; Filling the Gap–Supplementary…
(1976). Strategies of Rural Development in Asia–A Discussion. Summary of Discussion, Research Studies and Country Statements Presented to the Seminar on Approaches to Rural Development in Asia (Malaysia, May-June, 1975). A 10-day seminar for senior government officials concerned with making rural development policies in selected Asian countries focused on programs adopted by various Asian governments to tackle rural development problems. To compare various approaches, seven indicators of rural development were used: agricultural productivity; rural employment; distribution of income and wealth within different rural groups and classes and between rural and urban areas; welfare services available to classes in rural areas as well as relative to urban areas; extent of effective participation of rural people in decisions at national and local levels; degree of social mobility within classes and ethnic groups in rural areas; and changes in values, beliefs, and attitudes which increase capacity of rural people to control their environment. This document contains a summary of discussions on the following themes: Concept of Rural Development, Its Measurement and Place in Overall National Development;…
(1982). Adult Education in Asia and the Pacific. Bulletin of the Unesco Regional Office for Education in Asia and the Pacific, spec iss Jan. This issue reproduces articles adapted from country reports presented to a Regional Seminar on Adult Education and Development in Asia and Oceania, Bangkok, November 1980. A summary of adult and nonformal education in the region forms section 1. Highlights of the country articles in section 2 include Afghanistan–national literacy campaign; Australia–New South Wales programs, adult education associations, and management education for farmers; Bangladesh–evaluation of the national literacy effort, adult primers; Burma–national literacy campaign; China–nonformal education; India–national rural functional literacy project; Indonesia–community education (Penmas); Lao People's Democratic Republic–literacy, complementary education; Malaysia–nonformal education; Nepal–literacy; New Zealand–Maori continuing education, broadcasting, adult reading assistance; Pakistan–education in rural development, integrated functional education; Philippines–accreditation and equivalency,… [PDF]
(1980). Population Education: Innovative Structures and Approaches. Report of a Regional Workshop (New Delhi, October 23-29, 1979). The document presents the report of a conference to enable population experts in developing nations to exchange ideas regarding objectives, needs, problems, and organization of population education programs. The 25 participants included population experts from international agencies, educators, and government officials from Afghanistan, Bangladesh, Fiji, India, Indonesia, Malaysia, Nepal, Papua New Guinea, Philippines, Korea, Sri Lanka, and Thailand. The document is presented in three major sections. Section I, General Report, presents an overview of innovative approaches to population education, alternative approaches which have been successful in specific instances, program development and implementation, teacher training, curriculum and materials development, and coordination of population programs with other educational programs. Data are presented in narrative, tabular, and outline form. Section II, Country Reports, offers specific information about the population…
(1978). Data-Base for Communication Planning. The Basic and Statistical Data Required for the Elaboration of a Plan for a National Communication System. Based in part on a list developed by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) for use in Afghanistan, this document presents a comprehensive checklist of items of statistical and descriptive data required for planning a national communication system. It is noted that such a system provides the vital information component for the mobilization and utilization of matter and energy in the process of development, and that the system includes postal services; telecommunications; radio; television; satellite services; computer telecommunications links and online databases; libraries and documentation centers; the press; books and other publications; records, cassettes, and videotapes; films and movies; other audiovisuals; popular culture events; organized interpersonal communication; meteorological communication; commercial and trade communication; advertising; and administrative and security communication services. The checklist of information items…