(1985). Third World Radical Regimes: U.S. Policy under Carter and Reagan. Foreign Policy Association Headline Series, No. 272. One in a series of booklets on world issues, this document evaluates United States policy toward the nations of Nicaragua, Afghanistan, Vietnam, South Africa, Libya, and Iran. Chapter one reviews United States relations with six radical regimes during the administrations of presidents Carter and Reagan and offers a number of lessons about the efficacy of seeking to change the regimes themselves. Chapters two and three discuss various approaches ventured during the years of the Carter and Reagan administrations. Chapter four offers implications for future policy through 10 instructive patterns in the experiences of both administrations. Chapter five suggests conclusions, and among those offered is that whether a nation's goals are primarily global or regional in character, neither regionalist nor globalist doctrine can by itself provide consistently effective policies. The "Talking It Over" section lists discussion questions for students and discussion groups. An annotated…
(1980). Educational Film Guide for Middle Eastern Studies. This annotated guide lists 16mm. films on the Middle East for use in grades K-12 and with adults. The Middle East refers to a vast area extending from eastern Afghanistan and the northern Caucasus to the western coast of Morocco and the southern periphery of the Sahara. The guide does not list films according to their merits. Rather, it includes all educational movies on the Middle East, regardless of artistic qualities or political perspectives. Films date from the forties through the seventies. Some of the films deal with the history and culture of the Middle Eastern countries. Others deal with the Arab-Israeli conflict, archaeology, art and architecture, deserts, geography, music, oil, religion, water, and women. The information provided in each annotation includes age level, time, price, year, publisher, and a brief description. A subject index and list of distributors are included. (Author/RM)…
(1969). General Secondary School Curriculum in the Asian Region. Bulletin of the UNESCO Regional Office for Education in Asia, Volume III, Number 2. The UNESCO Regional Office for Education in Asia conducted a survey to determine the trends in secondary school curriculum in Asia, including Afghanistan, Burma, Cambodia, Ceylon, China (Twaiwan), India, Indonesia, Iran, Japan, Korea, Laos, Malaysia, Mongolia, Nepal, Pakistan, Philippines, Singapore, Thailand, and Viet-Nam. The information collected revealed the following: (1) secondary education was assuming more importance due to the rising rate of enrollment in the primary schools; (2) since the developing countries of Asia were still basically rural, they were adapting curriculum, which was developed in an urban environment, to the needs of the country; (3) more time was being allocated for science and mathematics than for other subjects; and (4) basic research on curriculum development had not yet been developed on an adequate scale in these nations. Tables on regional enrollment and curriculum and on subjects of secondary school curriculum in each of these countries are…
(1971). South Asia: A Selected Functional and Country Bibliography. This series of bibliographies was prepared for use in training programs. Primary emphasis in the selection of items was given to materials in the library of the Foreign Service Institute. Preference was given to the more recently published materials in order to highlight the most current studies and to ensure a balanced presentation of differing viewpoints on an issue. The document, which contains over 500 citations, most of which are dated between 1952 and 1971, is divided into the following sections: 1) Bibliographies; 2) Physical and Human Geography; 3) General History; 4) India; 5) Pakistan; 6) Afghanistan; 7) Ceylon; 8) Nepal and the Himalayan Area; 9) Regional Security; 10) Art and Literature; and 11) Periodicals. The sections on individual countries include citations on religion, philosophy, ethics, social customs, politics, education, and international relations. Others in the series are: SO 005 914 through SO 005 919. (OPH)… [PDF]
(2002). Creating Real and Lasting Change. Save the Children Annual Report, 2002. This annual report describes the years efforts by Save the Children, a leading international nonprofit childrens humanitarian and development organization working in more than 40 countries. The report highlights the work of the organization in 2002 to provide care and protection to children affected by natural disasters, war, displacement, and exploitation in Africa, Afghanistan, and the Middle East, focusing on the campaign to protect women and children in war and conflict. The report also describes the Every Mother/Every Child campaign to enhance health care, education, and economic opportunity; efforts to intensify the organization's HIV/AIDS prevention program; the Americas Forgotten Children campaign to bring national attention to the plight of U.S. children living in remote pockets of rural poverty; and sponsorship programs to support health and education programs for children in need. The report includes condensed financial information for the organization and a list of… [PDF]
(1994). Sleep Rhymes around the World. Based on the idea that, when bedding down for sleep, children all over the world welcome the comforting sound of lullabies sung by people they love, this collection contains 21 sleep rhymes from 17 nations and republics. Each lullaby in the collection is presented in its native language (Thai, Italian, Yoruba, Welsh, Ukrainian, Slovenian, Abenaki, Spanish, Pashto, Finnish, Korean, Farsi, Luganda, Czech, Turkish) and is accompanied by an English translation. Illustrations of the lullabies are by artists native to the country of the lullaby's origin and capture the cultural essence of each lullaby. Most of the lullabies in the collection are traditional and have been passed along from generation to generation. Lullabies in the collection are from the countries of Thailand, Italy, Nigeria, Wales, Ukraine, Slovenia, Native America/Abenaki, Puerto Rico, Afghanistan, Finland, Venezuela, Republic of Korea, Iran, Uganda, Czech Republic, Turkey, and the United States. (NKA)…
(1983). Learning Needs and Problems in Primary Education. Report of Technical Working Group Meetings (Bangkok, Thailand, September 6-12, 1983). Volume II: Training of Educational Personnel. The second of two volumes, this report reviews the state of the art of training for educational personnel and presents recommendations to reform training programs in Afghanistan, Bangladesh, India, Nepal, Pakistan, and the Philippines. The introductory chapter considers factors involved in children's failure in primary school. The next chapter summarizes current opportunities for schooling and teacher education programs for disadvantaged groups and suggests improvements in the preparation of primary teachers. The third chapter lists the goals of future training programs with regard to the following areas: supervisors' abilities to plan and guide educational activities and teachers' mastery of subject matter, communication skills, pupil/teacher relations, community involvement, and analysis and amelioration of learning problems. Also enumerated are 17 suggested inservice training workshops and long-distance programs to improve current teaching and supervisory skills and parent… [PDF]
(1983). Regional Technical Co-operation for Training Educational Personnel in Planning and Management Using Distance Teaching and Other Techniques. Project Findings and Recommendations. Terminal Report. The 12-country cooperative project that is reviewed involved the following activities and outputs: group training workshops/seminars, inter-country study visits, the development of training materials for regional training programs and preparation of a training handbook, support to and development of national training programs, and evaluation. Problems related to the improvement of training materials for distance education are presented by country, and recommendations concerning material and program development and improvement are offered. Appendices list the national institutions/programs cooperating in the project from Afghanistan, Bangladesh, India, Indonesia, Republic of Korea, Malaysia, Nepal, Pakistan, Papua New Guinea, the Philippines, Sri Lanka, and Thailand; project staff and consultants; project equipment purchased; participants in group training courses and inter-country study visits; and units of study in training materials adapted for national training programs from the… [PDF]
(1979). Education in Asia and Oceania. Regional Conference of Ministers of Education and Those Responsible for Economic Planning in Asia and Oceania (4th, Colombo, Sri Lanka, July 24-August 1, 1978). Bulletin of the Unesco Regional Office for Education in Asia and Oceania, Number 20. The book presents background information and papers which were prepared for a conference on educational development in Asia and Oceania. The document is presented in three major sections. Section I offers an overview of regional development strategies with emphasis on the relationship of education to economic development. Major regional objectives are discussed including broader access to education, increase in number and type of nonformal education programs, emphasis on community participation, and closer linkages between education and work. Section II reviews education in Asia and Oceania on a country by country basis for 23 countries including Afghanistan, Australia, Bangladesh, Burma, China, India, Indonesia, Iran, Japan, Korea, Malaysia, Pakistan, and Thailand. For each country, information is presented on objectives, enrollment statistics and projections, major problems, educational philosophy, educational policy, examination systems, literacy rates, rural urban differences,…
(1983). Curriculum Experts Workshop on the Training of Curriculum Specialists (Bangkok, Thailand, October 19-25, 1982). This document describes the objectives and focus of a workshop convened by UNESCO in 1982 to design and develop frameworks for training national curriculum specialists, and presents three \workshop products,\ i.e., reports on policy resulting from the workshop. Part one outlines purpose of the workshop and lists the participants from eight countries: Afghanistan, Bangladesh, China, India, Pakistan, the Philippines, Viet Nam, and Thailand. The major objective addressed by participants was to enhance curriculum developers' ability to support improved learning by children from disadvantaged environments. A UNESCO official's welcoming address, which focused on education for the disadvantaged in developing countries, is also included in this section. Part two contains the three policy papers. These are entitled (1) \Identification of Problems Hindering Achievement by Disadvantaged Learners and Actions to Improve Learning\; (2) \Exemplar Training Framework in Respect of Intervention in…
(1984). South Asia in the Minds of Pennsylvania High School Students. Pennsylvania high school seniors who were tested on their knowledge of South Asian geography, history, political science, and culture knew little about this politically important region. The sample included 684 urban and rural students from high and low income families who answered 43 multiple choice questions on knowledge, interests, and attitudes about South Asia. Some of the weak areas included confusion about American relationships with Pakistan and India; incorrectly identifying India, Pakistan, Afghanistan, and Bangladesh on maps; not recognizing India, Pakistan, and Bangladesh as former British colonies; and demonstrating uncertainty about religious and ethnic divisions within the area. Student attitudes toward South Asia were neutral to negative, but their attitudes toward South Asians personally were receptive. They were also somewhat interested in learning more about the culture of the region. Appendices include information about participating high schools and the…
(1980). Developing Instructional Materials for Productive Skills. Report of a Study Group Meeting (Jakarta, Indonesia, October 2-17, 1979). In October 1979, representatives of six of the twenty member nations of the Asia Programme of Educational Innovation for Development met in Indonesia to discuss formulation of guidelines for developing instructional materials for teaching productive skills. This report on that conference begins with comments on experiences in materials development in the participating countries: the Democratic Republic of Afghanistan, India, Indonesia, Malaysia, the Socialist Republic of Viet Nam, and Sri Lanka. A description follows of the five Indonesian vocational educational institutions visited by conference participants for observation of the implementation of skill education curricula. The third section of the report presents the results of group analyses of the materials development experiences common to several countries or unique to particular countries. These analyses concentrated on three areas: the concept and objectives of skill education, approaches to skill education, and…
(1973). Further Education of Teachers in Service in Asia: A Regional Survey. This survey assembles information on the developments and trends in inservice teacher training in Asia, identifies the growing points of innovative approaches for improving inservice teacher preparation, and identifies ways that further education of teachers is linked to programs of curriculum development and the introduction of new teaching methods in schools. Questionnaires were sent all member states in Asia, and those from which responses were received were visited by the professional staff members of the Asian Institute of Teacher Educators to collect supplementary data. An introductory section of the document discusses the background of the education systems in Asia, then stages of development, institutional framework, types of inservice programs, innovations in inservice programs, and some common problems. Further reports on inservice teacher education in Afghanistan, Burma, India, Indonesia, Iran, Japan, Republic of Korea, Malaysia, Nepal, Pakistan, Philippines, Singapore,… [PDF]
(1983). Basic Facts about the United Nations. The work of the United Nations is described in summary form. Material is divided into sections on the origin, programs, purpose, principles, and structure of the United Nations; the United Nations at work for International Peace; the United Nations at Work for Economic and Social Development; The United Nations at Work for Decolonization; the United Nations at Work for Human Rights; the United Nations at Work for International Law; and Intergovernmental Agencies. Each section contains paragraph overviews of relevant issues, developments, and United Nations efforts. For example, the section on international peace contains short descriptions of peace efforts in Afghanistan, Kampuchea, the Middle East, Cyprus, South Asia, the Congo, and Korea as well as discussions on disarmament, outer space, and the law of the sea. The section on international law includes coverage of judicial settlements, codification of international law, and international trade law. Appendices include a list of…
(1981). Middle East Studies: A Catalogue of Middle East Studies Resources In or Near Connecticut. Area Studies Resource Guides, Number Two. This directory of Middle Eastern resource materials in or near Connecticut is designed for use by educators, librarians, media specialists, and the general public. The Middle East is defined as the part of the world known as Southwest Asia/North Africa (SWANA). The information is organized under ten major categories: associations and organizations; college courses and centers; curriculum materials and published information sources including materials for teaching about Iran, Afghanistan, and Turkey, two study units entitled "People and Places," and "Water in the Middle East," and a seminar outline on "Culture and Education in the Middle East;" films, filmstrips, slide sets, and artifact kits; national holidays in Middle Eastern countries; museums and art galleries; religious institutions that have Middle Eastern roots; representatives of Middle Eastern governments; restaurants and food shops; and specialty shops. The directory concludes with two… [PDF]