(1981). The Handbook on the Placement of Foreign Graduate Students (Graduate Handbook, Part I). Information on the educational systems of 52 foreign countries is presented, and recommendations for student placement into U.S. graduate programs are given in this first of a two-part handbook. For each country a diagram illustrates the demarcation between primary, secondary, and tertiary levels, and explanations are provided on grading systems, levels, secondary school certificates, teacher's certificates, and various types of degrees. Variations among different schools, states, or territories regarding certificates/degrees and grading methods are indicated. The following countries are covered: Afghanistan, Algeria, Australia, Bangladesh, Belgium, Brazil, Canada (and the provinces), China, Colombia, Cyprus, Egypt, Ethiopia, Finland, Germany, Ghana, Greece, Honduras, Hong Kong, Hungary, Iceland, India, Indonesia, Iran, Iraq, Ireland, Israel, Japan, Jordan, Kenya, Korea, Kuwait, Laos, Liberia, Malaysia, Morocco, Nepal, Netherlands, New Zealand, Nigeria, Norway, Pakistan, Panama,…
(1984). The Rise and Fall of Democracies in Third World Societies. Studies in Third World Societies. Publication Number Twenty-Seven. Topics concerned with the experiments and problems of self-rule in Third World societies are presented in nine essays. The essays are: (1) "Democracy in Iran: The Untenable Dream" (John D. Stempel); (2) "Afghanistan's Struggle for National Liberation" (Hafizullah Emadi); (3) "Turkey's Experience with Political Democracy" (Paul J. Magnarella); (4) "Reasons for the Failure of Democracy in African Countries Which Have Become Independent Since 1960" (Roland Cartigny); (5) "The Establishment of Democracy in Pakistan" (Sirdar Shaukat Hyat Khan); (6) "Cosmic Revolutions: Indonesian Perspectives of Social Upheaval" (Ronald Provencher); (7) "Militarization in the Philippines" (P. N. Abinales); (8) "Latin American Democracy in the 1980s: Facade or Reality" (Judith Ewell); and (9) "United States Foreign Policy in Central America" (Donna Becker). (BZ)… [PDF]
(1984). The United States and Great Britain: Responses to the 1980 Boycott of the Olympic Games. There have been several ways in which sport has been used as a mechanism of public diplomacy. First, the sporting arena provides a setting in which a country can define its aspirations for status or prestige among nations. Second, the nature of competition between countries reflects current diplomatic agreements. Third, the most familiar role of sport in the international scene is that of a political instrument for ideological expression or propagandizing. Fourth, international sport is viewed as a way to further international understanding and peace. Fifth, contrary to the above, athletic competition can be a mechanism to demonstrate protest and/or conflict. The 1980 Olympic Boycott was used to dramatize dissatisfaction with a Soviet strategy in Afghanistan. This paper provides a detailed and documented interpretation of the British and United States reactions to the 1980 Olympic Boycott initiated by President Carter. (JMK)…
(1984). Refugee Materials Center Bibliography. Curricular and Supplementary Materials to Assist in The Education and Resettlement of Refugees and Immigrants. Materials available for educators of refugees and immigrants are listed in this bibliography of holdings at the Refugee Materials Center at Kansas City, Missouri. Textbooks for teaching English as a second language, other academic curricular materials, and supplementary materials (available free) are listed, and information is given on obtaining copies, audience level, and price. First, resources are cited that can be used for general instruction of English as a second language. Next, entries are organized according to the ethnic group for which they are intended. Specific ethnic groups covered are: Vietnamese, Cambodian, Laotian-speaking, Chinese, general Asian, Russian, Spanish-speaking, Iranian, Polish, Thai, Ethiopian, Afghanistan, Korean, Haitian, Rumanian, Armenian, and Arabic-speaking. Special sections list materials on general resettlement and cross cultural education. Listings also include materials useful to refugees in acquiring knowledge and skills in many general, civic… [PDF]
(1976). Tales of Wisdom in Folly. A Course in Controlled Composition. Program and Training Journal Reprint Series, No. 13. This booklet is a collection of Mullah Nasruddin tales that are commonly enjoyed in Afghanistan. These tales have been adapted to form a course in controlled composition for students studying English as a foreign language. After reading each tale the student is asked to carry out certain tasks. In addition to the simplest task, copying the passage as written, and the most advanced task, rewriting the entire story without referring back to it, the following exercises for rewriting the passage are given: (1) change one noun or pronoun for another each time it appears, (2) substitute one tense for another, (3) use synonyms for the underlined words, (4) change the adjectives before nouns into clauses that follow the nouns, (5) supply adjectives before certain words, (6) use active voice instead of passive voice, and (7) supply adverbs before certain verbs. (CFM)… [PDF]
(1965). Peace Corps. 4th Annual Report. Projects, operations, and future plans are covered in this annual report for the fourth year of the Peace Corps. An introduction overviews successes and failures and the Conference of Returned Volunteers. Section 2 presents regional maps with tables for Latin America, Near East and South Asia, Far East, and Africa. A description of the Peace Corps program in Afghanistan is then presented to provide a capsule of Peace Corps history to date. Section 4 describes new approaches or improvements in training, recruiting, and programming. Budget information is provided in section 5. Section 6 discusses the Peace Corps in Sabah. Section 7 summarizes in tables statistics and activities of returned volunteers, describes the Conference on the Returned Peace Corps Volunteer, and reprints communications from former Volunteers. The report concludes with an overview of the Peace Corps program in the Dominican Republic. (YLB)… [PDF]
(1978). Science Education Newsletter, No. 35. This issue, number 35 in the series, is divided into the sections of: (1) British science activities; and (2) Overseas and international science activities. Presented in a newsletter format, numerous topics of interest to science and mathematics educators pertaining to British education are presented. British science activities include: (1) Reports on Science in Society Project, The Mathematics in Education and Industry Projects and other science and mathematics projects; (2) Instructional suggestions for the teaching of biology, physics, statistics and mathematics; and (3) Publications of interest to teachers and educators that include a laboratory manual for schools and colleges, a review of research, teachers guides and other curriculum materials. The overseas section is devoted to news items from the countries of South Africa, Afghanistan, Sri Lanka, Jamaica, Guyana, Malaysia and Nigeria. International activities include reports on UNESCO projects, international conferences and…
(1975). Topics in Culture Learning, Volume 3, 1975. This publication includes the following articles: Introduction to Issues in Culture and Learning; The House Form as a Cornerstone of Culture; Music for Multi-cultural Students; Creative Writing in English: Problems Faced by Undergraduates in the English Department, University of Hong Kong; Re-entry/Transition Seminars for Overseas Sojourners: Report on the Wingspread Colloquium; Personal Problems Solving Resources Used by University of Minnesota Foreign Students; Identification of Cross-Cultural Talent: The Empirical Approach of the Peace Corps; Description of Peace Corps Volunteers Experience in Afghanistan; Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands; An Overview of Alaska Native Bilingual Education; In Search of a Home: Colonial Education in Micronesia; Teaching English in Asia–An Overview; International Educational Cooperation and the World's Future; and, Dilemmas of Language Transition: Challenges to Language Planning in India. (JM)…
(1969). Major Problems of Dari Speakers in Mastering Pashto Morphology. This is a contrastive analysis of Dari and Pashto, both official languages of Afghanistan, with a view toward outlining the difficulties faced by speakers of Dari learning Pashto as a second language. The main focus is on morphological structures, although phonology is also briefly dealt with. The brief phonological comparison, with emphasis on a Dari speaker's difficulties in learning Pashto phonology, is followed by chapters describing Pashto and Dari morphology. A detailed analysis is made of difficulties encountered by the Dari speaker in learning Pashto morphology. The major difficulties are divided into the following areas: (1) number, gender, and case in parts of speech other than the verb; (2) the verbal system; (3) agreement, involving number, gender, case, and the verbal system; (4) order, only as it affects phrase constructions; and (5) the noun. (Author/AM)… [PDF]
(1972). Basic Experiences – Direct and Indirect – for Integrating Theory and Practice in Teacher Education. Final Report of the Third Sub-Regional Workshop on Teacher Education. This report described proceedings from the Third Sub-Regional Workshop on Curriculum Development in Teacher Education. Participating countries were Afghanistan, Burma, India, Iran, Nepal, Pakistan, and Sri Lanka. The first session introduced some of the objectives envisioned by the participants, and the succeeding sessions elaborated on these objectives. There was a general review of present provisions for practical experiences in teacher education programs. A seminar and workshop discussed direct and indirect experiences for integrating theory with practice in teacher education. The concept of combining teacher training institutions, schools, and other agencies related to education was presented. An integrated curriculum was formulated to assist in the development of this concept. The report also included a list of participants and observers along with a copy of the agenda and schedule. The Annexes presented speeches given by some of the participants. (BRB)… [PDF]
(1986). Education of Girls in Asia and the Pacific: Report of the Regional Review Meeting on the Situation of Education of Girls for Universalization of Primary Education (Bangkok, Thailand, November 19-28, 1985). The Regional Review Meeting on the Situation of Education of Girls was attended by participants from eight Asian countries, six of which have low female participation and retention rates. Participants from Afghanistan, Bhutan, China, India, Nepal, Pakistan, Papua New Guinea, and Thailand presented reports based on the findings of national studies, policies, plans, and future policy directions. These summary reports addressed access to education, factors affecting the participation and retention of girls, national programs to improve girls' participation in schools, trends, and priorities. A review and analysis of the current situation included the topics of barriers to educational opportunity, community participation, incentives, the training of teachers, and curriculum development. Some areas of concern which were addressed were access and equity, social attitudes, management, monitoring, evaluation, and resources. Specific strategies for improvement were identified, and formulated… [PDF]
(1983). Strategies for the Coherence and Co-Ordination of Formal and Non-Formal Population Education. Report of a Regional Seminar on the Coherence of Formal and Non-Formal Population Education Programmes (Bangalore, India, May 16-23, 1983). The report of a seminar involving 13 Asian nations held to develop coordinated population education programs is presented. Following an introduction describing background, objectives, and participation, chapter 1 summarizes the reports on national population education presented by Afghanistan, Bangladesh, the People's Republic of China, India, Indonesia, Malaysia, Nepal, Pakistan, the Philippines, Korea, Sri Lanka, Thailand, and Vietnam. Divided into considerations of formal and non-formal programs, each summary lists specific courses, problems, and future directions. Chapter 2 presents major problem areas as well as existing and proposed intervention strategies for the coherence of formal and non-formal programs identified in the seminar. The chapter is divided into three parts, treating formal, non-formal, and coordinated programs. Chapter 3 summarizes recommendations made to participating nations and UNESCO. A list of participants, texts of major addresses, and the seminar agenda… [PDF]
(1980). Media Catalog: South Asian Studies. 1979-1980. The bibliography lists and annotates 111 multimedia teaching aids for instruction in South Asian Studies at the elementary, secondary, and collegiate levels. The collection listed is housed in the South Asia Media Center at Kansas State University in Manhattan, Kansas. Topics covered include the culture, economics, daily life, politics, religion, important figures, geography, and art of South Asian countries such as India, Afghanistan, Bangladesh, Pakistan, Tibet, and Nepal. Materials are organized according to type of media such as films, videocassettes, sound filmstrips, silent filmstrips, filmloops, slide kits, slides and cassettes, multimedia kits, and realia. Each entry, arranged alphabetically by title, includes running time or number of frames, notation of color, date, producer, appropriate educational level, and daily and weekly rental rates. A brief annotation describes the content of the entry. Full ordering information appears in the introduction to the document….
(1980). Continuing Education for Teacher Educators–Second Series–A Synthesis of Six National Workshops. Report of a Sub-Regional Workshop (Kuala Lumpur, Malaysia, June 25-July 2, 1979). In September 1978, the Asian Centre of Educational Innovation for Development convened a meeting to consider ways of promoting continuing education of teacher educators for innovative teacher education. This meeting prepared guidelines and country plans for the organization of National Advanced-Level Workshops involving member nations: Thailand, Bangladesh, Afghanistan, Sri Lanka, Pakistan, and Malaysia. The six directors of these workshops met again at another workshop to review experiences gained in the national workshops and to formulate suggestions for further actions. The review and suggestions for each country are presented in this report. All six of the nations have been contemplating or attempting further developments in their educational systems by changes to their structure, curricula, and methodologies in teacher education. The objectives of the workshops had many features in common, the ultimate aim being to improve general education through the further education of…
(1976). Educational Building and Facilities in the Asian Region. Bulletin No. 17. Educational facilities analyzed in this bulletin are in the countries of the Republic of Afghanistan, Australia, Bangladesh, India, Japan, Republic of Korea, Malaysia, Nepal, New Zealand, Pakistan, Singapore, Sri Lanka, and Thailand. The first section reviews the historical reasons for different stages of school building development in the countries, and discusses current organizational structures for planning and constructing new buildings. The second section contains data on educational buildings and facilities including floor plans, photographs, and building measurements of two or more specific schools in each country. Other data are summarized on enrollment, number and type of schools, retention by grade, average space allotments, organizational structure, and geographic and climatological factors. The third section describes a number of different building programs in the countries. The fourth section contains an annotated bibliography of more than 100 entries relevant to… [PDF]