Glassman, Eugene H. (1971). Conversational Dari: An Introductory Course in Dari (=Farsi=Persian) As Spoken in Afghanistan. This course in Dari, also known as Farsi or Persian, concentrates on development of conversational skills. Twenty-five lessons, reflecting current linguistic theories of language learning, include pronunciation drills, grammar study, vocabulary development, and exercises. Appendixes contain 14 sections of cultural material concerning Afghan social structure, geography, and verb review. Several indexes are included: (1) the Dari sound system, (2) words and phrases used in the lessons, (3) English words and phrases used in lessons, and (4) a subject index. (RL)… [PDF]

Goddard, J. T. (2004). The Professional Development of Kosovan Leaders. Management in Education, v18 n1 p30-34. In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons learned from this and similar contexts may be found useful by administrators involved in the restoration of a coherent educational system in other post-war environments, such as Afghanistan or Iraq…. [Direct]

Nilsen, Alleen; Nilsen, Don (2001). Intentional and Unintentional Afghan Humor: "Local Logic" at Its Best. Revised. This paper tells the story of its authors' living and teaching experiences in Afghanistan from 1967 to 1969. The paper explains that "Don" taught at Kabul University, "Alleen" taught at the American International School of Kabul, and their three young children were in elementary school. It describes their day-to-day activities and relates their sometimes unusual experiences and adventures in such an exotic place. It also focuses especially on the Afghan sense of humor and sense of play. (NKA)… [PDF]

King, Sara B. (2004). PSYOP and Persuasion: Applying Social Psychology and Becoming an Informed Citizen. Teaching of Psychology, v31 n1 p27-30 Feb. This project teaches students about persuasion techniques, especially as governments use them. Most project examples came from the work of the U.S. military's modern Psychological Operations division. Social psychology students (a) reviewed influence techniques; (b) examined posters, leaflets, and other persuasion tools used in World War II, the Gulf War, Kosovo, and Afghanistan; (c) pondered legal and ethical issues related to persuasion campaigns; and (d) considered the differences between persuasion and propaganda. Finally, students considered ways to innoculate themselves against unwanted influence attempts….

(1998). CNN Newsroom Classroom Guides. June 1998. CNN Newsroom is a daily 15-minute commercial-free news program specifically produced for classroom use and provided free to participating schools. These daily classroom guides present top stories, headlines, environmental news, and other current events, along with suggested class discussion topics and activities to accompany the broadcasts for one month. Top stories for the month of June include: an earthquake in Afghanistan; the legal tug-of-war between Bill Clinton and Ken Starr; lift-off of the shuttle Discovery; relief efforts for earthquake victims in Afghanistan; United States Supreme Court rejection of Ken Starr's request for a hearing; the first global "Drug Summit"; death of Nigerian president Sani Abacha; violence on the border of Ethiopia and Eritrea; curbing supply as the focus of the Drug Summit; ethnic cleansing in Kosovo; Iraq and UNSCOM agreement on a plan to address disarmament; President Clinton's agenda for his trip to China; Albanians in Kosovo abandon…

Kim, Hyo-Jung; Yoo, Sung-Sang (2002). The Meaning of Peace and the Role of Education in South Korea. Most people in South Korea expressed deep sympathy for the innocent victims of the September 11th attacks, but, unlike their government's official position that supported U.S. military action, many were opposed to the war the United States began in Afghanistan. The president asked for emphasis on peace and anti-terrorism education. Since the role of education has been stressed in every moment of crisis in South Korean history, it was only natural to think about what education could do to focus the world on peace, to reduce social conflicts, and to seek a more secure life. This paper does not focus upon why terrorists commit such massacres in a political and historical context, but acknowledges that suicidal terror, the U.S. war against Afghanistan, and the ensuing tension in the Middle East create conflicts among different groups with contrasting interests. The paper reviews a number of overt and covert factors that could cause serious conflicts inside and outside Korea. It… [PDF]

(2007). Regional Planning Meeting on Literacy Initiative for Empowerment. Online Submission This publication presents an overview of the Asia-Pacific Regional Planning Meeting on the Literacy Initiative for Empowerment (LIFE). Countries in Asia and the Pacific that participate in the LIFE initiative are Afghanistan, Bangladesh, China, India, Indonesia, Iran, Nepal, Pakistan and Papua New Guinea. The purpose of the meeting was to assist the participating countries with the organization of preparatory activities for implementing the LIFE initiative following creation of Country Profiles in 2005. This publication includes comments presented during question and answer sessions, plenary discussions and group discussions. The agenda items of the meeting are (1) Global Background and Development of LIFE; (2) Literacy Challenges in the Asia-Pacific Region; (3) Presentations and Discussion in Plenary of Bangladesh and Pakistan Country Papers; (4) Proposed Framework of Support Mechanism for LIFE Implementation; (5) Proposed Guidelines of LIFE Needs Assessment; (6) Country Group Work… [PDF]

Fund, John (2007). Yale's "Taliban Man" and Other Tales. Academic Questions, v20 n2 p113-121 Jun. In August 2001, the author relates his first encounter with Sayed Rahmatullah Hashimi when he visited the "Wall Street Journal." Sayed Rahmatullah Hashimi was then the ambassador at large and the deputy foreign minister for the Taliban regime of Afghanistan. Ten years before, in 1993, Rahmatullah Hashimi's people tried to blow up the World Trade Center and failed. Years after that encounter in 2001, the author assumed Rahmatullah Hashimi either to be in prison, a fugitive, or dead. Then, opening up the "New York Times," the author saw a February 2006 cover story titled "The Freshman," featuring Rahmatullah Hashimi, now an undergraduate at Yale University. Technically, he was in a non-degree granting program, but the point of the article was that, after a bit of orientation, he would be mainstreamed into the undergraduate population. The goal of this was a degree, presumably because he had been marked for "leadership" in the Middle East. In… [Direct]

Bottani, Norberto, Ed.; Favre, Bernard, Ed. (2001). Open File: School Autonomy and Evaluation. Prospects: Quarterly Review of Comparative Education, v31 n4 iss 120 Dec. The editorial, "Some Aspects of the Educational Change Dynamic: Setting School Autonomy and Evaluation in Context" (Cecilia Braslavsky), explains the focus of this issue. This "Open File: School Autonomy and Evaluation" section contains: "Introduction to the Open File" (Norberto Bottani; Bernard Favre); "IPES The System of Indicators for Secondary School Management in France" (Philomene Abi-Saab; Patrick Alt); "Use of 'Value-Added' Measures in School Evaluation: A View from England" (Lesley Saunders); "School Self-Evaluation in the Netherlands: Development of the ZEBO-Instrumentation" (Maria A. Hendriks; Simone Doolaard; Roel J. Bosker); "Analysis of School's Functioning, Assessment and Self-Assessment: Primary Schools in Geneva" (Bernard Favre); "Self-Governing Schools and Accountability in New Zealand" (Edward B. Fiske; Helen F. Ladd); "On the Politics of Performance in South African Education:… [PDF]

O'Brien, Ed (2004). Torture and the War on Terror. Social Education, v68 n7 p453 Nov-Dec. In this article, the author examines another dimension of human rights–the problem of torture. He looks at U.S. commitments to international conventions prohibiting torture in light of the abuses at Abu Ghraib prison in Iraq. He shows how a position adopted by the Bush administration that these international conventions did not apply to the war against terrorists resulted in the development of interrogation practices at Guantanamo Bay that ignored the conventions. These practices later carried over into Iraq. The U.S. has signed the four Geneva Conventions, which expressly prohibit any kind of physical or psychological coercion and torture or inhuman treatment of prisoners of war. In 1996, Congress also passed the War Crimes Act to ban all war crimes, which are referred to as grave breaches of the Geneva Conventions? But does the Geneva Convention apply to the War on Terror? The U.S. government had previously taken the position that such covenants did not apply to the prisoners…

O'Malley, Brendan (2007). Education under Attack: A Global Study on Targeted Political and Military Violence against Staff, Students, Teachers, Union and Government Officials, and Institutions. United Nations Educational, Scientific and Cultural Organization (UNESCO) This report details how political and military violence targeting educational systems is depriving a growing number of children of the right to education. This study focuses on targeted violent attacks, carried out for political, military, ideological, sectarian, ethnic or religious reasons, against students, teachers, academics, education trade unionists, education officials and all those who work in or for education institutions such as schools, colleges and universities. It also includes attacks on educational buildings, such as the firebombing of schools. It urges the international community to address the issue of violent attacks, press for an end to impunity for such attacks and extend the application of human rights instruments to cover violence against education. It recommends the establishment of a publicly accessible global database to facilitate the examination of trends in the scale, nature and targeting of attacks as well as qualitative research into their motives. It… [PDF]

CHAVARRIS-AGUILAR, O.L.; PENZL, HERBERT (1960). LEXICOGRAPHICAL PROBLEMS IN PASHTO. PROBLEMS IN DEVELOPING SUITABLE DICTIONARIES OF PASHTO WERE REPORTED. PASHTO WAS DESCRIBED AS A MEMBER OF THE IRANIAN BRANCH OF THE INDO-EUROPEAN LANGUAGES SPOKEN IN EASTERN AND SOUTHERN AFGHANISTAN AND IN NORTHEASTERN PAKISTAN. FIVE TOPICS DEALING WITH THE PASHTO LANGUAGE WERE DISCUSSED–(1) STATISTICS, (2) WRITTEN CORPUS AND LEXICAL STUDIES, (3) DIALECTS, (4) FOREIGN LOAN WORDS, AND (5) SUCH NONLEXICAL PROBLEMS AS TRANSLITERATION, TRANSCRIPTION, AND GRAMMATICAL IDENTIFICATION. THIS REPORT IS ONE OF A SERIES OF 13 PAPERS PRESENTED AT A CONFERENCE ON LEXICOGRAPHY, INDIANA UNIVERSITY, NOVEMBER 11-12, 1960. (GC)…

(1970). Near East and North Africa: An Annotated List of Materials for Children. This is an annotated bibliography of materials appropriate for kindergarten through ninth grade children. The Near East as used here is all of North Africa, the Arabian Penninsula, Iran, Afghanistan, Greece, and Turkey. A section is devoted to each nation with some of the works in the native languages of the Near East. They include nonfiction, fiction, study guides, geography books, history books, travel guides, and folklore books. In addition, some attempt is made at evaluating the works based on how well they are written. An index and list of publishers are also provided. (CWB)…

(1972). Higher Education in the Asian Region. Bulletin of the UNESCO Regional Office for Education in Asia, V7, N1 Sep. The present issue of the Bulletin comprises articles that review broadly the development of higher education in 10 countries of the Asian region. Though not all countries are covered in the articles, those that are represent developments that have parallels in many other countries of the region. The countries covered by the articles are Afghanistan, Burma, Ceylon, India, Iran, Japan, Korea, Malaysia, the Phillippines, and Thailand. A bibliographical supplement is contained within the text of the document, and a separate supplement presents an annotated list of documents on education in Asia. (HS)… [PDF]

(1972). Situation Reports–Afghanistan, Cyprus, Iran, Kenya, Lebanese Republic, Malagasy Republic, Malaysia (West), People's Democratic Republic of Yemen. Data relating to population and family planning in eight foreign countries are presented in these situation reports. Countries included are Afghanistan, Cyprus, Iran, Kenya, Lebanese Republic, Malagasy Republic (Madagascar), Malaysia (West), and People's Democratic Republic of Yemen. Information is provided under two topics, general background and family planning situation, where appropriate and if it is available. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, training opportunities for individuals, families, and medical personnel, research and evaluation, program plans, government programs, and related supporting organizations. Bibliographic sources are given. (BL)… [PDF]

Hardy, Lawrence (2006). When Kids Lose Parents in Our War in Iraq. Education Digest: Essential Readings Condensed for Quick Review, v72 n4 p10-12 Dec. As of July, more than 1,200 children had lost parents in the war in Iraq, and thousands more had parents with serious injuries, according to the Center for the Study of Traumatic Stress at the Uniform Services University in Bethesda, Maryland. The war, which began three and a half years ago, has resulted in the deaths of more than 2,600 U.S. soldiers and injuries to nearly 20,000. Military children are resilient–that's what their principals and counselors repeatedly say. They are used to changing schools, enduring long separations from a parent, and saying goodbye to old friends and making new ones. Still, the wars in Iraq and Afghanistan have been especially hard on families and children because of the length of deployments and continuing casualties. This article discusses some of the measures schools are taking to alleviate the suffering of military children…. [Direct]

(1981). Curriculum Development: Linking Science Education to Life. Report of a Sub-regional Workshop on Designing and Developing Innovative Science Curriculum and Instructional Materials (Bangkok, Thailand, December 8-20, 1980). During 1979, nine National Workshops were organized in Afghanistan, India, Japan, Malaysia, Nepal, Philippines, Sri Lanka, Thailand, and Socialist Republic of Vietnam to analyze national experiences relating to the designing and developing of innovative science curriculum and instructional materials for linking science education to real-life situations. This document presents highlights of these national workshops. Topics presented include, among others, units of activities related to real-life situations, problems and issues in science education, a list of some \how to make\ low-cost science equipment, pre-service and in-service programs, implementation considerations, and recommended activities to follow-up the workshops. (SK)…

Glassman, Eugene H. (1973). Model Verbs in Spoken Dari. Revised. At the beginning of this study a chart is given to illustrate the 13 basic verb forms of Dari (the term given to Persian spoken in Afghanistan). The verbs are then described individually in terms of their usage in sentences. The approach combines form and function to an extent not normally attempted in grammar. Two hundred forty-four verb functions are described in ordinary, nontechnical terms. An index is provided giving all of the key words found in the headings and in the English translations of the example sentences, as well as commonly used grammatical terms in English. (PP)…

(1973). First Level of Education in the Asian Region. Bulletin of the UNESCO Regional Office for Education in Asia: June 1973. Information on Asian primary education is presented for enrollment, teaching staff, and financial factors for Asia in general and for the following countries in particular: Afghanistan, India, Indonesia, Iran, Japan, Khmer Republic, Laos, Malaysia, Pakistan, the Philippines, Singapore, Sri Lanka, and Thailand. Primary education reform in the Union of Soviet Socialist Republics is treated in a separate section. Major problem areas are identifying and controlling the sources of wastage, development of suitable curricula, training of personnel for instruction at the first level of education in rural societies, and out-of-school education for youth. A bibliographical supplement is included. (PS)… [PDF]

Ahmad, Fazel (1978). Innovation in the Management of Primary School Construction in Afghanistan. A Case Study. Educational Building Report 9. By 1973 there were very great disparities between the opportunities for education in the urban and rural areas of Afghanistan. This case study concerns provincial school construction programs for hundreds of small buildings in the remotest areas of what is one of the most mountainous countries of the world. A study proposed alternative building designs based on the use of local, rural materials modified for improved performance and made more resistant to earthquakes. A number of prototypes were built. Two building projects were initiated. The United States Agency for International Development (USAID) financed 45 schools built by contractors employed by the government. The World Food Programme (WFP) provided food for work on 320 school buildings designed in cooperation with the government. The WFP project involved enlisting the support of the villagers, and construction was the responsibility of a small local group at each site. Although the buildings constructed under both programs…

Balwanz, David; DeStefano, Joseph; Hartwell, Ash; Moore, Audrey-Marie Schuh (2007). Meeting EFA: Reaching the Underserved through Complementary Models of Effective Schooling. Working Paper. Academy for Educational Development In 2004, the United States Agency for International Development (USAID)-funded Educational Quality Improvement Program 2 (EQUIP2) began investigating community-based schools as a mechanism for reaching the underserved populations. The team identified nine models that successfully organized schooling in regions least served by the formal education system. These complementary education approaches rely on community, non-governmental, and ministry collaboration and present a promising response to the challenge of meeting the EFA goals of universal access, completion, and learning. Complementary Education models work in support of the formal public system, offering students an alternative route to achieving the same educational outcomes as students in the government schools. The programs are designed to feed students into the government system at various entry points and are large enough to exhibit many of the same characteristics as mainstream schools. Over time, the models have… [PDF]

(2001). CNN Newsroom Classroom Guides, January 2002. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of January 2002, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: tensions escalate between Pakistan and India, (January 3-4); the South Asian Regional Cooperation Summit comes to an end and tensions remain high on the India-Pakistan border, U.S. senators meet with Afghanistan's interim leader, Pakistanis prepare for war, military officials prepare for the arrival of al Qaeda and Taliban detainees, and a group of U.S. special forces is sent to the Philippines (January 7-11); India reacts to Pakistan's promise to eradicate terrorism and many Pakistanis are pleased with President Musharraf's approach, a shareholder's lawyer accuses Enron executives of "cooking the books," the New York Stock Exchange moves to de-list Enron stock, U.S. Secretary of State Colin Powell…

Sargent, Wesley M., Jr. (2009). Helping Veterans Transition into Academic Life through the Creation of a University Veteran Support Group: So We Can Better Serve Those Who Served Us. Online Submission There has been a significant rise in the number of veterans who are being treated for Posttraumatic Stress Disorder (PTSD), and the number of veterans who are completing suicide. In the next couple of years, there will be an increase in the number of veterans who will be attending institutions of higher education; therefore, it is essential that colleges and universities take proactive steps to help serve the veteran student population. Research indicates that veteran support groups are an essential component to positive treatment outcomes with veterans who are suffering with mental disabilities, specifically PTSD (Laffaye, Cavella, Drescher, & Rosen, 2008). The purpose of this Action Research Study (ARS) is to implement an effective veterans' support group at a mid-sized university that is located in the western part of Georgia. The researcher's pool and membership of participants are university veterans. The pool of university veteran participants consisted of 128 veterans…. [PDF]

(2001). CNN Newsroom Classroom Guides, September 2001. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of September 2001 provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: shark attacks ignite controversy in some Florida communities, Mexican president Fox and U.S. President Bush prepare to meet in Washington, U.S. Senate reviews President Bush's plan for stem cell research funding, CNN viewers get an exclusive tour of the International Space Station (September 4-7); Australia hardens its stance against illegal immigration, and researchers are one step closer to developing an HIV vaccine. CNN Newsroom broadcasts for the dates of September 12, 13, 14, 17 and 18 are preempted to allow for live CNN coverage of the events of September 11, 2001 and their effects on students' lives. Questions and activities that may help teachers address these events with students are provided….

Feitelson, Dina, Ed. (1976). Mother Tongue or Second Language? On the Teaching of Reading in Multilingual Societies. The nine articles in this publication report on what is currently taking place in the teaching of reading in multilingual societies. The topics covered are: curriculum development and evaluation in two languages (Pilipino and English) in the Philippines, the teaching of English as a second language in Malaysia, problems and progress in teaching English as a foreign language in Indonesia, the revival of the Hebrew language in Israel, developing a language curriculum in Afghanistan, developing materials for beginning reading in Hindi, reading and reading instruction in Korea, the problems of beginning and developmental reading in Nigerian primary schools, and teaching reading in a foreign language. (FL)…

(1969). Education in Asia: A Bibliography. This bibliography, a selection of documents from the holdings of the Regional Office library, supplements and up-dates the "Bibliography for a Review of Education in the Asian Region" which appeared in the "Bulletin," Volume I, Number 1, September, 1966. Entries are divided according to country or geographic area and include, among others, Afghanistan, Burma, Cambodia, India, Korea, Pakistan, Singapore, Vietnam, as well as an International section. Most items are in English, with a few citations to documents in Japanese, French, etc. Included are monographs, journal articles, government and research reports, conference papers and miscellaneous items of a fugitive nature. (JLB)…

Schaffer, R. Andrew (2004). Learning Management in a Crisis: A Service Learning Response to September 11, 2001. Journal of Management Education, v28 n6 p727-742. This article describes a service learning project implemented midsemester in response to the September 11, 2001, attacks. The project applied course topics while allowing students to positively channel their anxiety. Students developed and implemented a community-wide effort to collect care packages for U.S. troops deployed to Afghanistan. The article presents the project's evolution, successes, and problems. The pros and cons of service learning through changing a course midsemester are also discussed. This project description may be instructive to readers who are contemplating service learning class projects. It should also be of interest to instructors who sense the need to change a course midsemester. (Contains 2 tables.)… [Direct]

Saltman, Kenneth J. (2007). Schooling in Disaster Capitalism: How the Political Right Is Using Disaster to Privatize Public Schooling. Teacher Education Quarterly, v34 n2 p131-156 Spr. In this essay, the author suggests that worldwide disasters are providing the means for business to accumulate profit. From the Asian tsunami of 2005 that allowed corporations to seize coveted shoreline properties for resort development to the multi-billion dollar no-bid reconstruction contracts in Iraq and Afghanistan, from the privatization of public schooling following Hurricane Katrina in the Gulf Coast to the ways that No Child Left Behind sets public schools up to be dismantled and made into investment opportunities–a grotesque pattern is emerging in which business is capitalizing on disaster. Despite the fact that attempts to privatize and commercialize public schools proceed at a startling pace, privatization increasingly appears in a new form that Naomi Klein calls "disaster capitalism" and that David Harvey terms "accumulation by dispossession." The author discusses his belief that the political right is capitalizing on disaster from Chicago's… [PDF] [Direct]

Leahey, Christopher R. (2005). Delimiting Democratic Debate: The Fordham Institute's Attack on Democratic Values. Social Studies, v96 n5 p206 Sep-Oct. Reflecting on the current debate on how to teach about the terrorist attacks of September 11, 2001, and the subsequent U.S. invasions of Afghanistan and Iraq, this article examines Thomas B. Fordham Institute's Terrorists, Despots, and Democracy: What Our Children Need to Know, one of the several publications produced by the Fordham Institute that are designed to influence social studies instruction. This collection of twenty-eight brief essays is prescriptive in its approach as it identifies the appropriate documents, articulates appropriate perspectives, and outlines the appropriate methods that should be drawn on when one is teaching about September 11 and the U.S. invasions of Afghanistan and Iraq. The short essays featured in this collection consist of four problematic themes, which when taken together, serve to stifle debate about the meaning and causes of September 11, the legitimacy of the war in Iraq, and the Bush doctrine of preemption. In conclusion, the author, suggests…

James, Eloise Lucille (1974). Far Middle East: An Annotated Bibliography of Materials at Elementary School Level for Afghanistan, Iran, Pakistan. This annotated bibliography presents sources of data on the culture of the plateau-region of Western Asia–an introduction to its culture, way of life, values, customs, laws, religious beliefs, technology, social institutions, language, and creative products. Section 1 contains bibliographic listings for adult instructional team members. A bibliography of bound print items comprises section 2, including general references, trade books, and textbooks. Section 3 is a bibliography of audiovisual items including kits, films, records, slides, maps, and realia. The fourth section lists serial items such as stamps, magazines, newspapers, and National Geographic Educational Services. A bibliography of less tangible sources, such as international reference sources, handouts, and human resources is included in section 5. A section on the future concludes the document, giving a summary of attitudes and gaps to be filled in Far Middle Eastern materials. (Author/JR)… [PDF]

Eckensberger, Lutz H.; Reinshagen, Heide (1976). Manual Labor or Educational/Intellectual Requirements as Determinants of Occupational Prestige in Afghanistan: A Critical Investigation. Journal of Vocational Behavior, 8, 3, 275-283, Jun 76. This study aims to test whether the amount of manual labor or the educational/intellectual requirements determines prestige in more traditional developing countries. Data from Afghan subjects were used for a critical decision between the two positions. Results show in nonindustrialized countries and industrialized countries, prestige covaries only with educational/intellectual requirements. (Author)…

(1973). Situation Reports–Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, Yemen Arab Republic. Data relating to population and family planning in 17 foreign countries are presented in these situation reports. Countries included are Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, and Yemen Arab Republic. Information is provided under two topics, general background and family planning situation, where appropriate and if if is available. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, training opportunities for individuals, families, and medical personnel, research and evaluation, program plans, government programs, and related supporting… [PDF]

(1994). Development of Literacy Follow-up Materials on Agricultural Vocational Training (Horticulture and Animal Raising) for Adults in Rural Areas. Final Report. Regional Workshop on the Preparation of Literacy Follow-up Materials in Asia and the Pacific (11th, Ho Chi Minh City, Vietnam, November 22-December 3, 1993). This final report contains the proceedings and other materials from a workshop to provide training experience in literacy follow-up materials development to participants from UNESCO member states in the Asia and Pacific region. Focus is on practical agricultural training for adults. The proceedings discuss the objectives of the workshop and summarize the following: opening addresses, orientation to the workshop, paper presentations and discussions, group work, planning of national follow-up activities, and closing. Recommendations of the workshop are listed. Chapter I consists of six presentations: "Horticulture and Animal Raising in Vietnam: Problems and Needs" (Tuyen); "Training in Vocational Agriculture: Experiences of the Department of Non-Formal Education, Thailand" (Choomnoom); "Development and Production of Literacy Follow-up Materials in the Field of Agricultural Vocational Training" (Hoang); "How To Develop Effective and Attractive… [PDF]

Horn, B. Ray (1976). Final Report of Environmental Education Mission to South Asia in 1975 – Overview. The purpose of this report is to provide the emerging UNESCO-UNEP International Environmental Education Programme with useful firsthand knowledge about some of the current and potential environmental education programs, personnel, materials, organizations, constraints, and strategies within UNESCO's South Asian region. The report is organized into six summaries covering the following areas: (1) South Asian Environmental Education Program Materials; (2) South Asian Environmental Education Program Personnel; (3) South Asian Environmental Education Related Organizations; (4) South Asian Environmental Education Related Programs; (5) Major South Asian Environmental Education Program Constraints; and (6) Major South Asian Environmental Education Program Strategies. For the purpose of this report South Asia is defined as Sri Lanka, Nepal, Bangladesh, Pakistan, Afghanistan, and Iran. (Author/RH)… [PDF]

Rycik, Mary Taylor (2006). 9/11 to the Iraq War: Using Books to Help Children Understand Troubled Times. Childhood Education, v82 n3 p145 Spr. Four years after the 9/11 attack on the United States, the country continues to be in considerable turmoil. Children have lived through the devastation of the September 11th attacks, the panic over the anthrax mailings, the hunt for terrorists in Afghanistan, elevated homeland security threat levels, the war in Iraq, the tsunami disaster, and Hurricanes Katrina and Rita. Not surprisingly, many children feel anxious and afraid, and some have personally experienced the death of a loved one due to these events. In her 1977 book, Bernstein stated that reading books as a form of therapy (bibliotherapy) gives children the opportunity to identify with others undergoing the same problems, helps them realize that they are not alone, provides catharsis, and facilitates the process of sharing their problems with others. In this article, which gives detailed descriptions of books written about the September 11th attacks, the Iraq War, and other disastrous events, the author shows how children's…

(1977). Master Plan of Operation for Preparing a Programme of Inter-Related Services for Children in Afghanistan, 1977-1978. Part I: The Framework; Part II: The Programme. This Master Plan of Operation has two parts: The Framework and the Program. Part I (the Framework) sets out the articles of agreement between the Government of Afghanistan and the United Nations Children's Fund (UNICEF) concerning a 1-year program for the improvement of social services for children and mothers regarded as the most disadvantaged groups in rural areas. Part II (the Program) describes each project in the program and specifies the responsibilities of the relevant Government Ministries and Departments for their implementation. The Program consists of six components: (1) integrated rural development, centering on safe drinking water, women's activities and nutrition services; (2) delivery of health services and training of health personnel and village health workers; (3) rural water supply; (4) development of primary school curriculum and preservice and inservice teacher education to prepare teachers to use new textbooks; (5) support activities; and (6) development…

Boyer, Janice; Wahab, Shaista (1996). Getting It Published: The Pleasures and Pitfalls of Self-Publishing. Although many methods of publishing scholarly work are available to the author, self-publishing is sometimes the most appropriate avenue to provide the work to the intended audience particularly if the scope of the material is of interest to a limited number of scholars. Topics include: copyright issues; cataloging data; factors influencing the decision to self-publish; compiling the bibliography and selecting software to compile the bibliography; selecting and working with a publisher; determining the target audience; marketing and advertising the book; and accounting procedures. These phases of the process are described for the publication of the "Arthur Paul Afghanistan Collection Bibliography, Volume 1: Pashto and Dari Titles," a title self-published by the University of Nebraska at Omaha. (Author/AEF)… [PDF]

Nilsen, Don L. F. (1981). Bilingual and Bidialectical Language Play. Writing teachers should consider cultural pluralism as a rich resource in their classrooms, rather than as a distraction with which to cope. Because speakers of nonstandard English have important language skills in at least two different dialects, teachers should not only teach the standard dialect but also invite nonstandard English speaking students to share their language differences. Exploring both bidialectalism and bilingualism can bring humor into a composition classroom. Numerous examples from Spanish, French, Italian, German, Yiddish, and Dari (the language of Afghanistan) demonstrate the possibilities of bilingual language play with English. Bilingual and bidialectal language mergers should be appreciated as a kind of folk-poetry that can pique students' curiosity and lead them to a fascination with language study. (AEA)…

(1968). Academic Librarianship in the International Milieu, Proceedings of a Conference for Academic Librarians (Manhattan, Kansas, October 14, 1967). This collection of papers provides a kind of handbook for academic librarians who are preparing to serve as library consultants in foreign countries. The papers describe challenges facing the American librarian working with and adjusting to foreign cultures. The papers include (1) \On Getting Ready for an Overseas Library Assignment\ by Thomas R. Buckman, (2) \Afghanistan: Libraries and Librarianship\ by Neva L. White, (3) \The Literary Tradition\ by James A. McCain, (4) \Land-Grant College Libraries in the Moslem World\ by Wayne R. Collings, (5) \Pressures on the Consultant\ by G.A. Rudolph, and (6) \International Dimensions of Librarianship Influencing Libraries in the United States\ by Marietta Daniels Shepard. A list of participants in the conference is provided. (CC)… [PDF]

Embree, Ainslie T., Ed. (1968). ASIA A Guide to Paperbacks. Revised Edition. The guide includes in-print titles which were listed in the original guide and the supplement, new titles which appeared between December 1965 and December 1967, books published in 1968 provided by some publishers, and a few titles omitted from earlier editions. All the books are listed alphabetically by author within five subject areas: Asia-General; South Asia –Afghanistan, Bhutan, Nepal, Sikkim, Tibet, Ceylon, India, Pakistan; Southeast Asia –Burma, Cambodia, Indonesia, Laos, Malaysia, Philippines, Thailand, Vietnam; East Asia –China, Japan, Korea; and, Oceania. The largest sections are: Asian and specifically Indian, Chinese and Japanese history, culture, religion and philosophy, literature and the arts, modern social, political and economic developments, and miscellaneous including geography. Two additional indexes are appended: the addresses of publishers and author-title index. (SBE)…

Butts, R. Freeman (1972). International Studies at Teachers College. Annual Report, September 1, 1971 to August 31, 1972. The annual report of the Institute of International Studies at Teachers College, Columbia University, is introduced by comments on closing the educational gap around the world and a description of recent organizational changes in the Center for International Education. Reports from the Institute of International Studies come from the directors of the Centers for Education in Africa, Asia, Latin America, Industrial Nations, and Special Projects. The last include instructional materials for population study and a project on schizophrenia. The Office of International Programs and Services reports on foreign students services, AID program participants, and on other international educational programs. The Office of Overseas Projects reports activities, staff and organizational changes in relation to teacher education projects in Afghanistan and East Africa. (KSM)… [PDF]

(1981). The Handbook on the Placement of Foreign Graduate Students (Graduate Handbook, Part II). Information on the educational systems of 52 foreign countries and recommendations for student placement into U.S. graduate programs are presented. For each country a diagram is presented to illustrate the demarcations between primary, secondary, and tertiary levels, and explanations are provided on grading systems, 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, Philipines, Saudi Arabia, Singapore, Sri…

Robson, Barbara; Tegey, Habibullah (1990). Beginning Pashto: Textbook Tapescript. This textbook tapescript is a component of \Beginning Pashto,\ a set of materials (including a textbook, student workbook, and glossary) that teaches the Pashto language. The textbook tapescript consists of the dialogues, readings, example sentences, and vocabulary contained in the units of the Textbook, recast in tapescript form. The tapescript is designed to be of use to would-be learners of Pashto who do not have regular access to a Pashto teacher, but who want to learn something of the oral language. To make tapes from this tapescript, it is first necessary to find a native Pashto speaker who has had enough education in Afghanistan or Pakistan to read Pashto script easily. When a native speaker has been found, the contents of the tapescript can be taped for use as listening exercises. (GLR)…

(1980). National Strategies for Curriculum Development. Officials responsible for designing and introducing curriculum innovation in countries participating in the Asian Programme of Education Innovation for Development (APEID) met in Australia in September 1979 to exchange experiences and explore problems and issues of common interest. Conference participants, representing educational ministries or departments in Afghanistan, Australia, India, Indonesia, Japan, Malaysia, Nepal, Pakistan, Papua New Guinea, the Philippines, the Republic of Korea, Singapore, Sri Lanka, and Thailand, presented two papers apiece to the meeting. The first of these papers was an institutional profile outlining the structure and working methods of the national agencies responsible for curriculum development, and the second was a position paper describing the national position on issues being addressed by these agencies. These papers are presented in edited, condensed versions in this document. A profile of APEID is also included. (PGD)…

Embree, Ainslie T., Ed. (1968). Asia: A Guide to Paperbacks. Revised Edition. The guide includes in-print titles which were listed in the original guide and the supplement, new titles which appeared between December 1965 and December 1967, books published in 1968 provided by some publishers, and a few titles omitted from earlier editions. All the books are listed alphabetically by author within five subject areas: Asia-General; South Asia –Afghanistan, Bhutan, Nepal, Sikkim, Tibet, Ceylon, India, Pakistan; Southeast Asia –Burma, Cambodia, Indonesia, Laos, Malaysia, Philippines, Thailand, Vietnam; East Asia –China, Japan, Korea; and, Oceania. The largest sections are: Asian and specifically Indian, Chinese and Japanese history, culture, religion and philosophy, literature and the arts, modern social, political and economic developments, and miscellaneous including geography. Two additional indexes are appended: the addresses of publishers and author-title index. This document previously announced as ED 045 517. (SBE)… [PDF]

(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,…

Sutlive, Vinson H. Ed.; And Others (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]

Frey, James H. (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]

Kayeum, Joan (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…

Brislin, Richard W., Ed. (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)…

Miran, Mohammad Alam (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]

Lake, Anthony (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…

Greenman, Joseph; Joachim, Ann (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]

Hollander, Vera (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]

Yolen, Jane, Ed. (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…

McCartney, Donna; Scull, C. Robert (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…

Stone, Frank A., Comp. (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]

HEBERT, RAYMOND J.; POPPE, NICHOLAS (1964). KIRGHIZ MANUAL. URALIC AND ALTAIC SERIES, VOLUME 33. THIS MANUAL IS INTENDED TO SERVE AS A REFERENCE RATHER THAN A DESCRIPTIVE GRAMMAR FOR ANYONE WISHING TO LEARN TO READ MODERN KIRGHIZ. A TURKIC LANGUAGE, KIRGHIZ IS SPOKEN MAINLY IN THE KIRGHIZ SOVIET SOCIALIST REPUBLIC, AND TO A LESSER EXTENT IN THE SINKIANG-UIGHUR AUTONOMOUS REGION OF THE CHINESE PEOPLE'S REPUBLIC, THE KAZAKH, UZBEK, AND THE TAJIK SOVIET SOCIALIST REPUBLICS, AND THE KINGDOM OF AFGHANISTAN. LESSON ONE OF THE MANUAL PRESENTS THE CONTEMPORARY KIRGHIZ ALPHABET (MODIFIED CYRILLIC SCRIPT), WITH PHONEMIC TRANSCRIPTION AND PHONETIC EXPLANATIONS. LESSONS TWO TO FIFTEEN PRESENT THE MORPHOLOGY AND SYNTAX OF KIRGHIZ IN CYRILLIC SCRIPT, PHONEMIC TRANSCRIPTION, AND ENGLISH EQUIVALENTS. THE 20 GRADED READING SELECTIONS THAT FOLLOW ARE REPRESENTATIVE OF LITERATURE PUBLISHED SINCE THE SOVIET REVOLUTION, AND APPEAR IN CYRILLIC SCRIPT ONLY. A KIRGHIZ-ENGLISH GLOSSARY IS APPENDED. THIS TEXT IS PUBLISHED BY INDIANA UNIVERSITY, AND MAY BE ORDERED FROM THE EDITOR, URALIC AND ALTAIC…

Vilanilam, John V. (1977). A Survey of Communication/Journalism Education in South Asian Universities. In South Asia (the land mass that includes Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, and the island nation Sri Lanka), college-level programs in journalism and communication, which can help developing nations to promote social change and to improve societal living standards, have not progressed with media growth. The reasons for journalism/communication education's poor progress in South Asian universities are discussed in this paper. Analysis of data from a 1976 survey of the region's universities indicates that the few programs currently offering instruction in journalism and communication are heavily literary, linguistic, and theoretical, that they have no sociological orientation, and that they are of very little practical use for social development. A plea is made for the acceptance of communication as a social science discipline in all colleges and universities in the region, stressing the important role communication can play in social change and national…

Brooks, Alison S., Ed.; Lanouette, JoAnne, Ed.; Selig, Ruth O., Ed. (2002). AnthroNotes: Museum of Natural History Publications for Educators, 2002. AnthroNotes, v23 n1-2 Win/Spr-Fall. The journal is intended for anthropologists, archaeologists, teachers, museum and other professionals interested in the wider dissemination of anthropology, particularly in schools. It offers in-depth articles on current anthropological research, teaching activities, and reviews of new resources. The winter/spring issue contains four sections: (1) "The Silk Road: The Making of a Global Cultural Economy" (Richard Kurin); (2) "Teacher's Corner: The Silk Road Big Map" (Betty Belanus, Comp.; Merrill Feather, Comp.); (3) "Selected Web Resources on the Middle East" (Margaret R. Dittemore); and (4) "Afghanistan in the Classroom" (Audrey Shalinsky). The fall issue contains four sections: (1) "Refugees: Worldwide Displacement and International Response" (Stephen C. Lubkemann); (2)"Teacher's Corner: Refugee Internet Resources" (Janet Soller); (3) "In Praise of Robert L. Humphrey October 7, 1939-November 15, 2002"; and (4)… [PDF]

(1982). U.S.-India Relations: The Asia Society. A Media Source Guide, Issues for the '80s. One of a series of guides dealing with diverse topics of concern to the U.S. media, this publication is intended to provide journalists with concise, authoritative background information on India and India-U.S. relations. The guide begins with a series of background papers (by Philip Oldenburg) discussing issues and interests in Indo-U.S. relations, India as a major power, and the political style and personal influence of Indira Gandhi. A fact sheet dealing with Indo-U.S. relations discusses East-West relations, Afghanistan, arms to Pakistan, nuclear power, economic assistance, China, and the Indian Ocean. A partial listing of diplomatic visits between India and the United States and a chronology of major events in the life of Indira Gandhi are provided. A chart of selected indicators of change in India between 1950 and 1980 is provided. The guide concludes with lists of individuals and institutions specializing in India and India-U.S. relations. (RM)… [PDF]

(1966). [Selected Reports from the Technical Seminar on Educational Wastage and School Drop-Outs, with Summary Review of Country Reports.]. As a part of a study of educational wastage in Asian countries by the United Nations Educational, Scientific, and Cultural Organization, this summary review reports the incidence of dropout and retardation in public elementary schools in the countries included in the study (mainly Afghanistan, Malaysia, Nepal, and the Philippines). It is noted that the majority of Asian countries had a high incidence of dropouts during the first three to four grades. It is also noted that most countries reported more incidence of dropouts in rural areas than in urban areas and that more dropouts were attributable to girls than to boys. The report lists factors which are contributory to the high rate of dropout and retardation, and 14 suggested remedial measures to minimize the wastage are listed. Tables and graphs are interspersed throughout the document to point out data pertinent to the study. A related document is RC 004 292. [Not available in hard copy due to marginal legibility of original… [PDF]

(1964). A Guide to Asian Collections in American Museums. Asian art collections held in twenty-one states and in Canadian museums and galleries, representing a cross-section of study material available to the public, are listed in this guide. Some of the collections listed are broad in scope while others are confined to a special country. Asia as represented in the publication is defined as including all countries from Afghanistan to Japan. Information given includes name, address, hours, and director of the museum. Brief descriptions, written by directors, contain information concerning the history, scope, and size of collections. Museums and galleries are listed alphabetically by state. In addition to a brief introduction, the publication includes: 1) an outline of historic periods in China, India, and Japan (to serve as a study aid); 2)indices of countries represented and museums and galleries listed; 3) a glossary of foreign or unfamiliar terms; and 4) a selected bibliography of significant books for additional information (SJM)… [PDF]

(1971). [Catalogues of Third Country Training Resources in East, Near East, and South Asia. Volumes 1 and 2.]. Both of these catalogs are part of a series of four official AID publications covering both academic and non-academic training opportunities. These two in particular were developed to encourage increased use by Asians of the regional training resources designed to assist them in the economic and social development of their countries. The catalogues are intended for use as a working tool by both American and host government training officers and technical advisors in determining where to train participants, when to train, and to provide information about technical programs, fees, prerequisites, resource addresses, housing, language of instruction, and the United States involvement with the training resource. There are programs described for: 1) agriculture, 2) industry and mining, 3) transportation, 4) labor, 5) health and sanitation, 6) education, 7) public safety and administration, 8) community development, and 9) communications media. India, Lebanon, Pakistan, Turkey, Iran,… [PDF]

Esfandiari, Haleh; Litwak, Robert S. (2007). When Promoting Democracy Is Counterproductive. Chronicle of Higher Education, v54 n8 pB7 Oct. The United States has begun a $75-million program to promote democracy by supporting Iranian nongovernmental organizations (NGOs). That program, coupled with loose talk about regime change from members of Congress, commentators close to the administration, and individuals within the administration, has fed a sense of vulnerability and paranoia among elements of Iran's ruling regime. Those elements believe that the United States, entangled in Iraq and Afghanistan, is no longer capable of a military intervention in Iran. Rather, they believe, it is seeking to overthrow the regime through a "velvet revolution," similar to the peaceful revolutions that brought about regime change in Ukraine, Georgia, and other former republics of the Soviet Union. The Iranian Intelligence Ministry is dedicated to uncovering a comparable "plot" for "soft" revolution in Iran and producing evidence of it for both senior government officials and the larger public. In the… [Direct]

(1976). Curriculum for Development: Analysis and Review of Processes, Products and Outcomes. Final Report: Sub-Regional Curriculum Workshop (Colombo, Sri Lanka, October 1-30, 1976). Presenting proceedings and materials covered at an Asian curriculum workshop involving 15 participants from 7 countries (Afghanistan, Bangladesh, Indonesia, Malaysia, the Philippines, India, and Sri Lanka), this document includes: a discussion of criteria for curriculum analysis re: health education and nutrition instruction for grades 6-10; a description of field visits by workshop participants to innovative projects; and a discussion re: the coordination of curriculum and rural transformation. Included in the section on criteria are discussions re: goals, aims, and objectives; content; teaching strategies; resources; evaluation; and criteria development, feasibility, relevancy, comprehensiveness, and use. The section on national criteria addresses: content (health/nutrition); employable skills; rural transformation; teaching strategies and resources; and evaluation. Presenting guidelines for possible innovative curriculum development, five field visits are discussed in terms of… [PDF]

(1971). Polyvalent Adult Education Centres. Final Report of the Asian Regional Seminar on Polyvalent Adult Education Centres. The Asian Regional Seminar on Polyvalent Adult Education Centers, held during September, 1971 in Bombay, was attended by individuals representing United Nations agencies, Afghanistan, Cambodia, India, Indonesia, Iran, Japan, Republic of Korea, Laos, Malaysia, Nepal, Phillippines, Singapore, South Vietnam, and Thailand. Seminar objectives included evaluating the Bombay Polyvalent Adult Education Center and examining the possibilities of using the Bombay experience in other Asian countries. A general report provides conference information and presents synopses of two papers regarding adult education centers in Yugoslavia and France: agenda paper number one, Polyvalent Adult Education Center: Structure and Organization–Indian Experience and its Evaluation; and agenda paper number two, Concept of Polyvalent Adult Education. Main seminar conclusions and recommendations are outlined by objective. Taking up over half of the document, appended material lists participants and presents… [PDF]

(1986). UNESCO in Asia and the Pacific: 40 Years On. Bibliographical Supplement. Bulletin of the Unesco Regional Office for Education in Asia and the Pacific, n27 Nov. This bibliography of approximately 1,850 published and unpublished materials concerning all aspects of education in Asian and Pacific countries updates a 1979 bibliography by the same organization. Types of materials listed include conference papers, research reports, books, statistical compilations, government/international organization publications, journal articles, and directories. Entries occur alphabetically by author in 35 sections: Asia and the Pacific, Afghanistan, Australia, Bangladesh, Bhutan, Burma, People's Republic of China, Kampuchea, Democratic People's Republic of Korea, Fiji, Hong Kong, India, Indonesia, Iran, Japan, Kiribati, Laos, Malaysia, Maldives, Mongolia, Nepal, New Zealand, Pacific Islands, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Samoa, Socialist Republic of Viet Nam, Singapore, Sri Lanka, Thailand, Tonga, Turkey, and the USSR. Publication dates for entries range from the mid-1970s to the mid-1980s with the majority of items published…

AHMED, FIROZA (1963). THE CONCEPT OF COMMUNITY DEVELOPMENT WITH SPECIAL REFERENCE TO ITS PRESENT AND FUTURE APPLICATIONS IN PAKISTAN. COMMUNITY DEVELOPMENT PROGRAMS ARE ANALYZED IN THIS STUDY TO CLARIFY THEIR DEMOCRATIC PHILOSOPHICAL ORIENTATION, TO IDENTIFY PROGRAMS IN INDIA, EGYPT, IRAN, AFGHANISTAN, THE PHILIPPINES, AND BURMA HAVING POTENTIAL SIGNIFICANCE FOR PAKISTAN, AND TO SUGGEST SOCIAL SERVICE AND COMMUNITY DEVELOPMENT ACTIVITIES THAT SHOULD BE EXPANDED OR INAUGURATED IN PAKISTAN. THE PRESENT PROGRAMS IN PAKISTAN CAN BE STRENGTHENED THROUGH CLARIFICATION OF THEIR THEORETICAL BASES TO ELIMINATE PATCH-WORK ACTIVITIES. THE RESOURCES AND EFFORTS OF THE ADMINISTRATORS, THE COMMUNITY ORGANIZERS, AND THE COMMUNITY LEADERS SHOULD BE COORDINATED THROUGH A MINISTRY OF COMMUNITY DEVELOPMENT. THE UNION COUNCILS SHOULD BE EMPOWERED TO PLAN AND APPROVE COMMUNITY PROJECTS, BUT NOT TO REGULATE THEIR DAY-TO-DAY EXECUTION. ADMINISTRATIVE PERSONNEL SHOULD BE REQUIRED TO HAVE SPECIALIZED TECHNICAL TRAINING AND FIELD EXPERIENCE IN SOCIAL WELFARE AND COMMUNITY DEVELOPMENT. IMPROVEMENTS ARE NEEDED IN RECORD KEEPING AND…

Wilson, Angene Hopkins (1993). The Meaning of International Experience for Schools. This collection of case studies looks at international education in a broad context. These studies illustrate how persons with international experience, including teachers who have lived abroad, returned Peace Corps volunteers, and immigrant and international students contribute to the curriculum in their schools. Looking at an affluent suburban elementary school, a rural middle school, and a poor inner-city magnet high school, the author examines how school systems, teacher education, and communities can cooperate to give education a global perspective. Chapters 1 and 2 examine the impact of international experience. Chapters 3 through 8 are the case studies of the following groups or persons: (1) teachers with international experience; (2) returned Peace Corps volunteers; (3) a sixth-grade immigrant from Afghanistan; (4) a multicultural school; (5) international student visitors at school; and (6) the International Studies Academy at an urban magnet school. Chapter 9 offers…

(1985). Towards Equality of Educational Opportunity: Inter-Country Exchange of Experiences. Report of the Visits of the Panel on the Education of Girls (9th, Bangkok, Thailand, May 27-June 10, 1985). The develoment of specific programs to promote the education of girls in countries in which low female enrollment is a major obstacle to the universalization of primary education is the focus of this document. National statistics are presented for seven countries that still have low gross enrollment rates: Afghanistan (14%), Bangladesh (38%), Bhutan (10%), India (70%), Nepal (43%), Pakistan (33%), and Papua New Guinea (58%). The document predicts that the proportion of girls of primary school age not in school would be even higher if age specific rates were available. This document presents several activities to promote a continuing program for the education of girls in these countries. Bangladesh, India, Nepal, Pakistan, and Papua New Guinea have established national steering committees of high level educators and others committed to the cause of women's education to promote programs that will contribute to universalizing educational opportunities for girls. These committees have… [PDF]

(1982). Population Education in Asia and the Pacific. Bulletin of the Unesco Regional Office for Education in Asia and the Pacific. Number 23, June, 1982. The necessity of successfully managing population and development to ensure the quality of life in Asia in the coming decade is emphasized in this bulletin, which is arranged into four sections. Section one contains an article dealing with change and development of population education in Asia and the Pacific and a demographic analysis. Section two consists of country reports prepared by the directors of national population education projects and updated papers presented at workshops held in Bangkok in 1981 and in Suva in 1979. Countries reported on are Afghanistan, Bangladesh, China, India, Indonesia, Malaysia, Nepal, Pakistan, the Philippines, Korea, Viet Nam, Sri Lanka, Thailand, Turkey, Fiji, Papua New Guinea, Solomon Islands, Tonga, and the Trust Territory of the Pacific Islands. A synthesis of innovative experiences in population education concludes the second section. Section three deals with quality of life themes as related to population, including agriculture and food,… [PDF]

Duncan, James A., Ed.; Flores, Thomas C., Ed. (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]

Pires, Edward A. (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]

TEXTOR, ROBERT B., ED. (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,…

De Vries, Mary A. (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…

Millman, Sierra (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]

Cahill, Bruce, Ed. (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]

Cahill, Bruce, Ed. (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]

Collins, Joyce E.; Lyons, Raymond F. (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…

Bell, Violet M., Comp.; And Others (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]

Wei, Jacqueline (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…

Bangura, Abdul Karim (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]

Lowe, Norman K., Ed. (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…

Inayatullah, C., Ed. (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…

Rahim, Syed A. (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…

Black, Stephen R.; Thorp, Kay (1997). Literacy Practices and Linguistic Choices: A Sociocultural Study of a Multilingual Adult Literacy Student Group. The report describes a study of a multilingual group of six adult literacy students, five women and one man, enrolled in an English literacy class at an Australian college. Subjects' countries of origin include Afghanistan, Indonesia/China, Lebanon, Iran, and China. The study examined factors affecting subjects' daily literacy practices and language choices. Students' statements are presented and summarized on these topics: personal linguistic background; language choices and code-switching; literacies and competence levels; use of family and social support networks; effects of literacy on dependency and the exercise of social power; problems involving children and language shift; and the perceived value ascribed to specific English literacy practices in both personal and family contexts. Results showed extensive previous language learning exposure and a number of variables influencing code-switching behavior in reading and writing. Variation was also found in literacy levels,…

(1983). Learning Needs and Problems in Primary Education. Report of Technical Working Group Meetings (Bangkok, Thailand, September 6-12, 1983). Volume I: Research Issues and Proposals. This first volume in a two-part report reviews completed and proposed research studies on learning needs and problems in primary education and describes research proposed for Afghanistan, Australia, Bangladesh, India, the Republic of Korea, Malaysia, Nepal, Pakistan, the Philippines, and Thailand. An introductory chapter considers the following factors involved in children's failure in primary school: lack of emotional and financial support; inadequacies in the school's physical environment or learning climate; and difficulties in adjustment and motivation, especially for children disadvantaged by their social group, language, physical location, or health. The second chapter gives an overview of research studies that illustrate types of investigation conducted in the region. In the third chapter, further research required in the region is described under ten headings: (1) preparation of children for school; (2) teaching strategies and instructional materials for disadvantaged… [PDF]

(1985). Distance Learning Systems and Structures–Training of Distance Educators. Report of a Sub-Regional Workshop. Vol. I. (Colombo, Sri Lanka, July 5-18, 1984). This report summarizes the proceedings of a workshop whose objectives were to: (1) review and examine the functions of distance educational systems for the nine participating countries with respect to the training needs of staff responsible for distance education; (2) review, examine, and refine a draft training manual and develop exemplar modules on distance learning; (3) prepare draft plans for national pilot training workshops; and (4) reflect on critical aspects of training in distance education and identify possible future needs. Chapter 1 contains summaries of distance education activities in the participating countries: Sri Lanka, Papua New Guinea, New Zealand, Republic of Maldives, India, China, Bangladesh, and Afghanistan. Chapter 2 summarizes priority training needs for seven of the participating countries, and Chapter 3 presents proposals for national pilot training workshops in these countries. The proposals include suggestions for organizational set-up, target group,… [PDF]

(1980). Equality of Educational Opportunities for Girls and Women; Report of a Meeting of a Consultative Panel for Asia and Oceania (October 1-8, 1979). Results of a conference on girls' and women's access to education in eight countries in Asia and Oceania are reported. The countries–Afghanistan, Bangladesh, India, Indonesia, Nepal, Pakistan, Papua New Guinea, and Thailand–show significantly less enrollment of females at various levels of education. The document is organized into five chapters. Chapter I briefly summarizes the current educational and social environment in the eight countries and discusses programs to overcome inequalities. Chapter II summarizes factors affecting equal access to education for females, the sources of which are educational, economic, and socio-cultural. Chapter III identifies programs and alternative approaches to the provision of equal educational opportunities for females. Some suggestions are for awareness-raising groups, national programs to educate men and women about their roles, legislation to support the status of women, relevant curricula, alternatives to formal education, and research….

(1980). Technical and Vocational Education in Asia and Oceania. Bulletin of the Unesco Regional Office for Education in Asia and Oceania. Number 21, June 1980. This issue contains a regional review, discussion of technical and vocational education in countries of Asia and Oceania, articles dealing with various aspects of technical and vocational education, and a bibliographical supplement. The brief statistical review in section 1 concerns second-level technical and vocational education in the developing countries of Asia and Oceania from 1965 to the mid-1970s. Section 2 deals with second-level, tertiary (postsecondary) level, and on-the-job technical and vocational education by country. Topics include structure, curriculum, programs, institutions, teacher preparation, financing, innovations, and experiments. These countries are included: Afghanistan, Australia, Bangladesh, Burma, China, India, Indonesia, Japan, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Singapore, Socialist Republic of Viet Nam, Sri Lanka, Thailand, and Union of Soviet Socialist Republics. Section 3 contains five articles: (1)…

(1979). Moral Education in Asia: Promotional Strategies and Evaluation Techniques. Reports of a High-Level Seminar and a Regional Workshop (Tokyo, Japan, 1978). This publication reports on a seminar and a workshop held in Tokyo, Japan, 1978 dealing with moral education in Asia. The seminar and workshop participants exchanged information and experiences, examined problems, and suggested guidelines for the implementation of regional programs in moral education. Participating countries include Afghanistan, Burma, India, Indonesia, Iran, Japan, Republic of Korea, Malaysia, Nepal, Pakistan, Philippines, Singapore, and Thailand. Chapter I of the report presents problems and issues discussed. In many of the participating countries, moral instruction is provided as a part of other courses; in others it is offered as a separate course. In all of the countries, the main focus of moral instruction is on the development of character traits that reflect the moral values of each individual country. Only a few countries have provided textbooks for teaching the subject. Countries have, however, provided the teachers with guidelines and sample materials to…

(1978). Policy Towards Social Sciences in Asia and Oceania. Report on the Meeting of Experts. Manila, Philippines, 3-7 April 1978. The document reports on a meeting of Asian social science policy experts sponsored by UNESCO. The objectives of the meeting were to review the basic elements of the social science policies of countries in Asia and Oceania, to examine the feasibility of establishing a Regional Centre for Social Science Research, and to make recommendations for further formulation of social science policies at national and regional levels. Experts attended from 16 countries: Afghanistan, Australia, Bangladesh, India, Indonesia, Iran, Republic of Korea, Malaysia, Mongolia, Nepal, New Zealand, Pakistan, Philippines, Singapore, Sri Lanka, and Thailand. Sessions covered organization of the meeting, the social science situation in Asia, brief reports concerning basic elements of social science policy in each country, possible formats and role of a regional social science centre, and ways UNESCO could promote the social sciences. The concluding session made ten recommendations, including the development and…

(1979). Making and Using Low-Cost Educational Materials. Report of a Sub-Regional Workshop in Educational Technology with Special Reference to Development of Low-Cost Educational Materials (Kathmandu, Nepal, November 7-21, 1978). The materials collected here were generated at a workshop in which 16 participants from Afghanistan, India, Japan, Malaysia, Pakistan, the Philippines, and Nepal met to examine the subject of developing low cost educational materials. The objectives of this workshop were (1) to exchange experiences in the development of such materials through displays and demonstrations; (2) to consider the use of locally available resources and other appropriate or adapted methods and techniques; and (3) to develop samples of low cost, simple materials together with their instruction sheets, for use in training institutions and workshops, and as guides for supervisors and teachers. This report includes a discussion of the present status of the development of low cost educational materials in each of the participating countries as well as a synthesis of the experiences of these countries as a whole. Broad, conceptual guidelines based on these experiences are provided for use in formulating…

Jacob, Louis A., Ed.; And Others (1970). Southeast Asia: A Bibliography for Undergraduate Libraries. Occasional Publication Number Eleven. This bibliography, one of a series, represents an effort to develop a graded subject list of over 1500 titles relevant to the study of South Asia (the majority of which have been published in the last twenty years) which are appropriate for undergraduate libraries. Its emphasis is upon social studies and the humanities. Selections were made from lists of titles submitted by area specialists. It is intended as a book selection guide for college libraries not likely to have expertise in selecting available to them. Arrangement of entries is in sections by country — Afghanistan, Pakistan, Ceylon, Nepal, and India — preceded by a general section on South Asia, each section comprised of subsections based on type of publications and subject areas. Items are ranked according to those in Western languages which are in print and available. Entries are graded as to degree of essentiality for undergraduate collections and keyed to annotations in existing bibliographies and selected journal…

Metzger, Scott Alan (2005). The Kingdom of Heaven: Teaching the Crusades. Social Education, v69 n5 p256 Sep. The attacks of September 11th, followed by U.S. military actions in Afghanistan and Iraq, have brought greater attention to the simmering conflict between Islam and the West–a conflict most brutally played out historically during the Crusades. The series of holy wars for control of Jerusalem and the Holy Land stretched over centuries–from 1096 to 1291 (with subsequent efforts as late as the mid-1400s). Recent statements from Islamic militants denouncing U.S.-led forces in Iraq as "crusaders" show that passions still are fired in the Muslim world by the memory of the Crusades. Into this political environment, film studio Twentieth Century Fox recently released The Kingdom of Heaven, the first Hollywood movie to seriously address the Crusades and their present-day implications. The film is a timely commentary–that nearly a thousand years after the Crusades began, peace in the Holy Land remains elusive. This present-day outlook makes The Kingdom of Heaven a useful…

Robson, Barbara; Tegey, Habibullah (1990). Beginning Pashto: Textbook. This textbook is a component of \Beginning Pashto,\ a set of materials (including a student workbook, teacher's manual, glossary, and tapescripts) that teaches the Pashto language. The language taught is Afghan Pashto, particularly the standard central district dialect spoken in Kabul and in the official media. The text provides 14 units of study; each unit is approximately 10 hours of class work, and therefore, is sufficient for 2 semesters of academic language training. The first unit of study teaches the Pashto writing system and consists of the following sections: (1) Greeting and Goodby Phrases; (2) Pashto Pronunciation; (3) The Pashto Alphabet Letter Shapes; and (4) Diversions. The remaining 13 units of study present the language through dialogues and readings on various topics (e.g. food, shopping, weather, family, etc.), with accompanying presentations on grammar and vocabulary, and exercises for oral practice and conversation. Each unit also contains a diversion (a proverb,…

Pytlik, Edward C. (1983). The Role of Technology Education in Third World Development. Traditional attempts at development–such as sending in food, sending in educators, and then sending in technology from developed countries–have not been very successful in the development of Third World countries since these attempts began in the 1950s and 1960s. At that time, education, especially vocational education, was seen as the great path to economic development for these countries. Later, assessment of educational programs showed that, in many cases, developmental objectives had not been met. Instead, vocational education had tried to impart manual skills to the privileged few, who preferred academic training and unemployment to such "demeaning" tasks, while failing to reach vast numbers of underprivileged people. A better approach may be that of "nonformal education," which focuses on transmission of immediately needed skills, combined with technological training, in the production of immediately useful goods and services. Technological training…

Adhikarya, Ronny; Colle, Royal D. (1983). Reaching Out: The Role of Audio Cassette Communication in Rural Development. Occasional Paper 19. This report describes the state-of-the-art of audio cassette technology (ACT) and reports findings from field tests, case studies, and pilot projects in several countries which demonstrate the potential of audio cassettes as a medium for communicating with rural people. Specific guidance is also offered on how a project can use cassettes as a communication or teaching tool. The changing concept of development is discussed as well as major communication problems in rural development. The problems of rural development and communication are illustrated by the case study of a migrant farmer project in a remote rural area in Pematang Panggang (South Sumatra, Indonesia). Experience is also reported on the use of audio technology with agricultural extension workers in Bangladesh. Additional topics include the characteristics of cassettes that make them so powerful, the content and format used in ACT systems, and distribution systems. Findings from evaluations of the ACT system are… [PDF]

Ahsan, Muhammad (2005). Politicization of Bilateral Aid and Educational Development in Pakistan. Educational Studies, v31 n3 p235-250 Sep. Increasing international cooperation and interdependence are important features of the contemporary globalized world. In the present age, foreign aid is a very peculiar type of transaction in the sense that its focus is to satisfy the objectives of the donor and the recipient, which are not always the same. This paper attempts to analyse the situation of US and British aid to Pakistan's education sector. The role of international donors in the development of the education sector in Pakistan cannot be underestimated. They have been even more important for this developing country which has faced financial crises, particularly during the 1990s. These financial hardships faced by the country were mainly the outcome of the changed regional, political, as well as the geostrategic situation which also caused the change in the behaviour of international donors. It is especially true in the case of the USA and the UK where the aid to Pakistan was seriously affected by the changed situation in… [Direct]

(2002). CNN Newsroom Classroom Guides, February 2002. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of February 2002, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Afghanistan's interim leader is making a global impression (February 1); new report faults the practices of the Arthur Anderson accounting firm and Enron executives, Congress delves deeper into the Enron hearings, Senate panel votes to issue a subpoena for Kenneth Lay, Israeli Prime Minister Ariel Sharon will visit the U.S., and former Enron CEO Jeffrey Skilling testifies before a House committee (February 4-8); violence escalates between the Palestinians and the Israelis, Slobodan Milosevic's trial begins, Kenneth Lay pleads the Fifth, Pakistan's president meets with President Bush at the White House, and Enron vice president Sherron Watkins testifies on Capitol Hill (February 11-15); U.S. and Japanese…

Wyss, Ron (1995). The Carrot Highway [Videotape]. \The Carrot Highway\ is a 40-minute award-winning videotape that takes viewers on a whirlwind tour around the world to tell the story of the carrot. This videotape reveals the carrot in all its glory by cleverly integrating live-action, music, animation, videotape footage, and games. Viewers travel with a troupe of animated carrot characters to Afghanistan, where the carrot originated a thousand years ago. The highway continues through Middle Eastern countries to Holland, then to France where the first three varieties of carrot were developed, and finally to the United States where topics such as root selection, hybrid seed development, planting, harvesting, processing and shipping are presented. Viewers visit a nutritionist's lab in Texas and a commercial seed production facility in Idaho. These locations are shown on maps which clearly demonstrate the route of the carrot's worldwide highway. This film interweaves history, geography, science, math, and agribusiness. The Companion…

van Leeuwen, Fred, Ed. (2002). Dossier: Open and Distance Learning. Education International, v8 n2 Jun. This magazine addresses diverse educational issues in different parts of the world. Articles in this issue are: "Education for All: Governments Must Do Much More to Make Schooling Accessible for All Children" (G. Machel and N. Mandela); "Afghanistan: Education Opens Up New Perspective"; "South Korea: Behind the Facade" (W. van der Schaaf); "Kyrgyzstan: Providing Quality Education in Miserable Conditions" (S. N. Pyakuryal); and "Child Labour: ILO Global Report on Child Labour Cites 'Alarming' Extent of Its Worst Forms" (J. Somavia). The"Open and Distance Learning" section contains: "Introduction" (A. C. Armstrong); "Open and Distance Learning: Unlocking the Potential" (J. Daniel); "The Francophone Educational Channel: A Major 'Agence de la Francophonie' Program"; "National Situations: Chile (J. P. Urrutia) and Russia (N. Kolobashkin)"; "ICDE, International Council for Open and… [PDF]

Risinger, C. Frederick (1988). Teaching about Religion in the Social Studies. ERIC Digest. Recently, there has been a movement to put religion and its influence on history back into the social studies curriculum. This ERIC Digest discusses: (1) reasons for including religion in the curriculum; (2) how religion is currently treated in the school curriculum; (3) guidelines for teaching religion in the classroom; and (4) resources available to implement in the curriculum. Religion is an active force in today's world, and for students to understand U.S. history and culture and the schisms in Ireland, the Middle East, and Afghanistan, for example, a thorough comprehension of religion is necessary. Citing the Supreme Court decisions written on Engle v. Vitale (1962) and Abington v. Schempp (1963) to support religion as an integral part of the curriculum, teachers, administrators, and schoolboards are cited as barriers in their efforts to avoid controversy within the community. However, if guidelines are established, teaching religion can be included in the curriculum without… [PDF]

CHAVARRIA-AGUILAR, O.L. (1962). PASHTO BASIC COURSE. THIS STUDENT TEXT AND THE ACCOMPANYING "INSTRUCTOR'S HANDBOOK" WERE DEVELOPED FOR USE IN A ONE-YEAR, SEMI-INTENSIVE COURSE FOR NATIVE SPEAKERS OF ENGLISH. THESE MATERIALS ARE NOT DESIGNED FOR SELF INSTRUCTION, BUT ARE FOR CLASSROOM USE WITH A NATIVE SPEAKER OF PASHTO AND AN INSTRUCTOR WITH SOME KNOWLEDGE OF LINGUISTICS. THE DIALECT OF PASHTO REPRESENTED HERE IS THAT OF EASTERN AFGHANISTAN. SINCE THIS COURSE IS INTENDED TO PRESENT BASIC CONCEPTS OF PRONUNCIATION AND STRUCTURE, IT PROVIDES INTENSIVE PRACTICE IN RECOGNIZING AND PRODUCING THE PHONEMES OF THE LANGUAGE BEFORE PRESENTING POINTS OF STRUCTURE. THE ARTICULATION OF EACH SOUND IS FIRST DESCRIBED AND THEN THE INSTRUCTOR DRILLS THE STUDENTS IN RECOGNIZING AND REPEATING THE SOUND. THE LESSONS IN STRUCTURE WHICH FOLLOW THE PRONUNCIATION SECTION ARE COMPOSED OF–(1) SENTENCES WHICH PRESENT NEW FORMS, (2) NOTES ON GRAMMAR AND ALTERNATE FORMS (TO BE READ AS HOMEWORK OR COVERED IN CLASS), (3) ORAL DRILLS, AND (4) THE NEW…

(1981). Trends Developments. ASPBAE Courier Service, n21 Apr. This issue contains extracts from twenty-one country reports and case studies presented to the Unesco Regional Seminar on Adult Education and Development in Bangkok, November 24-December 4, 1980. The excerpts have an emphasis on innovations in adult education in the region. Countries and programs discussed include (1) community education/apprenticeship in Indonesia; (2) Accreditation and Equivalency Program in the Philippines; (3) Technical Education Units Program in Sri Lanka; (4) training development, continuing education, broadcasting liaison, and adult reading assistance in New Zealand; (5) social change and adult education in Japan; (6) literacy and complementary education in Laos; (7) government support in Hong Kong; (8) Functional Literacy and Family Life Planning in Thailand; (9) literacy and adult education in Pakistan; (10) non-formal education and community development programs in Malaysia; (11) Yavu Buli Rural Youth Movement in Fiji; (12) literacy education in Nepal;… [PDF]

Johansen, Robert C. (1980). Jimmy Carter's National Security Policy: A World Order Critique. This essay evaluates the Carter administration's behavior on national security questions and appraises the extent to which it meets Carter's initial professed national security goals. These goals include the intention to reduce military expenditures, to halt the nuclear arms buildup of the United States and U.S.S.R., to prevent the spread of nuclear weapons technology to additional countries, to cut U.S. arms exports, and to curtail overt and covert U.S. intervention in Third World countries. The analysis demonstrates that the Carter administration has violated its own professed goals and the security interests of the U.S. public. Carter's foreign policy, like that of preceding administrations, has been deficient because it has rigidly adhered to national interests too narrowly defined, and has not promoted structural solutions to problems that are structural in origin. To be successful, an alternative policy approach must decrease the prospects for war and inequity in the short run…

Warren, Marion Kohashi (1984). AID and Education: A Sector Report on Lessons Learned. A.I.D. Program Evaluation Report No. 12. Twelve United States Agency for International Development (AID) education projects were evaluated between 1980 and 1981. Four were in Asia (Philippines, Nepal, Thailand, Korea), two in Africa (Kenya, Nigeria), four in Latin America (Colombia, Brazil, Paraguay, Ecuador), and two in the Near East (Jordan, Afghanistan). The evaluations measured the extent to which selected, completed, AID-funded projects achieved their goals, and the extent to which these projects left a lasting imprint on the countries in which they were implemented. Descriptions of the AID-funded programs in the 12 countries are provided. The findings and analyses presented are suggestive, but not conclusive or definitive. They are presented under the following categories: (1) who benefited; (2) impact on institutions and institutional practices; (3) curriculum reform; (4) spread effects; (5) unanticipated impact; and (6) factors explaining effectiveness and impact (political/social strife; culture and commitment;… [PDF]

Makus, Anne L. (1986). In the Name of Peace. United States President Ronald Reagan and Soviet leader Mikhail Gorbachev have strongly emphasized in several speeches that their ultimate goal is peace between their respective nations. However, this apparent shared goal has not come about, largely because they lack a common understanding of the meaning of peace. Both have stated that they wish for the elimination of all nuclear weapons some day, but Gorbachev contends that the United States disrupts chances for "fairness and equality" with plans for developing the Strategic Defense Initiative, or Star Wars defense system. Reagan believes that the Soviets interfere with peace initiatives by "interfering in regional conflicts," such as Afghanistan. Hence, their opinions of what will bring about peace are entirely different. More importantly, when Reagan discusses peace, he uses words such as honor, human dignity, faith, courage, and love–essentially, freedom from control. Gorbachev discusses peace as freedom to…

Milligan, Jeffrey Ayala (2004). Democratization or Neocolonialism? The Education of Muslims under US Military Occupation, 1903-20. History of Education, v33 n4 p451-467 Jul. Recent events in Afghanistan and Iraq appear to mark the beginning of a new and challenging relationship between the United States and the Muslim world. As the US embarks upon its self-appointed task of helping to bring about the development of peaceful, democratic civil societies in Islamic nations wracked by decades of war, ethnic strife and political oppression, it may prove instructive to reflect on earlier US efforts to foster democratic social development through education of Muslim communities under US military and civilian occupation. This essay proposes to examine the use and consequences of educational policy to foster development and democratic self-governance of Muslims under US rule in the southern Philippines between 1903 and 1920. This case, which occurred precisely one century ago, offers important insights into the ways in which culturally and historically constructed discursive lenses shape both the construction and interpretation of development policies and thus… [Direct]

Hutton, Deborah S. (1988). US/USSR Textbook Study Project: Methodological Aspects. This paper describes the joint cooperation between the United States and the USSR for a bilateral textbook review project that was begun in the 1970s. The US/USSR Textbook Study Project, suspended in 1980 when President Jimmy Carter ended U.S. cultural exchanges with the Soviet Union after the Afghanistan invasion, resumed in 1986 with different expert participants and has yet to be completed. Twenty-five U.S. textbooks and eight Soviet textbooks were chosen, translated, and exchanged for review. Four guidelines were established to guide the project: (1) only history and geography textbooks would be studied; (2) textbook coverage would be restricted to US-USSR relations; (3) the reviews would have a limited distribution; and (4) criticisms would be freely provided and would be used as recommendations for textbook updates. The advantages of bilateral textbook study, while fewer than the disadvantages, are considered more powerful and include: (1) the active involvement of a… [PDF]

Parrini, Michelle; Williams, Charles F. (2005). Enemy Combatants and the Courts. Social Education, v69 n2 p103 Mar. In some ways America's response to the murderous surprise attacks of September 11, 200l, resembled that of previous wars. The nation was mobilized and its military directed to hit back as soon as possible. Unlike past wars, however, the enemy proved to be a shadowy terrorist organization with a religious identity, a long-term strategy, and no fixed address. The Al Qaeda network did have fighters, however, and–in Taliban-ruled Afghanistan–a safe harbor. When the U.S. armed forces invaded that country to overthrow the Taliban regime, it captured thousands of prisoners, many of whom were thought to belong to Al Qaeda. Other suspected Al Qaeda operatives were captured elsewhere around the world, and in time, the immediate concern for disarming suspected hostile fighters and rendering them harmless gave rise to unprecedented questions: What are we to do with prisoners who are captured in a war that is unlikely to have any formal end? When, if ever, must these prisoners be released? What…

Hardy, Lawrence (2005). A Girl Sues the Military over Recruiter Tricks. Education Digest: Essential Readings Condensed for Quick Review, v71 n3 p14-20 Nov. This paper highlights the misunderstanding between recruiters and enlistees–as well as accusations of outright deception–which are common as an all-volunteer military struggles to keep up with the personnel demands of the conflicts in Iraq and Afghanistan. What makes these disputes a school concern is that many young people are being recruited from the halls of high schools across America. Such is the case of Jessica Faustner, who joined the National Guard at age 17, a few months after graduation. Faustner was told the guard would pay for nursing school before she was deployed overseas, says John Roberts, her attorney. But a subsequent meeting of recruits, a commander says her unit had a \90% chance of going to Iraq\ after basic training. In effect, Faustner, now 18, went AWOL, and her 2,000 member brigade went to war. This is the right guaranteed to the military by the No Child Left Behind Act which requires districts to give recruiters access to schools and student information,… [Direct]

(1981). Moral Education in Asia. Report of a Joint Study on Moral Education in Asian Countries. This report presents findings from a regional study by 16 Asian nations on the status of moral education in the Asian region. The objectives of the study were to compile a state of the art report on moral education and to suggest ways in which moral development can keep pace with technological development. The document is presented in four sections. Section one introduces the scope of the study; states general objectives of moral education (to help children become responsible citizens, develop humanistic understandings, realize their maximum possible development potential, and to cope with rapid social change); and suggests why there is such an urgent need for moral education in Asia's developing nations. Section two presents a synthesis of reports on moral education in the 16 nations which participated in the project. Information is presented on objectives, socio-cultural and historical background, curriculum, instructional materials and media, teaching methods, teacher education,…

Miran, M. Alam (1975). Naming and Address in Afghan Society. Forms of address in Afghan society reflect the relationships between the speakers as well as the society's structure. In Afghan Persian, or Dari, first, second, and last names have different semantic dimensions. Boys' first names usually consist of two parts or morphemes, of which one may be part of the father's name. Girls' names usually consist of only one part, but sometimes two. Where the actual first name is considered to consist of a subordinate, or common, name plus a proper given name, the proper name is used. In cases where both parts are considered important, both must be used. Ox-names or nicknames may also be used in place of the given name. In some cases an honorific or a patronymic name may be used. A teknonymous name (a kinship name plus the relative's first name) is used when the addressee is older than the addressor. Married parents address each other with the eldest child's name; childless couple uses /o:/ ("hey!") or a kinship pattern. Younger family…

Allender, Tim (2007). Bad Language in the Raj: The "Frightful Encumbrance" of Gottlieb Leitner, 1865-1888. Paedagogica Historica: International Journal of the History of Education, v43 n3 p383-403 Jun. This article traces the exceptional career of Gottlieb Leitner, one of the most significant European educators in north India in the second half of the nineteenth century. Leitner's career is important because he was responsible for changing government attitudes about teaching in the local languages and he was pivotal in the foundation of the Punjab University. The article is also part of a move since the mid 1990s to rediscover the European educator in India. This has been necessary because postcolonial research has neglected such men and women and subalternist approaches have concentrated, instead, on using European-constructed text to decipher the histories of mostly marginalised and oppressed indigenous groupings on the subcontinent. Leitner's appointment as Principal of Lahore Government College in 1865 was a deliberate step on the part of authorities in Calcutta and London to see a language expert and educator take up the position. The Punjab, the province where the college was… [Direct]