(1986). International Understanding at School: UNESCO Associated School Project. Bulletin No. 50/51 1985/1986. One of a series of teaching guides designed to enhance elementary and secondary schools' observances of United Nations' international days, this issue features two guidelines, one for teaching about World Meteorological Day (March 23) and one for teaching about World Post Day (October 9). These observances are encouraged in order to promote international understanding and peace through studies of world problems, cooperation, peoples, cultures, and human rights. The first guideline presents information about: (1) meteorology; (2) World Meteorology Day; and (3) the World Meteorological Organization. Objectives and activities are provided for use in language, history, geography, mathematics, and physical education classes and for extra-curricular activities. The second guideline presents an historical review of world post officers' development, along with objectives and learning activities for selected elementary and secondary classes. Other articles include: (1) "Mbuso"…

(1984). Affirmative Action Plan. Access, Equity, Opportunity. Fifth Edition. The Affirmative Action Plan of the New York State Education Department is described in this document. First, a policy statement is provided by the New York State Education Department, committing the Department to the development of: (1) programmatic approaches to the elimination of all unjust exclusionary employment practices, policies, and consequences; (2) educational and training programs for all employees, with due emphasis on upgrading minorities, women, individuals with disabilities, and Vietnam Veterans; (3) personnel practices, policies, and career ladders to assist and encourage upward mobility of employees restricted to lower levels; and (4) mechanisms for swift and judicious resolution of problems of human rights discrimination consistent with departmental policy, the Governor's executive orders, and other applicable legal statutes. This statement is followed by details of: (1) plans to disseminate the affirmative action plan and program both internally and externally;…

(1980). The Protection of Journalists. New Communication Order 4. This report discusses UNESCO sponsored meetings concerned with the protection of journalists around the world. The first section of the report examines the efforts of UNESCO, including two studies commissioned by the International Organization of Journalists (IOJ) and the International Federation of Journalists (IFJ), which recommended that further study be given to the definition of "journalist," the protection of journalists on dangerous assignments and on assignments abroad, the protection of journalists at home, and international instruments. The second section examines the efforts of the International Commission for the Study of Communication Problems and the Protection of Journalists. Proposals by professional journalism organizations are offered in the third section. The preliminary draft international convention for the safety of journalists that was submitted to the Human Rights Commission of the United Nations is examined in the fourth section. The final two…

Mulloy, Paul T.; Switzer, Kenneth A. (1979). Global Issues: Activities and Resources for the High School Teacher. The book is an introduction to teaching about contemporary global concerns in the high school social studies classroom. It contains background and lesson plans for seven units in addition to 39 reproducible student handouts, annotated lists of other good classroom resources, and a guide to sources of teaching materials on global issues. Topics covered include an introduction to the concept of global awareness, world trade and economic interdependence, global conflict and the arms race, economic development and foreign aid, environment and technology, energy and natural resources, and human rights. For each unit, two lesson plans are offered, with suggestions for topics and courses, time allotment, instructional objectives, and teaching methods for introducing, developing, and concluding the lesson. Student handouts offer materials for the learning activities such as relevant statistics and graphs, attitude tests, news media analysis, ranking nations, scenarios, discussion questions,… [PDF]

(1973). Activities of the Specialized Agencies to Promote the Advancement of Women. Study on UNESCO Activities of Special Interest to Women. There are two emphases of the UNESCO program to promote the advancement of women within the reporting period 1972-1973. They are (1) to involve member states closely in UNESCO activities and (2) to focus on the equality of educational opportunity. Activities include: (1) a report on a five country research program concerning the relationship between educational training opportunities and employment for women; (2) various experimental projects; (3) fellowships for the training of women; (4) activities carried out in the areas of human rights, literacy, adult education, teacher training, rural development, technical and vocational training, science/nutrition/family education, population education, mass media, information, UNRWA/UNESCO, UNICEF/UNESCO, and funds-in-trust; (5) collaborations with nongovernmental organizations listed in an annex; and (6) four conferences dealing with the interests of women. Future trends for the program include continuing involvement of member nations,… [PDF]

Roos, Philip (1976). Trends in Residential Institutions for the Mentally Retarded. Trends in Education Series. The author begins with a discussion of definitions of mental retardation, early developments in the care of the mentally retarded, trends in the institutional population, and the disillusionment and dissatisfaction being expressed by professionals, consumer groups, and interested citizens. The detrimental effects of institutionalization documented in research are noted. After listing the obstacles to change, the author presents the principal tenets of the new ideology on care of the mentally retarded: retarded persons should be viewed developmentally, capable of growth and learning, regardless of level of retardation or age; retarded persons should live like nonretarded persons to the greatest degree possible; consumers and their representatives should be maximally involved in planning, programming, and decision-making; legal and human rights of retarded persons must be recognized and protected; national standards should be developed to ensure quality of residential services for the… [PDF]

Giacalone, Beth; Glover, Mary Kenner (2001). Surprising Destinations: A Guide to Essential Learning in Early Childhood. Based on the experience of two early childhood teachers in a research-based collaborative effort to join a preschool class with a first-second grade class for various learning projects, this book offers a model for an approach to early childhood curriculum. The curriculum integrates art, science, gardening, celebrations, intergenerational program involvement, community service projects, and human rights study. A major focus of the curriculum is on multiple literacies: content, social, community, humanitarian, and pedagogical. Incorporating a year's worth of ideas, suggestions, survival tips, and vignettes, the book shows how "buddy study" time nurtures literacy in the traditional and broader sense, emphasizing humanitarian qualities of respectfulness, kindness, compassion, and responsibility. The book uses a train metaphor for the journey involved in this emerging curriculum; the chapters are: (1) "Journey on a High-Speed Train: Content Literacy"; (2) "Down…

Clarke, Genevieve, Ed. (1998). Proceedings of the World Summit on Television for Children. Final Report. (2nd, London, England, March 9-13, 1998). This report summarizes the presentations and events of the Second World Summit on Television for Children, to which over 180 speakers from 50 countries contributed, with additional delegates speaking in conference sessions and social events. The report includes the following sections: (1) production, including presentations on the child audience, family programs, the preschool audience, children's television role in human rights education, teen programs, and television by kids; (2) politics, including sessions on the v-chip in the United States, the political context for children's television, news, schools television, the use of research, boundaries of children's television, and minority-language television; (3) finance, focusing on children's television as a business; (4) new media, including presentations on computers, interactivity, the Internet, globalization, and multimedia bedrooms; and (5) the future, focusing on anticipation of events by the time of the next World Summit in… [PDF]

Goodman, Louis W.; And Others (1994). Professional Schools of International Affairs on the Eve of the 21st Century. This report offers a descriptive and prescriptive discussion of changes under way at member schools of the Association of Professional Schools of International Affairs (APSIA). It analyzes data provided by a 1994 survey of all 15 member schools on the manner and extent to which they are adapting their programs to better prepare their students to face new global challenges. Survey data are analyzed in terms of curricula, students, and faculty. The report recommends steps to make international affairs professional programs more responsive to the demands of the 21st century. Recommendations are presented in the areas of admissions policy, curricula, teaching methods, faculty, student services, campus relations, special programs, and the role of the APSIA. Descriptions of one sample curricular program at each APSIA member school are offered to demonstrate the breadth, depth, and capacity for innovation of the APSIA schools. Curricular topics include human rights, international business,… [PDF]

Muse, Daphne, Ed. (1997). The New Press Guide to Multicultural Resources for Young Readers. This comprehensive guide to multicultural children's literature features over 1,000 critical and detailed book reviews for pre-school, elementary, and middle school students. The reviews in the guide cover a vast range of picture books, biographies, poetry, anthologies, folktales, and young adult novels, and include synopses, suggestions for classroom use, and assessments of key elements such as cultural sensitivity of text and illustrations. The guide's reviews are organized using an innovative thematic approach designed to aid teachers and parents in integrating these works into existing reading lists and at home. The guide also contains essays by leading writers and educators on key issues in multicultural education, such as recent immigrant experiences, human rights, and building cross-cultural relationships, as well as classics like the Council on Interracial Books for Children's \10 Quick Ways To Analyze Children's Books for Racism and Sexism.\ Also included are illustrations,…

Dorkenoo, Efua; Elworthy, Scilla (1992). Female Genital Mutilation: Proposals for Change. Minority Rights Group International Report. [Revised]. In Africa today, women's voices are being raised against female genital mutilation. Inspired by the United Nations Decade for Women, this report seeks to present information in a logical, coherent manner to stimulate support for eradication of the practice. It describes steps African governments, Western states, and international agencies can take to end the custom. The report discusses the facts, the practice, and the complexity of the female genital mutilation issue; international initiatives and actions, programs, and proposals; the situation in Northeast Africa, Sudan and the Horn of Africa, East Africa, West Africa, and the Western World; directions for the future; and active organizations. The information can be used as a resource for those concerned with the health and welfare of women and children, and with development, social change, and human rights. In Western countries, the fact that female genital mutilation may be practiced in African immigrant or refugee communities…

(1991). Integration–Living with ERA. Report of the CSIE Day Conference (London, England, November 8, 1991). This report summarizes a conference which addressed the 1988 British Education Reform Act (ERA). Two of the major planks in ERA, the National Curriculum and Local Management of Schools (LMS), were discussed in detail by speakers and delegates with a view to developing integration and building inclusive schools. Summaries are provided of the talks given by Tim Brighouse, Mark Vaughan, Hilary Armstrong, Christine Gilbert, Susan Hart, and Richard Rieser. Brighouse stressed that the ERA promotes exclusiveness and should be replaced by a new Education Act built on principles promoting the success of all pupils. Vaughn expressed concern about the Act's weak legal requirements concerning integrating pupils with learning difficulties or disabilities and encouraged Local Education Authorities to assure access for all children. Armstrong described integration as a human rights issue and encouraged extending equal opportunities legislation to cover disability. Gilbert spoke about LMS and…

Miller, Barbara; And Others (1982). A Comparative View of the Roles of Women and Men: Grades 6-12. Comparative Studies Series. Designed to supplement intermediate or secondary level courses on sex roles or the family, the activities in this handbook enable students to examine changing sex roles and their effects on individuals and society. Materials are presented in three parts. Activities on perception and awareness (part 1) focus on identifying and reducing sex role stereotypes. In part 2, students examine the historical roles of both sexes as a means of understanding contemporary situations. The final section, sex roles around the world, emphasizes improving the status of women as a cornerstone to implementing human rights on a global scale. Special attention is given to third world women. Over 30 activities, many of which focus on a background reading, utilize a wide variety of teaching strategies. Examples of activities include performing two contrasting skits on Susan B. Anthony, writing family histories, analyzing changing material values between grandparents and selves, examining women's jobs in the…

Sesow, F. W.; VanCleaf, David (1988). Social Studies and Youth Organizations: Partners in the Development of Civic Responsibility and Action. Social studies education programs should help students acquire skills and knowledge related to good citizenship, ensure that students apply these skills and knowledge to active civic participation, and promote standards of behavior and values that are also nurtured and developed in non-school settings. Children learn these in school and non-school environments through membership, participation, and interaction. The major goals of the 4-H Clubs, the Young Mens Christian Association (YMCA), the Boy Scouts, and the Girl Scouts are compared to the National Council for the Social Studies (NCSS) three democratic principles of equal protection, due process, and citizen participation and eight stated values of justice, equality, responsibility, rule of law, freedom, diversity, privacy, and human rights. With some concepts, such as citizenship participation and responsibility, considerable goal overlap is evident, while other concepts, such as due process, freedom, and privacy, have little…

Benjamin, Libby, Ed.; Walz, Garry R., Ed. (1983). Shaping Counselor Education Programs in the Next Five Years: An Experimental Prototype for the Counselor of Tomorrow. Proceedings of the Flagship Conference of the Association for Counselor Education and Supervision, (Orlando, Florida, April 19-May 2, 1983). This monograph contains the proceedings of the Flagship Conference of the Association for Counselor Education and Supervision (ACES), which was designed to discuss the future of counselor education and to share images of how the counseling profession can be promoted and enhanced. The 16 papers are loosely divided into categories. The first two papers discuss creative leadership and changing trends in counselor training. The next five articles deal with special perspectives on needed or potential changes in counselor education, such as research, health counseling, behavioral counseling, mental health counseling, and the new field of state-of-consciousness counseling. The next three papers emphasize equity and basic human rights, including counseling in a culturally pluralistic society, prejudice, and sex role issues. The impact of technology on counselor education and practice is discussed from the perspective of ethical issues. The next three articles delve into the future of… [PDF]

Torney-Purta, Judith V. (1981). The Role of NIE in Stimulating Research on International Education: Learning Issues, Testing, and Assessment. One of ten studies commissioned to investigate research needs and to stimulate planning activities, this paper addresses its recommendations to the National Institute of Education (NIE), the National Assessment, and other agencies with potential capacity to conduct or facilitate research in international education. A major part of the paper is devoted to a review of existing research under the following topics: (1) concepts of nationality and feelings of nationalism; (2) descriptive and developmental studies of views of other nations; (3) student awareness of global problems and solutions, including war, human rights, world hunger, and international organizations; and (4) the effectiveness of international education programs, including the cultural dimension of language studies. It is found that the overall picture is one of useful fragments, and of a general failure to develop rigorous measures to compare learning paradigms or to provide an understanding of the ways in which… [PDF]

Haavelsrud, Magnus, Ed. (1976). Education for Peace: Reflection and Action. Proceedings of the World Conference of the World Council for Curriculum and Instruction (First, University of Keele, September 1974). This book contains 30 articles from 20 countries dealing with the substantive and methodological aspects of peace education, from early childhood to the university level and out of school. The articles comprise the Proceedings of the First World Conference of the World Council for Curriculum and Instruction held at the University of Keele, Great Britain, in September 1974. Addresses of welcome and greetings are provided in Section one. Section two discusses issues facing mankind such as the population problem, mass poverty, environmental overload, and human rights. The contributions which education can make toward peace and social justice are emphasized. Section three describes ten action projects in Colombia, England, India, Japan, Kenya, Nigeria, Norway, and the United States. Section four contains 11 articles on the parameters of education for peace. Discussions of the following are included: the myth of equality of educational opportunity in the United States; the…

Moore, Marie L. (1974). A Demonstration of Three Models of Advocacy Programs for Developmentally Disabled Children. Three demonstration models of advocacy programs for developmentally disabled children and their families are reviewed by the United Cerebral Palsy Associations, Inc. In a general summary statement, advocacy is defined as responsibility for seeing that legal and human rights are met; the history, rationale, and future plans for the 5-year Child Advocacy Project are given; and problems (such as lack of service at the appropriate time), goals, objectives, and strategies for overcoming barriers to services and resources are described. The Milwaukee Advocacy is seen to be an agency advocate/ombudsman model serving a predominantly black inner city population, with a legal advocacy program as one projected outcome. The San Mateo/Santa Clara (California) Model is described as a consumer advocacy model involving young, poor Chicanos in planning and developing community services. Comments on the New York State program (an agent advocate/program developer model) center on objectives, such as… [PDF]

(1970). Summary Report for Educational Opportunities Program 1968-69, 1969-70. The Educational Opportunities Program (EOP) at the University of Iowa was established in April 1968, and has as its purpose the recruitment and provision of financial support and academic assistance to students from educationally and economically disadvantaged backgrounds. The program was established by President Howard R. Bowen during a memorial convocation speech honoring Martin Luther King. Excerpts from this speech are followed by excerpts from the report of the University Human Rights Committee upon which much of the implementation of the EOP was based. They include: (1) the necessity for the program; (2) recruitment of students; (3) need for special academic assistance; (4) need for special environmental assistance; and (5) need for financial assistance. A brief note deals with recruitment of Negro graduate students. The rest of the report describes the program: its purposes and objectives; goals; recruitment of students in high school and their high school backgrounds;… [PDF]

El-Shibiny, M. (1970). Trends in Teacher Education. Number 12, Trends in the Ruralization of Primary School Curriculum in the Seventies and the Role of Teacher Education Institutions in Asian Countries. In the last 20 years, progress has been evident in the increase of enrollment in all stages of education in Asia. Tremendous efforts have been made to provide primary education for the remotest villages in the Asian communities. However, the concept that primary education is a means for fulfilling the obligations of human rights and for making rural children literate is not adequate. In the 1970s, a different approach must be implemented in rural education. New innovations in curriculum organization; provision of modern equipment and materials, better textbooks, and instructional teaching aids; more creative methods of teaching; preparation of better teachers; and more efficient school supervision and administration are envisaged to be given more consideration in primary education in rural communities. The following basic concepts should be treated as directives in creating a ruralized curriculum: (1) self-realization in the rural community, (2) economic awareness of the rural… [PDF]

James, Carl E. (2004). Assimilation to Accommodation Immigrants and the Changing Patterns of Schooling. Education Canada, v44 n4 p43-45 Fall. The continuous inflow of immigrants into Canada, particularly in metropolitan cities like Toronto, Vancouver, and Montreal where most immigrants tend to settle, has changed, and continues to change the social, cultural and educational realities of schooling. Immigrants, themselves, have played an important role in helping to establish an educational system in which the assimilationist approach and the claim that "all students are the same" give way to a vision of equitable education based on principles of justice, fairness, and respect for difference. According to this vision, merely having access to schooling and education (equality of educational opportunity) is not enough, for how useful is the education if it fails to provide students the means of attaining the educational and occupational goals to which they aspire? This perspective of schooling, imbued with Canada's brand of nationalism, equality of opportunity, human rights, and related educational practices in the… [Direct]

Haberland, Nicole; Rogow, Deborah (2005). Sexuality and Relationships Education: Toward a Social Studies Approach. Sex Education: Sexuality, Society and Learning, v5 n4 p333-344 Nov. Globally, gender norms and power differentials profoundly affect both girls' and boys' sexual attitudes, practices and health. One avenue for enabling young people to reflect on traditional gender arrangements that endanger their health–and to lay the groundwork for satisfying sexual lives–is sexuality and relationships education (SRE). Unfortunately, many SRE programmes address gender norms and critical thinking skills either superficially or not at all. Moreover, in some developing countries, SRE programmes do not reach the majority of girls aged 15-19, a high proportion of whom are simply not in school. This paper argues for grounding SRE within a social studies framework, emphasizing gender and social context. Such an approach can foster critical thinking skills, can provide a foundation for subsequent lessons on explicitly sexual topics, can illuminate the links between gender inequality and other social issues, can allow for a human-rights emphasis that may prove politically… [Direct]

Depoo, Lucie; Smolov√°, Helena; Urbancov√°, Hana (2022). Factors of Quality Assessment in Higher Education and Its Impact on Business Students' Development and Interest in University Education. Journal on Efficiency and Responsibility in Education and Science, v15 n2 p63-71. Human resource development at universities is one of the crucial aspects that forms an innovative and growing society. Therefore, it is crucial to continuously manage and develop factors of quality evaluation process in all universities to develop also human resources for labor market. Therefore, the aim of this paper is to identify factors of education quality which impact students' interest in attending lessons and courses. Data were collected by students' questionnaire at case business university. Two dimensional statistical methods were used to evaluate the results. Totally, 1,607 students were questioned. The outputs show link towards students' interest in lessons and courses based on the quality of human resource development. There were four factors determining quality of human development found: practically oriented lessons; open and discussing teachers; subject extent and difficulty; and newcomers. The limitations of this study may be seen in the collection of data based on… [PDF]

Gage, Andrew, Ed.; Ockenden, Sandy, Ed. (1992). The Urbanization Scrapbook. A Collection of Articles on Urban Issues for Use in Secondary Schools. Global Issues Reading Kit #3: Urbanization. Revised 1992. The articles in this scrapbook present a global perspective that is both alarming and hopeful. Drawing from Southern and Northern experiences the articles describe a world in crisis, but they don't stop there. By critically examining the status quo, the articles attempt to get to the roots of the crisis, and then move onto describing avenues for change and stories of hope and success. This scrapbook, one in a series, focuses on the particular issue of urbanization. Subtopics include urban growth and problems, homelessness, slums and shantytowns, and urban planning. Many of the essential elements of positive development are highlighted throughout: sustainable economics and resource management; community empowerment; respect for human rights and dignity; and the recognition of the role and status of women. Following the readings is a section of teaching ideas and activities to guide the users through further examination of the ideas which the articles present. Individual sections of…

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Primary School Kit on the United Nations. This kit for 7-ll year-olds introduces elementary school students to the work of the United Nations (UN). The materials explain the global issues and concerns the UN addresses. Relevant information about the UN and its work is included in each unit, but these must be examined, taught, and understood within the context of the larger issues and ideals. The kit presents the UN, its history, and basic principles; then it delves into the UN's work of conflict prevention and resolution, human rights, and sustainable development. Five Backgrounders at the beginning of the kit introduce the UN to the teacher. Resource Points at the end of the kit provide additional reference and support materials. Each unit is divided into a main text, a UN Factfile, and activities. While the main text presents the subject and theme, the activities are the focal points of the units, encouraging critical and creative thinking, participation, and reflection on one's own attitudes and behaviors. There are 18…

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Intermediate School Kit on the United Nations. This kit for ll-14 year-olds introduces middle school students to the work of the United Nations (UN). The materials explain the global issues and concerns the UN addresses. Relevant information about the UN and its work is included in each unit, but these must be examined, taught, and understood within the context of the larger issues and ideals. The kit presents the UN, its history, and basic principles; then it delves into the UN's work of conflict prevention and resolution, human rights, and sustainable development. Five Backgrounders at the beginning of the kit introduce the UN to the teacher. Resource Points at the end of the kit provide additional reference and support materials. Each unit is divided into a main text, a UN Factfile, and activities. While the main text presents the subject and theme, the activities are the focal points of the units, encouraging critical and creative thinking, participation, and reflection on one's own attitudes and behaviors. There are 21…

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Secondary School Kit on the United Nations. This kit for 14-16 year-olds introduces high school students to the work of the United Nations (UN). The materials explain the global issues and concerns the UN addresses. Relevant information about the UN and its work is included in each unit, but these must be examined, taught, and understood within the context of the larger issues and ideals. The kit presents the UN, its history, and basic principles; then it delves into the UN's work of conflict prevention and resolution, human rights, and sustainable development. Five Backgrounders at the beginning of the kit introduce the UN to the teacher. Resource Points at the end of the kit provide additional reference and support materials. Each unit is divided into a main text, a UN Factfile, and activities. While the main text presents the subject and theme, the activities are the focal points of the units, encouraging critical and creative thinking, participation, and reflection on one's own attitudes and behaviors. There are 23 units…

Frase, Larry E.; Streshly, William A. (1992). Avoiding Legal Hassles: What School Administrators Really Need To Know. Successful Schools: Guidebooks to Effective Educational Leadership. Volume 3. Information to help school administrators avoid legal problems is provided in this guidebook. Chapter 1 explains the governance of public education at the federal, state, and local levels, with a focus on the role of local school boards. Chapter 2 outlines the major legal issues facing schools today, with a focus on the broad drift of constitutional law in three areas–equal opportunity, human rights, and church/state separation. The U.S. court system is briefly outlined. Chapters 3-5 focus on the legal underpinnings of sound student management–the management of instruction, school discipline, and school safety. Brief explanations of legal principles are given, followed by practical examples and advice. The sixth chapter is devoted to laws related to special education, with an emphasis on identification, placement, and appeal processes. The legal foundations of collective bargaining are described in the eighth chapter, which focuses on practical tips for contract management. The…

Thelin, Bengt (1992). Education for Global Survival: Reflections Based on Some Swedish Experiences and Examples. Peace Education Miniprints, No. 33. This document which reviews peace education as the subject was presented in Sweden in the later 1980s. The paper argues for a stronger commitment to peace education and approaching the subject from the perspectives of the unique, the absurd, and the relevant. The contemporary era is unique in that humanity now possesses the means to reify apocalyptic myths about the end of the world. Absurdity is identifiable in the gross social inequalities that exist in the world. What is relevant, even central, to education is the future of humanity and the world. Peace education in Sweden sheds light on workable models and strategies. The Swedish National Board of Education (NBE) highlighted curricular areas in which such concepts as human rights and peace have a strong position. The NBE also published service material on peace education and cooperated with international peace organizations. It is unclear what programs will survive the NBE's replacement by the National Agency for Education…. [PDF]

(1990). Security Assistance. Observations on the International Military Education and Training Program. Briefing Report to Congressional Requesters. A review of the International Military Education and Training (IMET) Program, which trains foreign military personnel in skills related to equipment provided to their countries by the United States, is reported in this document. The review sought to determine whether the Departments of State and Defense had complied with program policies and procedures and met the U.S. foreign policy objective of exposing IMET trainees to U.S. values, including human rights. The review also obtained U.S. and foreign officials' views on the program's benefits and the desirability and feasibility of expanding nation-building training in the program in such fields, for example, as medicine, engineering, and logistics. The review found that the IMET program generally complies with government policies and procedures. However, the lack of (1) procedures for reviewing new training requirements that are added after programs are approved; (2) a system for evaluating the success of the program; and (3)… [PDF]