Faktorova, L., Ed.; And Others (1984). Education for Peace: Collection of Papers and Bibliography for 1972-1984. Information Bulletin, Supplement No. 17. In November, 1982, the pedagogical faculty of the Charles University, Prague, Czechoslovakia organized a seminar called "Soviet Peace Policy and the Training of Teachers for Peace and International Understanding." At the seminar, all departments of the faculty demonstrated how UNESCO recommendations on education for international understanding, cooperation and peace, and for education concerning human rights and basic freedoms are implemented across the curriculum, including Departments of Preschool and Elementary Pedagogics, the Study Center of the Institute of Marxism-Leninism for Students Majoring in Civics, Department of Pedagogics for Students Majoring in General Education, Department of Special Pedagogics, and Departments of Human Biology and School Health Care, Czech Language and Literature, Russian and Non-Slavonic Languages, Mathematics, Chemistry, Work Education and Instruction Technology, Musical Education, Visual Art Education, Physical Training, Languages, and…

(1993). Migrant Farmworkers in the United States. Implementation of the Helsinki Accords. Briefings of the Commission on Security and Cooperation in Europe (July 20, 1992; October 9, 1992; February 19, 1993; March 1, 1993; April 8, 1993). The Commission on Security and Cooperation in Europe (CSCE) monitors and encourages human rights compliance by signatories of the Helsinki Final Act of 1975. Language pertaining to migrant workers is found in all major CSCE documents, and the examination of migrant farmworker issues represents part of the Commission's ongoing review of U.S. compliance with CSCE concerns. Five days of public hearings addressed: (1) farm labor market economics, demographics, living conditions, and the status of migrant farmworkers in the United States; (2) health and safety, including effects of pesticides; (3) children's issues, including education and day care; (4) women's issues; and (5) possible solutions to problems facing farmworkers and their employers. The Commission's recommendations cover reform and enforcement of labor laws (including those covering children), provision and coordination of human services, enforcement of occupational health and safety laws and regulations, and increasing… [PDF]

Edmonds, Edward L. (1981). Innovation and International Education. Objectives and realities of education for international understanding, cooperation, and peace are examined. Information is presented in six major sections. In Section I, various meanings of international education are explored. In addition, central concerns of international education are identified, including respect for human rights and fundamental freedoms, tolerance for differences of opinion, and ability to be objective and free from prejudice. Section II suggests how to cross national boundaries through an international curriculum emphasizing UNESCO's concepts of world peace and knowledge and appreciation of other cultures. Section III describes an ideal core curriculum for a university-level world studies course. The course would incorporate information from seven areas–the nature of man, the ecology of human and natural species, culture, social and economic consequences of development, values, resolution of differing points of view, and peaceful relations. Section IV…

Rock, Brian, Ed. (1997). Spirals of Suffering: Public Violence and Children. This book is a collection of papers on the effects of public violence on children in South Africa. Section 1 of this report is an overview of the findings of South Africa's Goldstone Commission of Inquiry into the Effects of Public Violence on Children. Section 2 concentrates on assessing problems and intervening to relieve them. The following essays are included: (1) "Introduction" (Brian Rock); (2) "Overview" (Norman Duncan and Brian Rock); (3) "Children and Violence: Quantifying the Damage" (Norman Duncan and Brian Rock); (4) "Going beyond the Statistics" (Norman Duncan and Brian Rock); (5) "Survey of Organizations Providing Services to Children" (Norman Duncan and Brian Rock); (6) "Inquiry Recommendations" (Norman Duncan and Brian Rock); (7) "Advisory Panel Recommendations"; (8) "Assessing the Impact of Violence on Children" (Peter Newell); (9) "Being Human vs. Having Human Rights" (Cosmas… [PDF]

Vaccaro, Louis C. (1968). The Two-Year College and the Federal Government–Issues and Directions. Federal-school relations are more than financial; other factors are basic to junior college governance. As higher education shapes our society more strongly, the federal role becomes more visible. Many historical influences have formed the national character–notably a steady rise in the education level. Increased religious and social pluralism and less isolationism have also affected social mobility; status is now judged by skill or knowledge. The government has long fostered this situation by aiding post-secondary schools. The Manpower Development and Training Act and the Higher Education Facilities Act have enabled 2-year colleges to meet some needs of the increased population. As federal aid grows, however, so does its influence on local power structures, overriding institutions based on family, economic, and racial factors and bringing increased guarantees of human rights, more education, and social justice. Considering these issues, the 2-year college must adapt to a… [PDF]

Briley, Kyle D. (1983). Status of Women in Kentucky State Agencies. Sixth Report. An Analysis of Employment Job Levels and Salaries as of November, 1982. Staff Report 83-6. According to this report by the Kentucky Commission on Human Rights, women in the Kentucky State government continued to suffer from serious inequities as of November 1982. The salary gap between men and women widened to an annual difference of $4,114, the largest gap of an eight-year trend. The salary gap between black women and white women grew from $1,318 in 1980 to $1,828 in 1982. Thirteen State departments had totally sex-segregated job classes, and at least 75 percent of the job classes with more than one employee per job class in 41 State agencies were segregated by sex. For every woman making more than $36,000 per year, there were 16 men earning at that level, while, at the bottom 2,800 women more than men made less than $15,000 per year. Of the 1,421 job classes in State government, 594 (41.8 percent) were all male (an improvement over November 1980 when 48.5 percent of the job classes were without women). Twenty-three State departments had women working in less than 50…

Suh, Hyunsun (2022). Reading Picture Books Including Animal Matters: Making Space for Discussing Anthropocentrism with Young Children. European Early Childhood Education Research Journal, v30 n6 p852-866. This study provides an opportunity for young children to express their thoughts about all matters affecting them based on the United Nations Convention on the Rights of the Child (UNCRC). Accordingly, 20 five-year-old children attending a preschool in Korea participated in this study, reading picture books, including animal matters. I recorded and transcribed our book reading process, analyzing educational meaning focusing on young children's stories. The participants in this study were responsive and attentive to the text in the picture books about animal matters. While reading these picture books, the children talked about life and extinction, confronted human-centered thinking, connected text with social issues surrounding them, identified problems, and suggested solutions. This reveals a flaw in the notion of human exceptionalism, opens up avenues for a new narrative regarding the coexistence with other species, and provides children living in the Anthropocene Epoch an… [Direct]

Wagner, Paul A. (2022). Creating Autonomy in the Advance of Teacher and Moral Educator Development. Journal of Education and Learning, v11 n2 p22-26. The demand for character development in many of the Western World's public schools is increasing. Yet there are substantive steps being taken beyond manipulating student behavior in rigidly constructed contexts. Unfortunately manipulating behavior only develops self-interest as the measure of all good and might makes right the legitimation of authority. Yet as any anthropologist can explain it is role-modeling family and village elders that decides which of two instincts will dominate human development: self-interest or cooperation (Tomasello, 2019). As Aristotle famously observed, it makes no small difference what habits humans develop rather, it makes all the difference. But to be truly conducive to moral development those habits must reflect autonomous conviction to develop organizational well-being over the pandemonium self-interest leads towards. The Moral Self-assessment Protocol discussed herein creates the conditions for teacher and other leaders to track their own moral… [PDF]

George, Erika (2001). Scared at School: Sexual Violence against Girls in South African Schools. This book documents school-based sexual violence in South Africa and the discriminatory impact on girls' education when the government fails to respond effectively. Eleven chapters include: (1) "Preface"; (2) "Summary" (e.g., the effects of sexual violence on education and South Africa's legal obligations); (3) "Recommendations" (to the government of South Africa, the South African Council of Educators and the Teachers' Unions of South Africa, teachers' training colleges, and the international community); (4) "Background" (e.g., school violence in the apartheid era and attitudes toward violence against girls); (5) "Sexual Violence in Schools" (e.g., sexual violence by teachers, school employees, and students); (6) "Consequences of Gender Violence for Girls' Education and Health"; (7) "The School Response" (e.g., barriers to reporting abuse and inappropriate responses); (8) "The Criminal Justice System"…

(1978). New Directions in International Health Cooperation: A Report to The President. This report inventories the U.S. federal government's current expenditures of resources for international health and considers ways of better resource utilization and coordination. Presented in eight chapters, the report considers three major issues: (1) how governmental and multilateral development strategies could be reoriented to affect health, (2) how the international health assistance welfare image could be dispelled and its economic development aspects emphasized, and (3) how individuals and organizations could be motivated to action at the grassroots level. In each chapter problems/constraints are examined, and recommendations are made for improved health services. Chapter 1 reviews the foundations for U.S. international health policy. The second chapter discusses international relations and health diplomacy. Chapter 3 emphasizes the importance of improving health care in the U.S. The following chapter explores the role of the private sector in international health. Chapter… [PDF]

Bainbridge, William L.; Thomas, M. Donald (2000). Global Perspective on School Leadership. The complexity of educational leadership belies simple models and must be examined holistically and historically. Leadership has a setting, a historical framework, a wholeness of meaning, and a diversity of influences. Effective leaders must both articulate the values of society and go beyond them. Most agree leadership: (1) is situational and varies with individuals and events; (2) emerges from every segment of society, and no single program produces leaders; (3) involves helping followers attain goals; (4) has an ethical dimension; and (5) is best understood through studying historical figures. Educational leadership today is made more difficult because of declining financial support, rising demand for accountability, increasing diversity, increasing policy conflicts, and pressure to use technology in the face of access gaps. Effective leaders require such personal competencies as the ability to listen, validate information, speak clearly, learn, use research, motivate, take… [PDF]

Kathleen Taylor (2024). Affective Neuroscience and Adult Education. New Directions for Adult and Continuing Education, n184 p74-81. The expanding field of affective neuroscience is redefining the role of emotions in cognition, reasoning, and judgment. This contradicts long-standing assumptions about cognition that consider emotions antithetical to learning. Emotions arose early in human brain development as essential to survival by directing the embodied brain toward life-sustaining and away from life-threatening environments. Metaphorical language, which emerges from embodied experience, is also necessary for thinking, reasoning, and learning. The brain's right hemisphere (RH) is the primary site for understanding figurative and symbolic language. Educational environments emphasize the left hemisphere's capacity for syntactic language and direct, linear thought. Though the RH has a more comprehensive view of reality, its contributions may be ignored or dismissed because it communicates metaphorically and symbolically. Drawing on elements of affective neuroscience, embodied emotions, and hemispheric difference… [Direct]

Erni, Christian, Ed. (1999). The Indigenous World, 1998-99 = El Mundo Indigena, 1998-99. This annual publication examines political, legal, social, and educational issues concerning indigenous peoples around the world in 1998-99. Part I highlights news events and ongoing situations in specific countries. In North America, these include court decisions on the legal status of Alaska Native tribal governments, indigenous subsistence rights and whaling by the Inuit of Nunavut and the Makah of Washington, political developments in Nunavut and the remaining Northwest Territories, and conflicts over Native land rights in the United States. Other sections cover the Arctic, Mexico and Central America, South America, Australia and the Pacific, East Asia, Southeast Asia, South Asia, and Africa. Issues in these regions include deteriorating economic and health conditions and educational needs in Russia's far north, conflicts over development of natural resources in indigenous territories by national and multinational companies, relationships between indigenous peoples and their…

da Silva, Ana Paula Soares; Park-Cardoso, JungJa (2023). Insistence on Sameness for Food Space Appropriation: An Exploratory Study on Brazilians with Autism (Self-)Diagnosis in Adulthood. Autism: The International Journal of Research and Practice, v27 n4 p938-951 May. Insistence on Sameness has been pathologized as a subtype of restricted, repetitive patterns of behavior, interests, or activities, in autism. We examined the meanings of Insistence on Sameness for autistic adults through the lens of critical autism studies and environmental psychology, exploring their foodways and experiences of food environments, in relation to eating out and grocery shopping, and their experiences of autism (self-)diagnosis. Data were collected from earlier individual email interviews with Brazilian adults on the autism spectrum (N = 16), either formally diagnosed in adulthood (n = 10) or self-diagnosed (n = 6). Our thematic analysis generated the following three themes: (1) Insistence on Sameness behaviors in food space as participants' "efforts for human-environment optimization"–reducing uncertainty, uncontrollability, and exposure to unwanted sensory stimuli and social interaction; (2) suppressed Insistence on Sameness behaviors for being considered… [Direct]

Butts, R. Freeman (1988). Democratic Values: What the Schools Should Teach. If students are to fulfill their obligations and rights as U.S. citizens they must develop the ability to make careful judgements, based on a reasoned historical perspective and a meaningful conception of the basic democratic values underlying citizenship in our constitutional order. To this end, an agenda of 12 core civic values that are fundamental to the theory and practice of democratic citzenship in the United States has been devised. Called "The Twelve Tables of Civism," this agenda includes six obligations of citizenship: justice, equality, authority, participation, truth, and patriotism and six rights of citizenship: freedom, diversity, privacy, due process, property, and human rights. An in-depth discussion of each of these values, their place in the U.S. political system, and the nature of both their true and corrupted forms is given. Schools have an unparalleled opportunity to influence an entire generation of high school youth during the coming years,…

Abbondanza, Martina; Foppolo, Francesca; Marelli, Marco; Rinaldi, Luca (2021). The Mental Representation of Nonnumerical Quantifiers: The Spatial-Linguistic Association of Response Codes (SLARC) Effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, v47 n12 p2021-2028 Dec. How quantifiers are represented in the human mind is still a topic of intense debate. Seminal studies have addressed the issue of how a subclass of quantifiers, that is, number words, is spatially coded displaying the Spatial-Numerical Association of Response Codes (SNARC) effect; yet, none of these studies have explored the spatial representation of nonnumerical quantifiers such as "some" or "many." The aim of the present study is to investigate whether nonnumerical quantifiers are spatially coded in the human mind. We administered two typical comparison tasks to 52 participants: the first task involved nonnumerical quantifiers; the second task involved number words. Results showed a response-side compatibility effect for both number words and nonnumerical quantifiers, suggesting that both types of quantifiers are encoded in a spatial format; quantifiers referring to "small" quantities are responded to faster with the left hand and quantifiers referring… [Direct] [Direct]

Skarnulis, Ed (1974). Noncitizen: Plight of the Mentally Retarded. Social Work, 19, 1, 56-62, Jan 74. Mentally retarded citizens have been denied their human and civil rights, not only by the public, but by professionals–including social workers. The author claims that most programs for the mentally retarded are, at best, dehumanizing. Professionals have an ethical obligation to refuse to refer children to such programs. (Author)…

Mattheou, Dimitrios; Roussakis, Yiannis; Theocharis, Dimitris (2006). Who Carries the National Flag?: The Politics of Cultural Identity in the Increasingly Multicultural Greek School. European Education, v37 n4 p50-60 Win 2005-2006. The change in the composition of the school population as a result of the extensive influx of immigrants in Greece has brought in a recurrent controversy on the issue of allowing non-Greek citizen to carry the national flag, the Greek's most cherished national emblem, as a reward for an excellent school performance. When a state legislator, many decades ago, instructed the teachers' board of each school to award the pupil with the highest marks the supreme honor of carrying the national flag in the parades commemorating the two national holidays on 28 October and 25 March, he could not have foreseen this development. To some, the national flag symbolizes the glorious wars for independence and the achievements of national integration. These people argue that the flag should not be belittled by turning it into a mere prize for pupils excelling in school, least of all when this prize is given to a foreigner. At the other end of public opinion, the case of the flag-in-school controversy… [Direct]

Imbrogno, Nadia Ilyin; Imbrogno, Salvatore (1993). A Humanist in Multicultural Education. Cultural diversity and cultural plurality are considered today to be the backbone and passion of many multicultural education programs in the United States. Idiosyncratic and parochial needs of specific racial, ethnic, and other self-interest groups are studied as distinctive entities. In some cases, they are treated uniquely in what has been characterized as cross-cultural education. Mainstream multicultural programs are not viewed within the context of social and human experiences whose outcomes enrich and advance the totality of existing values in a cultural plurality. Mono-cultural, bi-cultural, and cross-cultural programs each represent one perspective on a multicultural continuum. In contrast, a humanistic cultural learning experience embraces a commitment to the universality of human condition and the universality of human needs and beliefs that transcend color, race, gender, age, and ideological boundaries. An interdisciplinary approach among liberal arts, the humanities,… [PDF]

Crossman, William (1999). CompSpeak 2050: How Talking Computers Will Recreate an Oral Culture by Mid-21st Century. In the 21st century, VIVOs (voice-in/voice-out computers using visual displays but no text) will make written language obsolete. Written language is essentially a technology created 6,000 to 10,000 years ago for storing and retrieving information. VIVOs will perform this same function more easily, efficiently, and universally without requiring people to learn to read and write. There will be no compelling reason for schools to teach literacy skills. By 2050, the electronically-developed nations will become oral cultures; by 2150, a worldwide oral culture will be in place. Today's push to develop VIVOs is a further step in the human evolutionary drive to move past written language's limits and return to the biogenetic, oral-aural, pre-alphabetic roots of human communication and information storage. Young people's choosing television, telephone, stereo, and computer games over books, letter-writing–and the resulting literary crisis that engulfs schools–is not the result of mental… [PDF]

Avery, Patricia; And Others (1993). Tolerance for Diversity of Beliefs: A Secondary Curriculum Unit. This document consists on a 6-week curriculum unit designed to allow secondary students to actively explore issues associated with freedom of belief and expression. Throughout the curriculum students systematically examine the ways in which the legal and constitutional framework of our society directly embodies the norms of freedom of speech and minority rights. Students analyze the legal protections that have been afforded unpopular groups at the national level and parallel principles at the international level. Case studies, role playing, simulations, and mock interviews are used throughout the curriculum to examine the historical, psychological, and sociological dimensions of tolerance and intolerance. Information from psychological studies helps students understand why some individuals are particularly intolerant of beliefs that differ from their own. Descriptions of the Holocaust, the Cultural Revolution, and the internment of Japanese Americans during World War II direct…

Sanders, Douglas E. (1977). The Formation of the World Council of Indigenous Peoples. IWGIA Document 29. Once European sovereignty had been established, colonial powers regarded the affairs of the colonized area as "internal", meaning that indigenous rights were to be governed solely by the colonial power. It was George Manuel, a British Columbia Indian and President of the National Indian Brotherhood, 1970-76, who conceived the idea of an alliance of indigenous peoples to effect indigenous rights. After visiting numerous countries and organizations throughout the world, including the World Council of Churches, the International Labor Organization, etc., Manuel secured funds to launch the first international conference of indigenous peoples in October, 1975. The Conference was held at Port Alberni, British Columbia where 260 people representing some 18 countries attended workshops dealing with: representation of the United Nations (UN); the Charter of the World Council of Indigenous People; social, economic, and political justice; retention of cultural identity; and retention…

(2007). Education for All by 2015: Will We Make It?. United Nations Educational, Scientific and Cultural Organization (UNESCO) Seven years ago 164 governments, together with partner organizations from around the world, made a collective commitment to dramatically expand educational opportunities for children, youth, and adults by 2015. Participants at the World Education Forum in Dakar, Senegal, endorsed a comprehensive vision of education, anchored in human rights, affirming the importance of learning at all ages and emphasizing the need for special measures to reach the poorest, most vulnerable and most disadvantaged groups in society. This sixth edition of the \Education for All (EFA) Global Monitoring Report\ assesses the extent to which these commitments are being met. There is clearly a \Dakar effect,\ evidence that rallying around common goals can mobilize countries to empower individual lives. Partly because of the abolition of tuition fees, more children are enrolled in school than in 2000, with the sharpest increases in the regions farthest from the goals set in Dakar. Many governments have… [PDF]

(1996). Recovering from 30 Years of War: Refugee Women and Children in Angola. After 30 years of war, Angola faces the challenge of creating a civil society. This report presents key findings of a visit to Angola, December 1-13, 1996, by the Women's Commission for Refugee Women and Children. The report describes conditions facing women and children affected by war in Angola, addresses the return process of refugees from Zaire and Zambia, and identifies how well women's and children's needs are being addressed by relief efforts. Section 1 of the report presents the executive summary. Section 2 provides a historical overview of the situation in Angola. Section 3 discusses refugee repatriation and the protection and reintegration of returnees, while section 4 addresses problems of internally displaced persons. Section 5 assesses emergency needs in Angola regarding protection and human rights, health care, human resources, and education. Section 6 focuses on the needs of child soldiers, street children, and abused and exploited children. Section 7 addresses… [PDF]

Croddy, Marshall; Maxey, Phyllis (1982). International Law in a Global Age. A Teacher Handbook. This global approach to teaching high school students about international law uses existing curriculum materials from a variety of social studies disciplines to present five major perspectives. Perspective I, "Global Links," focuses on the meaning of citizenship in a global age and the interconnectedness between individuals and the international system. Perspective II, "Cultural Contrasts," examines custom and law, including cultural perspectives on family law, decision making in another culture, and international human rights. Perspective III, "Actors and Relationships," examines actors on the international stage including nation-states, multi-national corporations, regional organizations, and non-governmental organizations. Focusing on "International Order," perspective IV presents an historic view of various models of world order, law, and government. The final perspective provides an introduction to international conflict; lessons on… [PDF]

Plihal, Jane; And Others (1992). Integration of Vocational and Academic Education: Theory and Practice. Integration of vocational and academic education at the secondary level has been suggested as a way to strengthen students' education. Concerns about the vocational-academic split found in high schools center around human rights issues; economic competitiveness dependent on strengthened education; and graduates unprepared for life, work, or college. Curriculum theorists discuss three ways to organize a subject curriculum (correlated curriculum, fused curriculum, and broad fields curriculum) and two alternatives to the subject curriculum (core curriculum and activity curriculum). The literature indicates considerable activity directed toward integrating vocational and academic education. The most frequent type is the emphasis on basic academic skills in vocational courses. Three dimensions of the method for accomplishing the integration have been identified: content blend, teacher arrangement, and program of study. The scope of curriculum integration can be thought of in terms of… [PDF]

Sajavaara, Kari, Ed.; And Others (1993). National Foreign Language Planning: Practices and Prospects. A selection of essays on foreign language planning at the national level contains articles on the language planning process, language choice, teacher education, testing and assessment, and transnational planning. Essays include the following: "Foreign Language Teaching Policy: Some Planning Issues" (Theo J. M. van Els); "Foreign Language Planning in the United States" (Richard D. Lambert); "Communication, Foreign Languages, and Foreign Language Policy" (Kari Sajavaara); "Language Policy and Language Teaching in Finland" (Sauli Takala); "Problems in the Implementation of Foreign Language Policy in Finland" (Marja-Liisa Karppinen); "Languages and Policy in Estonia" (Urve Laanemets); Human Rights and Foreign Languages" (Robert Phillipson); "Language Choice and Its Impact: The Sociocultural Factor in Language Education Strategies" (Elisabetta Zuanelli Sonino); "Less Commonly Taught Languages in the United…

Wien, Barbara J., Ed. (1984). Peace and World Order Studies: A Curriculum Guide. Fourth Edition. The fourth edition of this curriculum guide will help college, university, and secondary school educators design and update courses, familiarize themselves with new literature and resources, and plan and justify new academic programs in the study of global problems. While syllabus categories remain the same as in previous editions, several new syllabi sections have been added. Over 100 course syllabi and outlines drawn from a wide variety of disciplines, including political science, literature, anthropology, sociology, international law, engineering, physics, and the natural sciences are provided. Following a foreword and introductory essay in Part I, course syllabi in Part II are presented, arranged in the following sections: an overview of world problems; peacemaking and nonviolence; women and world order; world order education: teacher training; hunger and the politics of food distribution; ecological balance; international law and organization; human rights and social justice;…

Glickman, Harvey (1993). Innovation in International Education: The Conference Course. This final report describes activities and accomplishments of a federally supported 3-year project at Haverford and Bryn Mawr Colleges (Pennsylvania) to develop three interdisciplinary "conference courses" in international affairs. The courses were offered in the political science department and were titled "North-South Cooperation for Third World Development"; "Human Rights in International Affairs"; and "Issues in the Inter-American Dialogue." The courses used a policy-making orientation, placed students in direct contact with policymakers, and converted student interest in international issues into problem-solving skills. The objective was to involve students in making a "commission" recommendation for action, and required rapid acquisition of relevant knowledge, committee work to achieve trade off and consensus, and cooperative report writing. Faculty from the Departments of Economics, Philosophy, and Spanish re-tooled current… [PDF]

Doronila, Maria Luisa C. (1997). A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines. In the Philippines, introduction of a formal education system, new written language, and the knowledge encoded in it have been part of a colonization process and not the result of direct evolution from informal education. The discontinuities between formal and informal education–abstraction, systematization, and specialization–are greater and more complex, but nonformal education is in a position to bridge them. Adult education development has been part of a dynamic interaction between social problems, popular demands, state response, adult education provision, and external constraints. The most significant legislation and policies are as follows: the agrarian reform law, creation of autonomous regions for indigenous Muslim Filipino communities, local government code, education reforms, language policy, literacy under Education for All, human rights education, and Philippine Development Plan for Women. Seven aspects must be considered when speaking of a context-specific,… [PDF]