(2006). Challenges of Primary Education in Turkey: Priorities of Parents and Professionals. International Journal of Educational Development, v26 n6 p640-654 Nov. This article investigates the major issues and problems of Turkish society that may have an impact on people's daily lives, and the characteristics required of primary school graduates as citizens in response to those issues and problems from the perspectives of parents and educational professionals. Data was collected from 407 parents and 389 professionals using three questionnaires developed by the researchers. Results indicated that priority challenges of primary education were considered to relate to peace, the environment, human rights, democracy, justice and equality. Additionally, primary school graduates were said to require critical thinking, problem solving, language and life skills, as well as open-mindedness, expressiveness, peacefulness, flexibility and sensitivity towards environmental issues…. [Direct]
(1998). Understanding Children's Rights: Collected Papers Presented at the International Interdisciplinary Course on Children's Rights (3rd, Ghent, Belgium, June 27-July 4, 1998). Ghent Papers on Children's Rights No. 3. Papers compiled in this third annual conference collection deal in particular with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following the welcome addresses to the conference, the 52 papers cover a variety of relevant topics, including: (1) United Nations Decade for Human Rights; (2) the United Nations Convention on the Rights of the Child; (3) the role of culture in children's rights; (4) children's rights and children's development; (5) children's political rights; (6) child advocacy; (7) the Non-Governmental Organizations and children's rights; (8) Childwatch International Research Network; (9) sociological perspectives on childhood; (10) children's social participation; (11) economic perspectives on childhood; (12) the World Bank and children's rights; (13) international human rights law; (14) UNESCO and children's rights education; (15) child labor; (16)…
(2011). Education, Conflict and Development. Symposium Books Under various names–education and conflict, education and fragility, education and insecurity, etc.–the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This… [Direct]
(1979). Finding the Common Denominator: The Capacity of State Agencies to Assist the HEW Office for Civil Rights. This two part study was designed to determine whether working relationships can be expanded between the Office for Civil Rights (OCR) and various State agencies with similar missions. First, a survey of State laws and enforcement mechanisms identifies those States with current laws or policies similar to those that OCR administers. Results indicate that all but 11 States have specific or probable authority over such areas. The second part of the study explores the resources and capabilities of eight States in the area of civil rights. The scope and activities of each State's human rights commission, education agency, public health department and other human service agencies are described. The following conclusions are drawn: (1) agencies' willingness and capacity to work with OCR varies greatly; (2) many State human rights organizations are sophisticated and efficient; (3) several State education agencies operate strong civil rights programs that could be used to expand OCR's…
(2009). Access and Success: Not Just a Dream!. Australian Teacher Education Association, Paper presented at the Annual Conference of the Australian Teacher Education Association (ATEA) (Albury, Jun 28-Jul 1, 2009). In March 2008, the Federal Government initiated a Review of Australian Higher Education. The Report (Bradley, Noonan, Nugent and Scales, 2008) highlighted the fact that Australia has reached a key stage in its history with respect to higher education. It states that Australia is falling behind other countries in performance and investment in higher education. Currently Australia is ranked 9th out of 30 countries in the proportion of the Australian population aged 25-34 years with a degree level qualification (down from 7th a decade ago).The Report argues that in order for Australia to remain internationally competitive in the global economy, it must have access to increased numbers of well qualified people in its workforce. The challenge is to identify where this increased number of degree qualified people may come from. In order to address this issue, the Report recommends that there is an urgent need to increase those members of groups that are currently under represented in higher… [PDF]
(2009). Where the Leaders of 1989 Are Now. Chronicle of Higher Education, v55 n38 pB10 May. This article describes the current lives of the Chinese leaders of 1989. Wang Dan, an active organizer year before the demonstrations and quickly became a leader in the square, has completed a Ph.D. in Chinese history at Harvard University last year and is now on a postdoctoral fellowship at the University of Oxford. Wu'er Kaixi, who took a leading role in the student hunger strike, has studied at Harvard University and completed a master's degree in political science at Dominican University of California. He now lives in Taipei, where he manages an investment fund. Wang Chaohua, who became a voice for moderation in the square, has graduated with a Ph.D. in Asian languages and culture from the University of California at Los Angeles, and is now living in Los Angeles, where she is writing a book about Cai Yuanpei, the early 20th-century Peking University chancellor whose educational reforms helped pave the way for the May Fourth movement. Liu Xiaobo, one of China's most prominent… [Direct]
(1986). Peace Education: Peace-Liberty-Development-Human Rights. Service Material S 86:3. In Sweden, as in many other countries, interest and instruction concerning the conditions and prospects of peace have grown against the background of current world events. Increasing pupils' knowledge and awareness of the survival problems in the world are the keys to peace education. Most items of peace education are more or less included in the syllabi for civics, history, and religious education courses; but, responsibility for teaching the international aspects is shared among teachers of all subjects. The Swedish curriculum prescribes and supports well-planned international instruction, with particular emphasis on the conditions and prospects of peace. The content of peace education is summed up in terms of peace, liberty, development, and human rights. The task for the student is to acquire and apply an active view of knowledge. (SM)…
(1993). Second-Order Learning and Education for Peace: Eva Nordland and the Project "Preparedness for Peace." Peace Education Miniprints No. 54. This interview explores the views of Eva Norland, an educational researcher and peace activist. A discussion of peace education examines definitions, school contribution, age levels, teacher training, and instructional approach. Eva Norland offers her opinion on the concept of peace from environmental development, solidarity work, human rights, and disarmament perspectives. Brief background notes and a nine-item list of selected publications of Eva Nordland follow the interview. (CK)… [PDF]
(1975). The Impact of FEP Legislation. Integrated Education, 13, 3, 49-52, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, had three express focuses: (1) on urban poverty among blacks in the non-south; (2) on the enforcement of Fair Employment Practice (FEP) legislation and its effect on the economic position of blacks and other minority groups; and, (3) on guidelines for improving the enforcement of FEP Legislation. (Author/JM)…
(1975). Ending Job Discrimination in New York City. Integrated Education, 13, 3, 63-64, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, is stated to discuss the failure of the City of New York under the New York Plan to end job discrimination despite the explicitness of the law in this area: the first law in New York State prohibiting discrimination came either in the late twenties or early thirties. (Author/JM)…
(1975). Integration in New York City Schools. Integrated Education, 13, 3, 137-142, May-Jun 75. The Chancellor of the New York City Board of Education discusses, in his testimony before a May 1974 public hearing of the New York City Commission on Human Rights why the goal of integration in New York City, as in other inner city areas throughout the country, remained so elusive, noting that 66 percent of public school children in New York City are minority group children. (Author/JM)…
Counselor, Educator, Student Responsibilities. This publication lists the responsibilities of the counselor/educator and the student in a columnar arrangement. It speaks first to the 12 main aspects of human rights, such as Freedom of Religion, Freedom of Inquiry and Expression, Due Process, Freedom of Association. Under each main division several examples are listed, such as School Religious Practice, Language Usage; then the corresponding counselor/educator and student responsibilities are briefly but clearly stated. (PFS)…
(2003). Comparative and International Education: A Bibliography (2002). Comparative Education Review, v47 n3 p352-420 Aug. Cites 1,424 articles on comparative and international education in 319 journals published 2002. Categories: adult, rural, vocational, literacy, lifelong, and popular education; child, citizenship, human rights; comparative; curriculum, instruction, assessment; educational planning, development, and reform; gender; general; higher education; indigenous education; intercultural, bilingual, multicultural; methodology, theory; minority, refugee, and immigrant education; policy analysis; primary education; secondary education; special education; study abroad; teacher education; technology; world regions. (SV)…
(2002). Creating Political Space To Defend Chinese Workers. American Educator, v26 n4 p41-44 Win. Presents comments spoken at a human rights conference by Han Dongfang, a Chinese activist who was jailed after an attempt to organize China's first independent union from a tent in Tiananmen Square during the democracy movement. Today, he is barred from the mainland but works from Hong Kong through Radio Free Asia. Comments focus on foreign investment, corporate codes of conduct, growing labor activism, lawsuits, and China's official union. (SM)…
(2000). Society and Disability: A Model of Support in Special Education and Rehabilitation. Focus on Exceptional Children, v32 n8 p1-14 Apr. This article proposes a new model offering a hierarchy of supports in special education and rehabilitation that incorporates three traditional models of assistance: the custodial-welfare model, the scientific-medical model, and the humanistic-educational model. The hierarchy is based on the principle that human rights to dignity, freedom, and equality should be impartially applied to all persons with disabilities and the support they receive. (Contains 13 references.) (DB)…