(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]
(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…
(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]
(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]
(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]
(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]
(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]
(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…
(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…
(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…
(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…
(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…
(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]