(1993). Address by Jacques Delors, Chairman of the International Commission on Education for the Twenty-First Century, General Conference of UNESCO (27th, Paris, France, November 2, 1993). In this speech to the members of the general conference of UNESCO, the chairman of the International Commission on Education for the Twenty-First Century describes the progress of the Commission's work. The chairman discusses education and the challenges of the world as it enters the 21st century. Changes mentioned include the rapid pace of population growth in the number of countries, technological progress, as well as the expansion and refinement of communications. These phenomena of global scope and a host of other related factors have given rise to a complex, dynamic set of problems whose implications and constraints have, in many cases, reached crisis proportions: the economic crisis of underdevelopment, the economic crisis of unemployment in some of the developed countries, the obsolescence of certain growth models, a crisis in the very ideology of progress, and, perhaps most important, a moral crisis in value systems having to contend with changed circumstances and different… [PDF]
(1990). The Globalization of Higher Education. Cross Currents, v17 n2 Spec Iss Fall. This special issue of a journal on language teaching and cross-cultural communication includes both regular articles and forum essays. Regular feature articles include: "Is Japanese English Education Changing?" (Yoshie Aiga); "Textual Schemata and English Language Learning" (S. Kathleen Kitao); "Visuals and Imagination" (Alan Maley); "Oral Language Taping and Analysis for Teacher Training" (Elizabeth Leone); "Who Does What With Errors?" (Joyce M. Taniguchi); "Expanding the Intercultural Perspective" (William McOmie); and "Rapid-Fire Questions for Better Communication" (Robert Ruud). Forum essays on the topic "The Globalization of Higher Education" include "An American Comprehensive Public University Linked with a Japanese Municipality" (Jared Dorn); "The Internationalization of an American University" (William G. Davey, Lynne A. McNamara); "An American Community College in… [PDF]
(2010). Intercultural Education: Proceedings of the 2nd International Scientific Conference=Obrazovanje za interkulturalizam: Zbornik radova S.2 Medunarodne znanstvene konferencije. Online Submission The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major… [PDF]
(2024). Embodied Knowledge and Communities of Knowledge to Cohabit the Earth. Prospects, v54 n2 p451-458. To address the great challenges facing humanity, humans need to feel united as inhabitants of the Earth, to feel that their future is tied to the future of all living beings, and that the universe contains all levels and all relationships that encompass its parts. To achieve this requires widening knowledge of the interconnection and interdependence that govern the world on all scales, accessing an individual and collective understanding that impacts not only the rational dimension but also the emotional and embodied dimensions. This article addresses the theme of embodied knowledge and awareness/consciousness as a key for individuals and the human community to develop the sensory and emotional perception of being part of a greater whole, of relationship as an ontological condition, and of interconnectedness and interdependence as the basis of life and the universe. Embodied knowledge is capable of nourishing aspiration and being nourished by it. Aspiration is needed to guide and to… [Direct]
(2024). Cultivating Nonviolent Relationships within Global Literacy Education Partnerships. Journal of Adolescent & Adult Literacy, v68 n2 p197-203. Global literacy partnerships between the Global North and Global South inevitably reside in the expansive waters of neoliberal reforms and coloniality. Global North and Global South literacy educators within global literacy partnerships must decolonize life through a liberatory praxis whereby they are convinced of the right and the duty to fight, to denounce and to announce. Nonviolent Communication, with its focus on speaking honestly and listening empathetically, provides a framework for cultivating the criticality, awareness, and connection needed to disrupt neoliberal reforms and coloniality within partnerships. Through NVC, the everyday dialogic experiences of Global North and Global South educators can generate a "power with" relationship instead of a "power over" relationship of oppression and coloniality…. [Direct]
(1990). Constitutional and Non-Constitutional Governments…Similarities and Differences throughout History. Resource Packet. This civic education resource packet is designed to provide teachers, community leaders, and other civic educators with an understanding of the differences between constitutional and non-constitutional governments. Six papers discussing the topic are included: \The Differences bewteen Constitutional and Non-Constitutional Governments\ (John Patrick and Richard Remy); \On The Need for a Constitution\ (James Madison); \Constitutionalism–Historical Background\ (Herman Belz); \Differences between Authoritarian and Totalitarian Governments\ (Jeanne Kirkpatrick); \Definition of Totalitarian Government\ (Carl J. Friedrich); and \Constitutionalism and Peace\ (Immanuel Kant). The document provides resources for developing materials, programs, and curricula to promote civic literacy. The material discusses and explains: (1) similarities and differences among constitutional and non-constitutional governments in terms of limitations on powers; (2) similarities in terms of the means governments… [PDF]
(1997). Educational Destruction and Reconstruction in Disrupted Societies. Final Report and Case Studies of the Workshop Held on 15-16 May 1997, Geneva, Switzerland, Organized Jointly by the International Bureau of Education and the University of Geneva. This volume addresses the dual problems of providing rapid educational responses in global conflict and crisis situations and assessing the role of education in the root causes of these conflicts. Education and training are key components of international relief responses to emergencies resulting from conflicts. Even more important, rehabilitation and reconstruction processes are now seen as "windows of opportunity" to redesign educational systems in view of fostering stability and promoting peace. This report summarizes the conclusions of an international workshop that brought together researchers, national education officials, and representatives of donor agencies in an attempt to address these concerns. The group focused on four case studies chosen to represent crisis situations of different natures. The case studies featured Cambodia, Colombia, Palestine, and Sierra Leone. The general objectives of the workshop included: (1) re-situate current educational concerns… [PDF]
(1990). Integreating Experiential Education. Proceedings Manual of the Annual Conference of the Association for Experiential Education (18th, St. Paul, Minnesota, October 5-8, 1990). The mission of this conference was to explore and promote the integration of experiential learning with diverse communities and settings. The 60 presentations, workshops, and preconference events included in this proceedings manual are organized under the following topics: (1) foundations; (2) urban, school, and corporate environments; (3) social and cultural diversity; (4) Native American foundations; (5) programming for people with disabilities; (6) therapeutic and treatment settings; (7) service learning; (8) spirituality and reflection; (9) music and dance; (10) environmental issues; (11) management and administration; (12) careers in outdoor education; (13) safety and rescue; (14) research and writing; (15) media and technology; and (16) world issues and peace. Each of the entries for conference events typically includes: (1) an introductory section that provides philosophic or background information about the activity; (2) a description of the content of the presentation,…
(1966). REPORT ON THE INTERAMERICAN CONSULTATION ON URBAN COMMUNITY DEVELOPMENT (PANAMA CITY, PANAMA, JUNE 7-9, 1966). THE INTERAMERICAN CONSULTATION ON URBAN DEVELOPMENT WAS ORGANIZED BY THE ADULT EDUCATION ASSOCIATION OF THE UNITED STATES, UNDER CONTRACT WITH THE AGENCY FOR INTERNATIONAL DEVELOPMENT (AID). REPRESENTATIVES FROM EIGHT LATIN AMERICAN COUNTRIES, THE UNITED STATES, AND INTERNATIONAL ORGANIZATIONS SUCH AS THE PEACE CORPS, UNESCO, UN, AND AID ATTEMPTED TO IDENTIFY THE MAJOR ISSUES IN COMMUNITY DEVELOPMENT IN URBAN AREAS, EXCHANGE INFORMATION ABOUT EXISTING PROGRAMS, AND EXPLORE WAYS TO FACILITATE A TWO-WAY EXCHANGE OF IDEAS. AMONG THE 11 MAJOR ISSUES IN COMMUNITY DEVELOPMENT DISCUSSED WERE–CLARIFICATION OF THE CONCEPT OF COMMUNITY DEVELOPMENT AND ITS RELEVANCE IN URBAN AREAS, URBANIZATION AND NATIONAL DEVELOPMENT, STRUCTURE FOR COMMUNITY PARTICIPATION, DISCRIMINATION BASED ON COLOR, CULTURE, AND CLASS DIFFERENCES, USE OF COMMUNITY RESOURCES, ROLES OF THE PEOPLE, TECHNICAL SPECIALISTS AND FOREIGN AGENCIES. THE NUEVO VERANILLO PROJECT IN PANAMA CITY WAS STUDIED. CRITICAL PROBLEMS IN THE… [PDF]
(1973). Education for a Global Society. Fastback Series, No. 28. A growing body of research literature suggests that significant relationships exist between the attitudes individuals develop toward their own and other societies and their images of international conflict and collaboration. Without some understanding of basic human behavior, a recognition that many of the important differences in behavior can be explained in terms of learned patterns of social behavior and without some attention to the \culture concept\ information about other lands and other peoples, ethnocentric tendencies may simply be reinforced. Efforts to understand Africa or Asia are likely to lead nowhere unless skill in analysis, knowledge of history, valuing, and experience as a basis for judging is provided. While none of these approaches is wrong, taken by themselves they are inadequate. There are some encouraging signs that may serve to strengthen these approaches and perhaps develop a more comprehensive view of the earth and man. Among these approaches peace studies,…
(2004). Educational Sciences, Morality and Politics: International Educational Congresses in the Early Twentieth Century. Paedagogica Historica: International Journal of the History of Education, v40 n5-6 p757-784 Oct. Internationalism became one of the keywords in the international intellectual and political debates at the end of the nineteenth century. As a political, cultural and social movement it also included science and education. The desire for international cooperation and global understanding was caused by the growing economic interdependence in the world and the threat to peace by nationalistic politics of the imperialistic powers. Within the context of discipline formation and fragmentation, cultural critique, social reform and pacifist movements, academic educationists, teachers and educational and social reformers in various countries tried to establish an international network to promote scientific cooperation, peace, mutual understanding and professional collaboration. In this article, the author will try to place the phenomenon of internationalism within the context of the formation of educational sciences in the early twentieth century. Drawing from the example of other scientific… [Direct]
(1989). Nonformal Education Manual. Information Collection and Exchange Manual M0042. This document, intended to provide Peace Corps volunteers with practical skills and underlying theory, includes 8 chapters, a 35-item bibliography, an index, and a user reaction form. Chapter 1 describes nonformal education (NFE) through an example from Togo. Chapter 2 provides three case studies of NFE in action: (1) finding space to make school uniforms in Swaziland, (2) improving child health care in Guatemala, and (3) talking about family planning in Indonesia. Chapter 3 provides a summary of eight adult learning theories. Chapter 4 provides techniques for assisting people in identifying their needs. Chapter 5 describes the essential steps in planning with people, including group techniques and recordkeeping methods. Evaluation issues, methods, and reporting are discussed in Chapter 6. Chapter 7 describes NFE techniques, such as icebreakers, warm-ups, role plays, open-ended problem dramas, critical incidents, demonstrations, field trips, lecturettes, panel discussions, small… [PDF]
(1988). Peace Corps Nepal 1988 Preservice Technical Training Manual for Math and Science Teacher Trainers N/166a. The Peace Corps (PC) has provided teachers for Nepal's schools for 25 years. The increasing population and especially the increased demand for educational opportunities is exceeding the supply of available trained teachers. In response to this need, PC/Nepal has shifted its emphasis in the education sector from providing teachers to providing teacher trainers. The purpose of this task analysis is to define this new PC role and to provide systematic information for preservice and inservice training activities. This document contains four sections: (1) task analysis; (2) job description; (3) technical training sessions; and (4) technical readings. The task analysis was developed through interviews and review of program materials and documentation. The other sections were developed based upon the task analysis. The job description, technical training sessions, and technical readings were compiled into a technical training manual which the mathematics and science trainees received… [PDF]
(1983). English Teaching Profile: Morocco. This profile of the English language teaching situation in Morocco discusses the role of English within Moroccan society and within the educational system. The status of English as the second foreign language is noted, and the role of English in higher levels of education, from the second cycle of secondary school through university and vocational school instruction and teacher training institutes, is described. Also discussed are English language teaching by the broadcast media, recruitment of teachers of English, teaching materials, educational administration with regard to the teaching of English, developing and planning activities, and English outside the educational system. The extensive support given by the British Council is discussed as is American support provided through the Peace Corps and the U.S. Information Service. Some specific instances of commercial opportunities for English language materials in Morocco are given as well as notes on the state of current English…
(1982). English Teaching Profile: Botswana. This profile of the English language teaching situation in Botswana examines the role of English in society and in the educational system. The status of English as the second official language is noted, and the English curriculum is described from its beginning in the first primary year through secondary school and the university. Statistics on teachers of English in secondary schools are provided, and information is given on English teaching materials and materials support. A diagram is presented on the organization of the educational administrative system. Also discussed are (1) educational planning in which the highest priority is given to primary education, (2) teaching of English outside the educational system, (3) British Council support services, (4) American support through the Peace Corps and the International Communication Agency, (5) other agency support, (6) commercial opportunities, (7) creative writing, and (8) current research. A summary statement concludes that the…