(1994). Higher Education in the West Bank and Gaza Strip. Volume I: Overview of the System and the Needs of the Reconstruction Process [and] Volume II: Recommendations and Project Proposals for Strengthening Higher Education in the West Bank and the Gaza Strip over the 1994-1998 Period. This publication comprised of two volumes describes the findings of a review of Palestinian universities emphasizing science and technology, and the resulting recommendations for higher education improvement and support to be carried out between 1994 and 1998. In volume I the review, or mission, found that there are 28 tertiary-level institutions in the West Bank and Gaza Strip staffed with well trained academics. Enrollment at the eight universities for 1993-94 was 22,500 at the Bachelor's level and 225 at the Master's level. All institutions face severe financial problems that require international assistance. Effective higher education ranks among the first conditions to be fulfilled for the success of peace in the region. The report recommends, in volume II, that: (1) higher education institutions in this area be sustained with international support; (2) there be an overhaul of vocational and technical education and training; (3) graduate programs be gradually developed; (4)… [PDF]
(1985). Becoming Human through Music. The Wesleyan Symposium on the Perspectives of Social Anthropology in the Teaching and Learning of Music (Middletown, Connecticut, August 6-10, 1984). This symposium focused principally on a transcultural approach to music teaching and learning. After an introductory chapter, contents (1) compare the music and dance of the Hawaiian and Hopi peoples; (2) explore the role of the music teacher in multi-cultural societies; (3) present a pictorial notation designed for the transmission of traditional Polynesian dance, comparing the notation with four alternate pictorial systems; (4) discuss how music making could be better learned in modern industrial society, drawing on the music education practices of the Venda people of South Africa; (5) delineate ethnomusicological principles guiding music education within a museum setting, including examples from Mohave and Mende traditions; (6) contrast learning and teaching in the Blackfoot Indian and Iranian conceptions of music; (7) describe Tshokwe principles of music making; (8) explore ways music-dance and music-dance education might shape consciousness toward an agenda of world peace and…
(1981). Outward Bound U.S.A.: Learning Through Experience in Adventure-Based Education. Joshua Miner recounts his 30 years' experience with people and places significant to the history of Adventure-Based Education and Outward Bound in the United States. Fourteen Outward Bound schools visited or assisted by Miner are described in chapters recording events such as the school's inception, daily activities, individuals enrolled, and significant experiences or efforts at the school contributing to the growth of Outward Bound. Prominent individuals influencing adventure-based education and their contributions are identified and include: Kurt Hahn, the founder of Outward Bound; Fred Lanoue who devised the drownproofing technique; Charles Froelicher, founder of Outward Bound in the U. S.; and Rev. William Coffin, overseer of Peace Corps training using Outward Bound techniques. Four chapters recall stages and events leading to Outward Bound's work with juvenile delinquents, young women, the disadvantaged, and adjudicated youth. Other chapters (Into the Education Mainstream,…
(1996). Reflections on My Career as an International Adult Educator. This document is the personal narrative of a woman who has spent her career as an international adult educator. The narrative begins with the author's graduate studies in West Berlin in 1975, during which she researched the education and career pathways of professional women in West Berlin's universities. The remainder of the narrative is devoted to her teaching career at the University of the District of Columbia (UDC), a public university with a student body that is two-thirds Black. Special attention is paid to the author's efforts to develop and find financial support for international educational exchange programs that would allow UDC students to study abroad in various African countries, including Ghana, Kenya, Nairobi, Seychelles, and Tanzania. Also discussed are a master's-level international education exchange program that the author developed and that involved having students earn graduate-level credits while serving in the Peace Corps and simultaneously carrying out… [PDF]
(2000). Differences in Social and Moral Hierarchical Values among American Preservice Teachers and Professors. This paper shares reflections from a doctoral dissertation that investigated differences in hierarchical values (social and moral) that existed between preservice teacher education students and professors of education in the United States and Colombia. The study used the Rokeach Value Survey instrument to determine students' and faculty members' instrumental (moral) and terminal (social) value hierarchy. The survey consists of 18 terminal and 18 instrumental values. Data analysis indicated that there were statistically significant differences between the two groups. The three instrumental values of clean (neat and tidy), logical (consistent and rational), and loyal (faithful to friends or the group) were significantly different between students and professors. The four terminal values of salvation (being saved/internal life), a sense of accomplishment (lasting contribution), a world at peace (free of war and conflict), and a world of beauty (beauty of nature/arts) were found to be… [PDF]
(1968). A Talk to Teachers. Now is the time for teachers to face honestly the basic problem within ghetto schools–that black parents, children, and leaders do not like or trust their schools or the white staffs of the schools because the schools have done nothing to deserve their trust. Reasons for the failure of the schools to adequately educate over 10% of graduating Negro children lie within the educational structure and the teachers' attitudes. Teachers who will strike for pay, better working conditions, and extra benefits will remain silent about racist textbooks. Supervisors instruct teachers to remain aloof and formal in all contact with the black community. Also responsible are the teachers' colleges and schools of education which fail to psychologically and intellectually prepare the majority of teachers for the reality of ghetto schools. Many idealistic young people active in the Peace Corps, Civil Rights Movement, and Freedom Schools are not allowed to teach in inner city schools because they lack… [PDF]
(1996). Educating Beyond Violent Futures. Futures and Education Series. Educating young people to give them alternatives to violence for their futures is explored in this examination of the causes of violence in schools and society and possible solutions. The challenge is one of moving from cultures that condone violence and intolerance of difference to cultures that are both more tolerant and more peaceful. Part I of this book, \Questioning Fatalism and Impoverished Social Imagination,\ begins by questioning assumptions that have been made about society and schooling. This section stresses the importance of listening to young people and their thoughts about the future. Part II, \Expanding Our Ways of Knowing and Vocabularies of Hope,\ contains chapters on reconceptualizing literacy for education for the student's future, becoming aware of the cultural editing that exists, and building vocabularies of hope for young people. Part III, \Encouraging Forward-Thinking, Life-Affirming and Empowering Principles and Practices,\ contains chapters on educating…
(2005). Sudanese Migrants in the Khartoum Area: Fighting for Educational Space. International Journal of Educational Development, v25 n3 p253-268 May. This article examines the situation of the internally displaced persons from Southern Sudan living in and around the capital and their experience with the dominant Islamic discourse, and particularly the educational discourse of the ruling National Congress (NC). Based on qualitative field data, the article explores the opposing discourses between the Southerners and the governing elite in the North. While the governing NC advocates an Islamic educational discourse, the Southerners in the camps in and around Khartoum are either opposed to modern education because it destroys traditional practices, or they favour an educational system which is more Western in nature. Parents, educators and community groups from the South organise resistance against what they consider an imposition of an alien value discourse, and as the article will show, small concessions have been granted. The frequent contestations of these concessions or victories show, however, that the non-secular, Islamic basis… [Direct]
(1984). Global Guide to International Education. The International Education Source Book. This comprehensive sourcebook provides information on over 2,300 programs, organizations, and publications that serve as resources in international studies and global education. The book is divided into three major sections: general programs, organizations, and sources; programs, organizations, and sources focusing on a world region; and programs, organizations, and sources focusing on over 150 countries. Listings are arranged under the following headings: (1) general sources of information on international affairs, cultural relations, and world issues; (2) resources for elementary, secondary, and undergraduate international/intercultural studies and global education; (3) educational exchange organizations; (4) international studies programs and offices, research centers, and organizations; (5) peace and conflict resolution studies; (6) international studies and research in professional education; (7) grants, awards, and fellowships for international studies and research in…
(1984). The Responsibility of Adult Educators in the Nuclear Age. TECHNIQUES. Lifelong Learning, v7 n5 p29-30 Feb. The task of adult educators is to provide students with information as well as opportunities to explore alternatives to the arms race. As a starting point to raising nuclear issues in the classroom and incorporating them into the curriculum, the adult educator can administer a survey or questionnaire to students about nuclear weapons and the threat of nuclear war. Materials and topics concerning nuclear war can be used in reading comprehension, math, composition, environmental science, and child psychology classes. Adult educators also feel the additional responsibility of promoting awareness and discussion of peace issues in the community. They can approach these concerns by incorporating them into a PTA meeting, discussing age-appropriate materials and techniques for dealing with these questions, making lists of materials available, and sharing ideas with others involved in community education. Adult educators must also provide students with the opportunities for taking action….
(1976). Managing Interdependence: Eleventh Conference on the United Nations of the Next Decade. This report of the United Nations 11th conference is distributed in the hope that it will stimulate study, research, and education with respect to the United Nations and its vital role in achieving international peace and security and a better world. In 1976, international statesmen, diplomats, and scholars assembled at Charlottesville, Virginia to explore how nations may cooperate more effectively in their relationships with one another, without undue infringement upon national independence. Particular attention was given to the questions of a new international economic order and arms limitation and disarmament. Conference participants concluded that the United Nations needs more support from its member nations and their peoples. National governments have an obligation to bring international problems to the United Nations and to build closer ties with the United Nations into their national governmental structure. On the other hand, the United Nations must earn support by successful…
(1999). The State of the World's Children 1999: Education. The international community is increasingly defining education as an essential human right, a force for social change, and a path towards international peace and security. This report on the well-being of the world's children focuses on the efforts of the international community to ensure that all children enjoy their human right to a high-quality education. Chapter 1 of the report explores the historical context in which children's right to education has been repeatedly affirmed; discusses the elements integral to the success of the worldwide movement of Education for All; and argues that, in spite of a dearth of resources and growing indebtedness in the developing world, education remains one of the best investments a country can make in order to prosper. Chapter 2 provides statistical profiles for 193 countries based on basic indicators such as infant mortality rate, nutritional status, health status, educational levels, demographics, economic indicators, the status of women, and… [PDF]
(2005). Islands of Education: Schooling, Civil War and the Southern Sudanese (1983-2004). International Institute for Educational Planning (IIEP) UNESCO Victims of warfare, famine, slavery, and isolation, the Southern Sudanese are one of the most undereducated populations in the world. Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality. The most recent civil war in southern Sudan raged unrelentingly for 21 years and left approximately 2 million civilians dead, 5 million internally displaced, and half a million as refugees. Drawing on extensive fieldwork in the region and archival research, this book examines the educational situation of Southern Sudan in its three primary contexts: within southern Sudan, in refugee asylum countries, and in the Sudanese capital, Khartoum. It sheds light upon the disastrous consequences of underinvesting in education during conflict, serious deficiencies in the co-ordination of… [PDF]
(1985). International Youth Year Features. Cooperation in Education, n47-48 Spr. A digest of ideas and initiatives to make higher education more responsive to young people is provided. Part 1 includes excerpts of articles and reports concerning the International Youth Year (IYY), a United Nations' sponsored year of celebration of youth and a program of meetings to discuss youth problems and solutions. The themes selected for the IYY are participation, development, and peace. Part 2 provides an introduction to the world congress, UNIV-85, on "Youth: Forming the Future." Country reports, studies, and articles are excerpted covering the following themes: higher education and the moral norm, college students, higher education today and tomorrow, and renewing the liberal arts. Specific topics include: sources of youth alienation and crime, scientific progress and human values, Japanese youth, Christian social teaching, values that come from parents and the community, why universities are failing to impart values, the illusion of students' individuality,…
(1975). Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands. Topics in Culture Learning, Vol. 3. This article reviews the history of bilingual-bicultural education in the Trust Territory of the Pacific Islands. The U.S. government has administered the area since 1945. The original educational policy called for bilingual education with use of the local languages at the elementary level, but implementation was hampered by budget limitations. Native Micronesians also felt they were being discriminated against by not receiving sufficient English instruction. Other problems included the choice of an orthography for the native languages (each of which is briefly described), development of extension materials, the fact that not all native languages belonged to the same language families, and resistance on the part of the American staff to learning the local languages. Despite arguments in favor of native language literacy, English was eventually introduced in the first grade. The local languages were reintroduced into elementary education in 1967, and the arrival of the Peace Corps… [PDF]