Barnard, Henry, Ed. (1871). The American Journal of Education. National Series. Volume Six. Entire Series–Volume XXII. American Journal of Education, v6 n21 Jan. This document contains the sixth volume of the "National Series" of the "American Journal of Education." Topics cover scientific and industrial education while providing an account of system, institutions, and courses of instruction in the principles of science applied to the arts of peace and war in different countries. This issue's focus is on systems and institutions of special and technical instruction in countries and areas such as Austria, Bavaria, free cities of Germany, Prussia, France, Belgium, Holland, Denmark, Norway, Sweden, Russia, Switzerland, Italy, Spain, and Portugal. The "National Series" of the "American Journal of Education" was commenced in September 1867 including circulars, reports, and documents issued by the Editor as Commissioner of Education to the end of 1870. It comprises five volumes of 800 pages each, with a table of contents and index to each volume. The sixth volume was issued in 1871 in quarterly numbers, the… [PDF]

Elliott, Alison, Ed. (2007). Every Child. Volume 13, Number 2, 2007. Early Childhood Australia The theme of this issue of "Every Child" is "Challenging Practice and Challenging Practices." It covers a range of issues challenging the images of a "traditional" children's service. Contents include an editorial by Alison Elliott, "Wise Vision, Workable Solutions and Early Childhood Action," a guest statement by Collette Tayler, professor in Queensland University of Technology's School of Early Childhood, titled "Challenging Practice Challenging Practices in Early Education and Care," and these articles: (1) Doing It "Our Way:" Including Children and Families from Different Cultures" (Margaret Young); (2) Minya Bunhii: A Little Nest of Learning (Mavis Miller and Ursula Montgomerie); (3) Creative Playspaces (Neville Dwyer); (4) Behaviour, Belief and Action (Sue Roffey); (5) Our Responsibility to Reconciliation (Frank Hytten); (6) Strengthening Indigeneity through Whakapapa and Maori Pedagogy (Ngaroma Madeleine… [PDF] [Direct]

(1994). CNN Newsroom Classroom Guides. March 14-31, 1994. These classroom guides for the daily CNN (Cable News Network) Newsroom broadcasts for the month of March provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics covered by the guides include: (1) Bophuthatswana, Best Quest, language immersion, Bosnia diaries, Nepal, Japanese bowling, sport terminology, South Africa, education in Nicaragua, rent-to-own, peace in the Middle East, sign language and gorillas, Space Shuttle Columbia, careers, and monks and music (March 14-18); (2) Bosnia, Junior Achievement in Gambia, careers, satellites, empty churches in Britain, information superhighway, Italian elections, business ownership, assassination of Mexican presidential candidate, lake simulator, resurgence of poetry, and employment interviews (March 21-25); (3) smoking, AnimAction, endangered orangutans, telecommuting, violence in South Africa, women in Russia, children's soccer, unemployment in France, Bosnia,…

Clark, Mari; And Others (1985). Manual de Adiestramiento sobre Terapia de Rehidratacion Oral y Control de las Enfermedades Diarreicas (Oral Rehydration Therapy and the Control of Diarrheal Diseases). Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-53. This Spanish-language manual was developed to train Peace Corps volunteers and other community health workers in Spanish-speaking countries in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains three training modules (organized in seven sessions) that focus on interrelated health education and technical content areas. Each module begins with a set of behavioral objectives and contains a sequence of sessions that address the specific content area. Session formats include targeted time frame, overview, objectives, resources, materials, procedures, and trainer notes. The modules cover the following topics: climate setting and assessment; diarrhea, dehydration, and rehydration; and nutrition and diarrhea. Extensive examples, sample forms, schedules, and handouts are provided. Materials are illustrated with line drawings. Suggestions to the trainer for adapting the materials for different countries and different… [PDF]

Pool, Ithiel de Sola (1980). Communications and Integrated Planning. Communications specialists should interpret the slogan "integrated communications planning" as a concern for communicating efforts to promote education, health, racial equality, and world peace rather than as a call to expand bureaucratic power and control. The advantages of multiple initiatives and of allowing specialists to perform their specialties could be endangered by an overly strong and comprehensive integrated framework. Examples of situations where such a framework could be detrimental include (1) the setting and freezing of technical standards for the telecommunications industry, (2) satellite orbit and frequency allotments in a tightly unified satellite communications system, and (3) attempting to coordinate the efforts of organizations as diverse as the International Telecommunication Union (ITU) and the United Nations Economic and Social Council (UNESCO). The history of freedom consists of efforts to confine authorities to their strictly restricted domains….

Baker, Gwendolyn Calvert (1996). Every Child Is Our Child. Young people deserve to grow and thrive in good times and bad, in poverty and prosperity, in war and peace. Yet children still suffer from hunger, poverty, and maltreatment, even in a country as rich as the United States. This paper provides a historical background of the United Nations Children's Fund (UNICEF), the kinds and nature of the services it provides, and how individuals can help UNICEF to provide a better environment for children. Recommendations include providing access to quality education, helping children to gain language and cultural training, encouraging them to develop self esteem and important life skills such as critical thinking and assertiveness, and teaching children to understand global problems such as pollution and destruction of the rain forest. People need to see every child as their own child, so that all people can learn to live productively in a world of great diversity. (MOK)… [PDF]

(1989). Teacher Corps Alumni Network. Symposia Proceedings (New Orleans, Louisiana, November 1988) and (St. Louis, Missouri, February 1989). Selected papers are presented from two symposia addressing the need for recruitment and retention of minority persons into education. The first, by Bess C. Howard, offers an historical perspective on black educators and discusses the need for recruiting Black teachers. In the second paper, Judy Minier discusses the role played by the Teacher Corps in encouraging Native American teachers. William Smith offers insights into the role of government in developing the Peace Corps and the Teacher Corps. In the fourth paper, Thomas W. Hewitt addresses minority recruitment and career path building. The final paper, by Ruben D. Olivarez, speaks on the existing conditions in Texas in the area of minority teacher recruitment and retention. Each of the papers presents the state of the problem in the topic area, directions to be taken, and the role of the Teacher Corps Alumni Network in expediting change. (JD)…

(1995). Responding to Violence and Abuse: Educating Minnesota Professionals for the Future. A Report of the Statewide Task Forces. In response to a 1993 Minnesota crime bill, four task forces reviewed violence education in professional higher education programs and made recommendations for legislation and law enforcement. The four task forces–in Law, Health Services, Human Services, and Education–made several critical recommendations that applied across professions: interdisciplinary violence education should be taught by knowledgeable faculty for all students in professional education programs; victims and offenders should participate as speakers, panelists, and community resources; protocols should be developed in all professions for dealing with violent or abusive members; cultural competency should be stressed for students and practitioners; pre-admission standards should screen students at risk for violent or abusive behavior; and opportunities for service learning should be provided all students. Among the 10 recommendations for legislation and 6 recommendations for law enforcement were the following:… [PDF]

Clark, Gilbert, Ed. (1999). Contemporary Technology. InSEA News, v6 n1. This theme issue of "InSEA News" focuses on contemporary technology and art education. The articles are: "International Travel and Contemporary Technology" (Gilbert Clark); "Recollections and Visions for Electronic Computing in Art Education" (Guy Hubbard); "Using Technologies in Art Education: A Review of Current Issues" (Li-Fen Lu); "Reflections on a Chinese Past" (Doug Boughton); "Teacher Seeks Students' Artworks" (Mary Scheesley); "A Morning Experience in a Brazilian Art Museum" (L. B. P. Frange); "The Garden of Earthly Delights" (Hal McWhinnie); "Latin American and Caribe Art Education Meeting" (Ana Mae Barbosa); "Using Computer Technologies: Some Questions" (Jenny Aland); "Early Childhood Art Websites for Young Children" (Barbara Piscitelli); "Minutes of the InSEA General Assembly in Glasgow" (Diederick Schonau); "Tanay's Heart in the Middle of the… [PDF]

Good, Linda A. (1999). A Visit to Kindergarten No. 490 in Minsk, Belarus. Although opportunities for sharing information about early childhood education increased with the disbanding of the Soviet Union in 1991, knowledge about how young children are cared for and educated in countries of the former Soviet Union remains limited. This report presents observations of a kindergarten class in Minsk, Belarus conducted through the auspices of Friendship Force, an international organization striving to promote peace through understanding. The report describes the facilities housing Kindergarten No. 490, including the building, classrooms, sleeping areas, bathrooms, and additional rooms. Also described are the children attending the program, the program staff, and the daily schedule and curriculum. Teaching methods are highlighted, with a focus on the kindergarten's unique approach to health education involving water treatments. The report further provides information on services for children with special needs, and on teacher training and compensation. The… [PDF]

Freeman, Nancy K.; Swick, Kevin J. (2004). Nurturing Peaceful Children to Create a Caring World: The Role of Families and Communities. Childhood Education, v81 n1 p2 Fall. With the constant reminders of wars and other human degradation going on in the world, education for \caring\ is more critically important than ever to our future (Noddings, 2002). Televised accounts of the war in Iraq leave most caring people devastated. Civilian and military deaths and casualties challenge people's faith in a peaceful and meaningful future. Clearly, love and peace must be a priority for everyone. Although less intense than war, the everyday abuses carried out by the thoughtless, the cruel, and the antisocial also convey the urgency for more \caring education\ across all cultures (Elshtain, 1999). Violence occurs in many forms, including physical, psychological, social, and verbal. Recent research on the impact of this violence on children during their early years should prompt a call to action for all citizens. Three \family ecology\ elements affect what and how children learn in relation to their interactions with self and others (Brazelton & Greenspan, 2000): (1)…

Stearns, Troy (1966). Ideas for the Development of Programs Relating to the International Scene and its Role in the Schools (Vistas for International Understanding and Cooperation). Dramatic changes during the last two decades demand immediate reevaluation of educational goals with the aim of promoting world peace and international understanding. Significant advances have already been made by international organizations such as UNESCO, UNICEF, and the World University; by national groups such as the American Association of Colleges for Teacher Education (AACTE), the North Central Association, Education and World Affairs, and the Education Materials Laboratory; and by programs conducted at college and university, regional, state, and local levels. Teacher education institutions can play a key role in developing cultural appreciation and intercultural understanding as they guide the growth and development of future teachers. Teacher educators must "identify, state clearly, and clarify from time to time special information, attitudes, appreciations, and skills that are intimately related to world-mindedness." Frank appraisal of existing programs is… [PDF]

Griffin, Gary A.; Light, Luise (1975). Nutrition Education Curricula: Relevance, Design and the Problem of Change. Educational Studies and Documents, New Series, Number 18. Five chapters address various issues in nutrition education curricula: national development, nutrition, and the role of education; roots of nutritional behavior and program planning; curriculum design and the planning process; problems and prospects of educational change; and community and educational support for school nutrition programs. Chapter 1 describes the nature and scope of nutrition problems in the world and the central role of education in working toward solutions which contribute to national development and world peace. Chapter 2 examines the origins of food habits and other behaviors which influence program planning and the nutritional status of individuals. An approach to planning school nutrition education programs which takes account of the specific causes of malnutrition in communities and available strategies for improvement is offered. Chapter 3 discusses curriculum design from three pedagogical points of view and suggests a planning process out of which designs…

Stephenson, Susan Mayclin (2000). Child of the World: Essential Montessori Age 3-12+ Years. Sixteenth Edition. This book provides information on the basic principles of Montessori education for 3- to 12-year-olds and contains a catalog of equipment, materials, and books for use by adults living or working with children. Information and relevant materials for 3- to 6-year-olds are organized into the following areas: (1) organizing the environment; (2) family life, including care of each other, care of the environment and food preparation and serving; (3) toys and games; (4) blocks and puzzles; (5) earth science; (6) plants and animals; (7) people, including geography and history; (8) language materials; (9) music; (10) art; and (11) geometry and math. Information and materials for 6- to 12-year-olds is organized as follows: (12) cooperation and peace; (13) earth science; (14) plants and animals; (15) geography, history, and biography; (16) language; (17) art and music; and (18) geometry, mathematics, and invention. Two final sections cover parenting and teaching children from birth to 24… [PDF]

Brameld, Theodore (1970). The Climactic Decades: Mandate to Education. In this book, a prominent spokesman for the reconstructionist theory of education explains why he sees education not only as a transmitter of culture, but also as a potentially powerful initiator of social change. The author brings the insights of many disciplines to bear on student rebellion, teachers' strikes, administrative obsolesence, nationalism versus internationalism, and other issues. His fundamental concern is how education can become an agency of democratic power–power to build a national and international order in which there is abundance, enlightenment, and peace. Some of the polarities with which he deals here are: 1) the necessity of educating both for commitment and objectivity; 2) the need to keep both social and personal values in mind in setting and evaluating outcomes of education; 3) doing educational justice to both the intellectual and emotional requirements of human development; and 4) the need for reorienting American schooling away from its customary…

(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…

Boldt, Joe; Miner, Joshua L. (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,…

Cassara, Beverly Benner (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]

Escobar-Ortloff, Luz Marina; Ortloff, Warren G. (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]

Kozol, Jonathan (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]

Hutchinson, Francis P. (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…

Breidlid, A. (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]

Hoopes, David S., Ed. (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…

Goldberg, Joan Carol; Rosenblum, Sandra (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…

Bellamy, Carol (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]

Sommers, Marc (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]

Palla, Pier Giovanni, Ed. (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,…

Trifonovitch, Gregory J. (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]