Jude Butcher; Maria Aurora Correa Bernardo (2024). Catholic Education: Reclaiming the Prophetic in an Age of Neoliberalism. Christian Higher Education, v23 n4 p345-360. The prevailing current context of neoliberalism has often been viewed as curtailing the prophetic expression of the Catholic identity of Catholic educational institutions (CEIs). This article proposes that only by reclaiming their prophetic identity can CEIs flourish authentically in the neoliberal era. A faith-based approach to addressing the challenges of neoliberalism is presented, drawing upon the principles of prophetic imagination described by Brueggemann. The neoliberal concept of strategic planning is presented using four nuanced characteristics of a Catholic strategic planning process to express the CEI's prophetic nature…. [Direct]

Williams, David A.; And Others (1991). The University's Responsibility to Rural Education–A Model. (A Unique Thing Happened on the Way to Reform). This paper details the efforts of Northern Arizona University's Center for Excellence in Education (CEE) to improve teacher education in rural areas. Ten regional field sites were established over a 2-year period throughout the state of Arizona. From these regional sites, field coordinators administer classes in off-campus settings, advise students on degree programs, and oversee other CEE outreach projects. The following are examples of CEE partnerships: (1) Arizona Western College, a 2-year community college, offers upper division undergraduate and graduate courses in education; (2) students at the Point Loma Nazarene College in San Diego (California) can earn doctoral degrees in Educational Leadership; (3) a Master's Degree in Bilingual/Multicultural Education is offered on site in a 90% Hispanic school district; (4) lower division courses necessary for teacher certification are offered under agreements with six Arizona Community Colleges; (5) preparation for native teachers to… [PDF]

(1975). Bilingual-Bicultural Program for Elementary Teachers. Since 1968, Goshen College has been offering a program in international education. Called the Study-Service Trimester (SST), the program provides the geographic setting for direct experience in culture shock by exposing students to first-hand, live experiences and confrontations in unfamiliar environments. As part of their general education, elementary education students participate in SST assignments specially fitted for the future teacher in the classroom. Scheduled during the sophomore or junior year of college, SST combines the general studies component with early field work in the middle college years of professional studies. Students generally locate in Caribbean or Central American countries, where they study, work, and interact as a unit, while living in the homes of nationals. The faculty director coordinates a seven-week study program in language study, field trips, and readings and lectures in history, the arts, government, and education. During the second half of the… [PDF]

Burks, Douglas J. (2010). Student Support towards War in College Students from Different Religiously Affiliated Colleges in the Midwest of the United States. Journal of Peace Education, v7 n2 p171-184 Sep. This study reports on a study of student attitudes towards war. To study the impact that the type of university attended has on a student's level of support for war and attitudes towards war a 15-question survey on moral disengagement in support of military actions based on one developed by McAlister was given to college students attending Quaker, Catholic and public universities in the Midwest of the USA in 2008. In a survey of 395 students, it was found that students from Quaker colleges were less morally disengaged from war than were students from both the Catholic and public colleges/universities. This observation is further supported when the mean support for war scores amongst the six schools involved in the survey were compared. One of the Quaker colleges was significantly different from the other five schools studied. This school heavily influenced the comparative difference observed by school type. Finally, when mean scores on each of the 15 questions were examined… [Direct]

Hakvoort, Ilse (2010). The Conflict Pyramid: A Holistic Approach to Structuring Conflict Resolution in Schools. Journal of Peace Education, v7 n2 p157-169 Sep. This paper examines how the conflict pyramid, originally defined and used by Richard Cohen, can be used as a model to describe the relations between different conflict resolution education programs and activities included in the programs. The central questions posed in the paper are: How can Richard Cohen's conflict pyramid be used as a model for describing the relations between different programs and activities? In what way do we need to elaborate the conflict pyramid? How can the elaborated conflict pyramid help teachers and teacher training students to sort out what or which programs and activities to implement and use in school? The number of different conflict resolution education programs has increased immensely over the years. There is a large variety of programs and no systematic way of choosing which one to use in school. Elements of the different programs sometimes overlap but programs are still not alike. Not surprisingly, teachers and other adults in schools often raise… [Direct]

Karaman-Kepenekci, Yasemin (2010). An Analysis on Children's Rights in Stories Recommended for Children in Turkey. Journal of Peace Education, v7 n1 p65-83 Mar. Children's rights are legally protected benefits for children to develop physically, mentally, emotionally, socially and morally with freedom and honor in a healthy and normal way. It is important that children know the rights they have. Works of high quality children's literature ensure the socialization of children by making them understand or communicate social and cultural values. For this reason, all the works of children's literature may be made use of for children's rights education. The objective of this study is to determine to what extent and how children's rights are allocated in the stories in the 100 Basic Literary Works list recommended for children in Turkey. To this end, all the stories (n=277) in the above mentioned storybook list (n=21) were examined in the context of children's rights by use of content analysis method. "Children's rights" was taken as the analysis category, and this category was divided into four subcategories in keeping with the… [Direct]

Gurler, Selma; Kacmaz, Tarkan; Kalender, Alper; Sevkin, Burcak; Turk, Fulya; Turnuklu, Abbas; Zengin, Feza (2010). The Effects of Conflict Resolution and Peer Mediation Training on Turkish Elementary School Students' Conflict Resolution Strategies. Journal of Peace Education, v7 n1 p33-45 Mar. The effectiveness of conflict resolution and peer mediation (CRPM) training among 10- and 11-year-old elementary school students was examined. The CRPM training program consisted of skills, such as understanding the nature of interpersonal conflicts, communication, anger management, negotiation and peer mediation. The research was carried out using pretest/posttest-quasi-experimental design. The sample included 591 students; 326 in the experiment and 265 in the control group. A self-report questionnaire which consisted of four subscales (integrative/constructive, smoothing, forcing and withdrawing/avoidance) was used to collect data related to conflict resolution strategies. The CRPM training program significantly improved students' "integrative/constructive" conflict resolution strategy and reduced their "forcing" and "withdrawing/avoidance" strategies. However, no statistically significant difference was found in the "smoothing" strategy…. [Direct]

(1982). United States Academy of Peace Act. Hearing before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, Ninety-Seventh Congress, Second Session on S.1889 to Establish the United States Academy of Peace, and for Other Purposes. Testimony of witnesses, including senators and professors, newspaper articles, press releases, communications, and other publications in support of legislation that would create a Department or Academy of Peace and Conflict Resolution are provided. The academy would have 3 major functions: (1) to perform and assist research about international peace and peacemaking; (2) to educate and train–directly and indirectly–persons across the nation from government, private enterprise, and voluntary associations about international peace and peacemaking skills; and (3) to establish an information service in the field of peace learning. To be located within easy reach of Washington, D.C., the academy would be governed by a 15-member board, consisting of 4 members from Congress (2 members from each major political party from the Senate and the House of Representatives) and 11 members nominated by the President and approved by the Senate. (RM)… [PDF]

Derya Bekiroglu; Jonida Kelmendi; Melike Tantan; Mizrap Bulunuz (2023). Evaluation of a Creative Drama Practice for Noise Awareness in Primary School. European Journal of Educational Sciences, v10 n2 p254-280. This study aims to investigate students' awareness of the level, causes and negative effects of noise in schools through the utilization of creative drama activities. The objective of this sample application is to contribute to the development of a more tranquil and peaceful school environment. A single case study design was employed for this research, with the study group comprising 16 fourth-grade students from a primary school. Student interviews served as the primary data collection tool, supplemented by observations and video recordings. Thematic analysis was employed to analyze the data, resulting in the identification of four main themes related to noise awareness: "lack of tranquility," "noise phenomenon," "conflict exacerbation," and "creative ideas". By incorporating the Visual Arts and Science curriculum, students demonstrated important life skills such as innovative thinking, effective communication, and analytical reasoning…. [PDF]

(1974). This Union Cause: An Illustrated History of Labor Unions in America. Revised Edition. This pamphlet on labor history highlights some of labor's economic and political actions during the past 200 years. The purpose is to provide inspiration and motivation for greater participation in union work. The introduction explains the purpose of unions–to pursue economic independence and social stature for all individuals–for defenseless people, minorities, aged, and youth. The booklet contains short historical descriptions of labor topics, each accompanied by an illustrative picture. Topics include descriptions of colonial indentured servants; early factory conditions; the first strike by Cordwainers; workingmen's political parties; Negro slave labor; the end to slavery after the Civil War; the melting pot; higher education as a union cause; the squalid life of miners; the Haymarket Riot; birth of the AFL; the Pullman strike; working women; the seamen's fight; the Wobblies; steel unions; political friends of organized labor; economic depression of 1930s; formation of CIO;… [PDF]

Gordon, David T., Ed. (2000). Harvard Education Letter, 2000. Harvard Education Letter, v16 n1-6. This document is comprised of the six issues in volume 16 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January-February–\Grade Inflation: What's Really behind All Those A's?\ (Birk) and \Every Friday was Fight Day\ (Farber); (2) March-April–\Successful School Reform Efforts Share Common Features\ (Downs) and \Mining for Gold in a Mountain of Online Resources\ (Tally and Burns); (3) May-June–\Putting Cooperative Learning to the Test\ (Walters) and \Schools Need To Pay More Attention to 'Intelligence in the Wild'\ (Perkins); (4) July-August–\Shakespeare vs. Teletubbies: Is There a Role for Pop Culture in the Classroom?\ (Amster), \View from the Classroom: Student Writers Hone Their Skills,\\Would More Phys Ed Curb Kids' Weight Gain?\ and \Online Term-Paper Mills Produce a New Crop of Cheaters\ (Ditman); (5) September-October–\Are High-Stakes Tests Worth… [PDF]

Sharp, Ann M.; Splitter, Laurance J. (1995). Teaching for Better Thinking: The Classroom Community of Inquiry. This book presents a philosophical perspective to elementary and secondary teaching based on the idea of the classroom as a community of inquiry and the idea of \Philosophy for Children.\ Together these provide a methodology and a content for teaching and improvement of thinking. Thinking is conceived as an enterprise which is both affective and cognitive, social, and personal. Chapter 1 explores the notion that education should be concerned with the improvement of thinking. Chapter 2 looks at the dynamics of the classroom, particularly talking and questioning. Chapter 3 discusses schooling and meaning as the idea that education is about helping children move beyond the deceptive security of their own experiences, while continuing to respect the value of those experiences. Chapter 4 explores more specifically the \Philosophy for Children\ idea and the role of philosophy in the classroom. Chapter 5 takes a practical look at philosophy from the characteristics of a philosophical…

Stirling, Diane (2000). Character Education Connections for School, Home and Community: A Guide for Integrating Character Education. Grades Pre-K through 12. Revised 2002. Third Edition. This character-education guide, for grades Pre-K through 12, presents field-generated, field-tested ideas for integrating character education with daily learning. The ideas are varied in design, scope, and developmental levels, and range from half-hour lessons to schoolwide events to year-long courses. Each unit (50 in all) is built on particular character traits that were selected in a consensus-building process that involved educators, students, parents, and local community members. The first page of each unit presents a quick guide to its applications and contents, including a list of objectives and a description of the concept. Lesson plans, exercises, and handouts accompany many of the units and can be reproduced. The guide is divided into the following sections: "Elementary Level (Pre K-5)," subdivided into "Early Childhood (Pre K),""Primary (K-3)," and "Elementary (1-5)"; "Middle Level (6-8)"; "High School Level…

Boggs, George (2002). President's Report to the Board of Directors. This report details the current American Association of Community Colleges (AACC) projects, publications, and legislative activities. The report outlines six strategic action areas: (1) National and International Recognition and Advocacy for Community Colleges; (2) Learning and Accountability; (3) Leadership Development; (4) Economic and Workforce Development; (5) Connectedness across AACC Membership; and (6) International and Intercultural Education. Highlights of Area 1 include the intensive activities regarding the AACC Task Force on the Higher Education Act, and the production of several books focused on AACC priorities to be published by Community College Press. Highlights of Area 2 include the Lumina Foundation's $305,200 grant to AACC for examination of issues regarding access to baccalaureate education for community college students, and AACC's publication of \A Practical Guide for Integrating Civic Responsibility into the Curriculum.\ Highlights of Area 3 include the… [PDF]

Knut Vesterdal (2023). Learning Peace and Citizenship through Narratives of War?. Journal of Social Science Education, v22 n3. Purpose: The article explores the roles of war and violent conflicts in citizenship education. Approach: This is a theoretical article, drawing on literature from the interdisciplinary fields of political science, history, citizenship education as well as field studies in different learning arenas, war memorial sites- and museums. Findings: There are divergent roles of war in citizenship education, and the typology of five didactic perspectives illustrates the challenges concerning the types of citizenship it aims at. Narratives of war could produce and contribute to different forms of citizenship or even represent the opposite of the concept. Research limitations: Further empirical research is needed to develop knowledge on how to deal with war and conflict in educational practice, both in schools and other learning arenas. Practical implications: The article contributes to addressing and structuring the challenges and potentials of didactic approaches to war and violent conflict in… [PDF]

Delors, Jacques (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]

Clayton, Thomas, Ed. (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]

Jindra, Ranka, Ed.; Peko, Andelka, Ed.; Sablic, Marija, Ed. (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]

Angela Colonna (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]

Andrea Trudeau; James Cohen; Moses Deogracias; Phillip Wilder (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]

Pallasch, Brian Thomas (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]

Tawil, Sobhi, Ed. (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]

Flor, Richard F., Ed. (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,…

BENTLEY, HAROLD W.; MOE, EDWARD O. (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]

Becker, James M. (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,…

Fuchs, Eckhardt (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]

Abrams, Linda, Ed.; Fox, Helen (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]

Clariana, Roy B. (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…