Hume, Susan E. (1996). A Resource Guide To Teaching about Africa. ERIC Resource Guide. People from African countries who visit the United States often are stunned by how little people know about African countries. Africa is a large continent more than 3 times the size of the continental United States, and it contains over 50 independent countries. One out of every three member states in the United Nations is an African country. One out of every 10 people in the world lives on the African continent. Increasingly, the United States has economic, political, and organizational ties to African countries. This ERIC Resource Guide provides suggestions and resources for teaching and learning about Africa. The lesson strategies cover confronting African myths and stereotypes; avoiding faulty generalizations; presenting a balanced view; limiting the scope of African study; and avoiding outdated materials. Methods for integrating the study of Africa into elementary and secondary school curricula through the disciplines of social studies (extends to United States history,… [PDF]

Woodruff, Jennifer E. (2000). Voices of Change: Women's Experiences at Lake Forest College, 1955-1975. This study examines the experiences of women at Lake Forest College, Illinois, from 1955-75 through questionnaires sent to women alumni and present and past faculty and staff requesting information on demographics, academic/extracurricular activities, campus life, social and political change, career expectations, and attitudes. Chapter 1 sketches the general history of Lake Forest College. Chapter 2 describes the years from 1955-65, a generally very conservative period with rules governing many aspects of women's lives. Things began to change at the end of this period, as the campus reacted to the Cuban Missile Crisis, President Kennedy's assassination, the gathering momentum of the civil rights movement, enrollment of liberal students from the East, and the Vietnam War. Chapter 3 examines the years between 1965-75, a key period during which the campus experienced drastic changes sparked by national movements. The civil rights movement expanded, the Vietnam War escalated, the peace… [PDF]

Nieuwenhuis, Jan (2004). From Equality of Opportunity to Equality of Treatment as a Value-Based Concern in Education. Perspectives in Education, v22 n3 p55-64 Sep. The article argues that concepts, such as equality and values, are caught up in the quagmire of contestations about meanings and their use within educational contexts. The author argues that all concepts that describe an essential element of being human should therefore firstly be understood in terms of this relation to other concepts, and secondly, within the context of society where each collective part of society imparts its own unique meaning to the concept. In analysing values and equality the author indicates that values are first and foremost personal cognitive and affectively laden constructs that could be shared by the collective, but do not of necessity overlap completely with those of other members of the collective. This raises the questions: whose values should be included in education and how should they be taught? Equality cannot be taken to mean \identical\, but at best a \tertium comparationis\, for equality is \shared humanity\. Analysing the three possible outcomes… [Direct]

Craft, Alma (1992). Quality Assurance in Higher Education. Proceedings of an International Conference (Hong Kong, 1991). This conference proceedings presents 17 papers which examine quality assurance and evaluation in higher education, including methodologies, procedures, and ideas from various nations. The papers include: (1) "Quality Assurance in Higher Education" (Malcolm Frazer); (2) "Academic Standards Panels in Australia" (Kwong Lee Dow); (3) "The French Comite National d'Evaluation" (Andre Staropoli); (4) "The German Experience" (Edgar Frackmann); (5) "The Hong Kong Initiative" (Allan Sensicle); (6) "Towards an Indian Accreditation System" (Ashoka Chandra); (7) "The Netherlands: The Inspectorate Perspective" (Jan Kalkwijk); (8) "External Quality Assessment, Servant of Two Masters? The Netherlands University Perspective" (Ton Vroeijenstijn); (9) "Evaluation Criteria and Evaluation Systems: Reflections on Development in Sweden and Some Other OECD Countries" (Marianne Bauer); (10) "The UK Academic Audit…

Callahan, Kathleen (2001). Life Skills Manual = Les Practiques d'une Vie Saine = Mwongozo wa Stadi za Maisha. The Peace Corps Information Collection and Exchange makes available its information resources to other organizations. This document, made available in English, French, and Swahili, is one such resource. The focus of this document is a comprehensive behavior change approach that concentrates on the development of skills needed for life, such as communication, decision-making, thinking, managing emotions, assertiveness, self-esteem building, resisting peer pressure, and relationship skills. The Life Skills approach is completely interactive, using role plays, games, puzzles, group discussions, and a variety of other innovative teaching techniques to keep the participant wholly involved in the sessions. Teachers, health workers, and community leaders have been able to adapt this model to meet different needs, and suggestions are provided on how to adapt the Life Skills approach to many different contexts. This Manual was compiled and adapted from materials created by: The World Health…

Hickling-Hudson, Anne (2005). "White", "Ethnic" and "Indigenous": Pre-Service Teachers Reflect on Discourses of Ethnicity in Australian Culture. Policy Futures in Education, v3 n4 p340-358. A cornerstone of the author's pedagogy as a teacher educator is to help students analyse how their culture and socialisation influence their role as teachers. In this article she shares the reflections of her Australian students on their culture. As part of their coursework in an elective subject, "Cultural Diversity and Education", students reflect on and address questions of how they have been socialised to regard Anglo-Australian, Indigenous and non-British migrant cultures in their society. Some recall that their early conditioning cultivated a deep fear of Aborigines, and a tokenistic understanding of ethnicity. Others talk of their confusion between the pulls of assimilation into mainstream "whiteness" and of maintaining a minority identity. This, combined with an often Anglocentric education, has left them with a problematic foundation with regard to becoming teachers who can overcome prejudice and discrimination in the classroom and the curriculum. This… [Direct]

Fernando, Chandra (2006). A Visit to a Montessori Elementary Class in Israel. Montessori Life: A Publication of the American Montessori Society, v18 n4 p26-28. The author of this article describes her week observing a Montessori class in the Adam Vesviva School at Kibbutz Ga'ash, located on the outskirts of Tel Aviv. The headmaster of the school, Yariv Ya'ari, had previously been associated with Democratic Schools, an alternate to the public educational system, whose philosophy was established at Adam Vesviva. This approach has at its center respect, independence and child-centered learning. The article relates how impressed she was by the independence and mutual respect of the children and the wonderful cooperation among the faculty. She found the headmaster to be an excellent role model and advocate for Montessori education. Children and seniors enjoyed their meals together in the kibbutz dining hall in a wonderful example of intergenerational socialization and cooperation. The elementary room resembles any class in the United States, except that all the work done at Adam Vesviva is in Hebrew. Seeing a well-designed fort built by two… [Direct]

Horio, Teruhisa (2006). A View of Children in a Global Age: Concerning the Convention of Children's Rights. Educational Studies in Japan: International Yearbook, n1 p91-99 Dec. After the establishment of the Convention of the Rights of the Child, the implementation of the Convention became the obligation of the government of each country and the responsibility of every society. However, in reality, many infringements on the rights of children, both visible and invisible, exist not only due to starvation, insecurity and warfare in developing countries, but also as a result of poverty in many of highly developed countries. In this paper I will first discuss the state of children in the world briefly according to UNICEF reports, and then the situation of children in Japan according to NGO's and Citizens' reports. Secondly, I would like to comment on the development of the ideas of "discovery of childhood", and children's rights from modern age to the Convention. Thirdly, I will construct the contents of the rights of children in the global age, reconsidering the relationship between human rights, children's rights and children's human rights. A Child… [PDF] [Direct]

Hughes, Conrad (2020). Addressing Violence in Education: From Policy to Practice. Prospects: Quarterly Review of Comparative Education, v48 n1-2 p23-38 Jan. This article explores the relationship between violence and education. It does this by referring to some of the literature in critical pedagogy that investigates how the structure and outcome of education as a social force can be violent in a number of ways. Having discussed how schools are violent in modes that are symbolic, structural, and physical, the article concludes with some of the pathways that twenty-first-century education could be taking to ensure that schools help build the foundation for as peaceful and as inclusive a world as possible…. [Direct]

Dahl, Tove I. (2009). The Importance of Place for Learning about Peace: Residential Summer Camps as Transformative Thinking Spaces. Journal of Peace Education, v6 n2 p225-245 Sep. Do camps provide a particular kind of thinking space where learning that lasts is facilitated? The argument is built around the concept of transformative learning that involves understanding who we are or wish to be and how we grow accordingly. The nature of such learning is explored through its conceptual relationship with changes in attitudes and values, and through the particular kinds of learning opportunities that camps offer as youth-centred thinking spaces found in the \grey zones\ of mainstream institutions that may facilitate such changes. The discussion is extended with a brief presentation of ongoing research designed to explore the nature of peace-related learning that may be occurring at the Concordia Language Villages–a programme focused on facilitating responsible global citizenship through language and cultural immersion. (Contains 1 table, 1 figure, and 1 note.)… [Direct]

Breed, Ananda; Elliott, Matthew; Pells, Kirrily; Prentki, Tim (2022). Mobile Arts for Peace (MAP): Creating Art-Based Communication Structures between Young People and Policy-Makers from Local to National Levels. Research in Drama Education, v27 n3 p304-321. This article will provide an overview of how the Arts and Humanities Research Council (AHRC) Global Challenges Research Fund (GCRF) project Mobile Arts for Peace (MAP) has attempted to explore the use of interdisciplinary art-based practices for peacebuilding in Rwanda. In particular, we will detail how performance has been used to create a two-way system of communication between young people and policy-makers based on the issues that young people face towards developing an approach to teaching and learning informed by and with young people…. [Direct]

Ledic, Jasminka (1995). Teaching Philanthropy in Croatia: Problems and Projects. This paper describes "Initiating Philanthropic Activities in Croatia (Rijeka) through Teacher's Education," a project started in 1995 and supported by the Indiana University Center on Philanthropy, and designed to help promote the values of philanthropy, primarily through teacher education. The project is part of the program called "Eastern European Initiative," which aims to spread and support the philanthropic idea over the region and build networks of philanthropic programs and activities. The main purpose of the project is to develop curriculum for teacher education in philanthropy with the emphasis on ethical aspects. The project stresses the importance of nurturing philanthropic behavior from an early age in order to develop caring behavior and to teach the values of peace, cooperation, and help. The paper begins with a background review, including the situation and problems regarding the emergence of philanthropic activities in Croatia, covering political,… [PDF]

Benninga, Jacques S., Ed. (1991). Moral, Character, and Civic Education in the Elementary School. This collection of essays addresses the debate over moral education. The contributors deal with whether educators should influence children's value orientation through a direct program advocating restraint and higher moral standards, or whether educators should teach students to cope and adapt by providing a variety of alternatives from which the students themselves can choose. In "Part 1: Introduction," chapters include: "Moral and Character Education in the Elementary School: An Introduction" (Jacques S. Benninga); and "Doing Justice to Morality in Contemporary Values Education" (Larry P. Nucci). "Part 2: The Developmental or Indirect Approach to Moral Education" includes the following chapters: "Lawrence Kohlberg's Influence on Moral Education in Elementary Schools" (Robert W. Howard); "An Integrated Approach to Character Development in the Elementary School Classroom" (Thomas Lickona); "Democracy in the Elementary…

Kealey, Robert J. (1984). Everyday Issues Related to Justice and Other Gospel Values. This manual presents situations that occur in the lives of most children and suggests to the teacher related activities which might cause students to reflect on the deeper meaning and significance of the situations. It seeks to make the teacher, and thus students, aware of the fact that peace, justice, and other value issues are part of daily living. There are 31 lessons included, all of which are designed to be used whenever the appropriate situation comes up rather than in a fixed order, as well as two chapters addressed to the teacher which focus on the importance of values education and how to use these lessons. The lesson situations include: new students in class, culturally different students, the elderly, handicapped people, stealing, learning that a friend has stolen something, cheating in school, helping another student cheat, disagreement with a friend, unemployment, academic and athletic competition, the meaning of death, right to life, television commercials, destruction… [PDF]

(2002). Life Affirming Work and Social Justice. Symposium. This document contains three papers from a symposium on life-affirming work and social justice that was conducted as part of a conference on human resource development (HRD). "Doing Good or Doing Well? A Counter-story of Continuing Professional Education (CPE)" (Laurel Jeris, Linda Armacost) reports on an exploratory study in which a critical literature review and comparative analysis of CPE curricula offered by medical and legal professional associations revealed how political, cultural, and institutional practices within the professions and their associations support or injure various groups. "The Ambushed Spirit: Peace, Violence, Downsizing, and Implications for HRD" (Daniela Truty) summarizes a study in which an investigation of downsizing from the perspective of the person who was separated from the job yielded evidence suggesting that the experience of downsizing is not uniform among affected employees but is instead dependent on contextual factors and… [PDF]

Catharina Christophersen; Judy Lewis; Silje Valde Onsrud; Tine Grieg Viig; √òystein R√∏sseland Kvinge (2023). Developing Visions Developing Visions for the Future? A Reflection on Utopias in Music Teacher Education. Visions of Research in Music Education, v41 Article 2 p3-17. As society changes, new challenges arise for education. Major social upheavals have led to increasing awareness of social justice issues and critical reflection within the field of music education, as well as calls for social and educational change. In this article, five music teacher educators discuss how music teacher educators and pre-service music teachers can develop spaces for envisioning future music teacher education through utopian thinking. We consider utopias as social dreaming reflecting a desire for a better way of life, and utopian pedagogy as experimenting to envision new alternatives, tell new stories and construct new realities. The article starts with outlining theories of utopia and utopian pedagogy, before moving on to reflecting on challenges related to music teacher education. A situation where pre-service music teachers were invited to think utopian is then critically explored, as is our double position as researchers/educators. Finally, we address the… [Direct]

Chiang, Linda H.; Henriksen, Larry W. (1992). The Effect of Teacher Preparation on Student Views of Learning. Student dissatisfaction concerning education has been an issue for decades. A 1972 investigation into the thinking of youth found that respondents were neither satisfied nor confident regarding the situation they faced and were pessimistic about the future. The primary purpose of the study reported in this paper was to examine whether students in teacher preparation training in 1992 (n=267) differed in their viewpoints regarding schooling from college students not enrolled in teacher preparation training (n=206); the secondary purpose was to compare students' responses in 1992 with those reported in 1972. The study focused specifically on students' responses concerning the purposes of higher education, their views of schooling, and their viewpoints on the future. Compared to the 1972 sample, the 1992 sample expressed a greater degree of agreement with the statement \more education can prepare one for a more profitable career\ and far less agreement with the statements \I came to… [PDF]

Singer, Alan, Ed. (2002). Issues for the 21st Century. Social Science Docket, v2 n2 Sum-Fall. This publication is dedicated to social studies education at all levels. Articles and teaching ideas in this issue are: "Defending Multicultural Education, Academic Freedom, and Democracy in the Wake of 9/11/01" (A. Singer); "Teachers Respond to 'Defending Multicultural Education'"; "'Any Other Day': Dealing with the Tragedy of the World Trade Center Disaster" (L. Klein); "Civic Learning through Deliberation" (R. H. McKenzie; L. Hellerman); "Representative Democracy: A New Perspective" (A. Rosenthal; M. Fisher); "Defending First Amendment Rights in Schools" (M. Pezone); "Human Rights Education at the Dawn of the 21st Century" (D. N. Banks); "Nuclear Controversy: Sourcebook for an Inquiry Curriculum" (A. Shapiro); "A History of Great Britain and the U.S. in the Middle East" (A. Singer); "Understanding a Globalized World" (P. Bell); "Book Reviews"; "Talking with Children… [PDF]

Kornfeld, John (2005). Framing the Conversation: Social Studies Education and the Neoconservative Agenda. Social Studies, v96 n4 p143 Jul-Aug. For years many from the Left have been calling for educational reform, pointing out the shortcomings of public schooling for its antidemocratic structures and policies, irrelevant and sometimes racist curriculum, and myriad other faults. And social studies teachers and curriculum developers have borne the brunt of much of these criticisms. Now the Neoconservatives have come along and said much the same thing about social studies education in this country. In Where Did Social Studies Go Wrong? (WDSSGW), funded and published in 2003 by the Fordham Institute, editors Lemming and Ellington declare, \The only possible interpretation of the state of social studies education at the turn of the 21st century is that the field is moribund.\ Their call for reform might at first sound like that of the Left, but they are actually advocating very different kinds of changes. In fact, the reasons they cite for the field's demise include many of the reforms–which they claim \dominate\ the social…

Lantieri, Linda; Patti, Janet (1996). Waging Peace in Our Schools. The Resolving Conflicts Creatively Program (RCCP) described in this book asserts that schools must educate the child's heart as well as the mind. RCCP began in 1985 as a joint initiative of Educators for Social Responsibility Metropolitan Area and the New York City Board of Education. The program started in 3 schools in New York City and has expanded to more than 325 schools nationwide, serving over 150,000 students. RCCP focuses on three dimensions of creating safe and caring schools: (1) conflict resolution; (2) valuing diversity; and (3) enhancing social and emotional learning. Chapter 1 describes a vision of learning that promotes emotional literacy, conflict resolution, and diversity education. Chapter 2 describes the "peaceable" classroom in which this vision is enacted. In Chapter 3, "How To Wage Peace: The Skills of Conflict Resolution," and Chapter 4, "Valuing Diversity: Creating Inclusive Schools and Communities," the specific concepts and…

Ohrn, Deborah Gore, Ed. (1993). Iowa Women of Achievement. Goldfinch, Iowa History for Young People, v15 n2 Win. This issue of the Goldfinch highlights some of Iowa's 20th century women of achievement. These women have devoted their lives to working for human rights, education, equality, and individual rights. They come from the worlds of politics, art, music, education, sports, business, entertainment, and social work. They represent Native Americans, African Americans, Hispanic Americans, and European Americans. The first woman featured is Carrie Chapman Catt, who served for 51 years as an officer in either a state or national group supporting women's suffrage. Seven of those years she was president of the largest national group, the National American Woman Suffrage Association. The next woman highlighted is Edna Williams Griffin, a black woman who dedicated much of her life to civil rights and peace organizations. The third article tells of Cora Bussey Hillis and her work to support children's rights. The fourth woman recognized is Pauline Humphrey, the first black woman to own and operate… [PDF]

Horowitz, Murray M. (1981). Brooklyn College. The First Half-Century. The history of the first public co-educational liberal arts college in New York City, from 1930 to the present is examined as a reflection of American higher education during this period. Part 1, "The Early Years," discusses how free education came to Brooklyn, life in the Borough Hall district, the academic scene, student movements, and the change from Borough Hall to Flatbush. Part 2, "The Gideonse Era, 1939-1966," examines the college under the direction of Harry Gideonse, the changing ideas in academe, the student body, Communism and the staff, World War II and its aftermath, and the growth of the university with emphasis on the city university. "The Interegnum, 1966-1969" in the third part includes discussion of the storm that swept the campus with the Vietnam War, the peace movement, and minority access. Part 4, "The Kneller Decade, 1969-1979," focuses on: the direction of John W. Keller; the changes in the concept of the college in the…

Cristina Perales Franco; Stefano Claudio Sartorello (2023). School and Community Relationships in Mexico. Researching Inclusion in Education from Critical and Decolonial Perspectives. British Journal of Sociology of Education, v44 n8 p1359-1377. This paper takes the notion of inclusion as an imperfect and contested project toward educational and social justice, which seeks to address social and historically constructed exclusion. It aims to problematise 'inclusion research' of school and community relationships in Mexico by examining the orientations and implications for inclusion of doing educational research aligned with a more 'Western' critical approach to social justice as opposed to research explicitly situated in a decolonial and intercultural perspective. It firstly characterises how inclusion is dealt with by critical and decolonial perspectives. Secondly, through a comparative exploration of two ethnographic research projects about school-community relationships, it analyses the implications of both approaches and explores the articulation between 'substantive power' and 'formal power' in the research, arguing for the need to include an epistemic and ontological dimension in inclusion as social-justice-oriented… [Direct]

Teodora Stankovic (2023). Some Aspects of Non-Formal Education in Montenegro. International Society for Technology, Education, and Science, Paper presented at the International Conference on Studies in Education and Social Studies (ICSES) (Antalya, Turkey, Oct 20-23, 2023). This paper investigates the collaborative opportunities between formal and non-formal education providers to enhance learning, development, and peacebuilding. It emphasizes the complementary nature of formal education, known for its structured curriculum, and non-formal education, which prioritizes experiential learning. By identifying common interests and initiating collaborative efforts such as internships and research collaborations, it can lead to creating the link between theoretical knowledge and practical skills. The role of education in peacebuilding is highlighted, showing how both educational approaches can foster social cohesion in post-conflict societies. Recommendations for policymakers include fostering partnerships, promoting internationalization, and providing funding to support collaboration. The paper suggests evaluating the effectiveness of such programs through criteria like education quality, participation levels, and participant feedback. A case study of… [PDF]

Blanchet-Cohen, Natasha; Cook, Philip; Hart, Stuart (2001). Creating a Culture of Human Rights, Democracy and Peace in the New Millennium. Proceedings of the International Conference on Children's Rights Education (2nd, Victoria, British Columbia, August 18-22, 2001). The 2nd International Conference on Children's Rights in Education hosted approximately 150 child-centered international policy makers, who discussed the implications and implementation of children's rights to guide educational policy, research, and practice. This report presents an annotated agenda of the conference proceedings and, based on the presentations and discussions, a number of recommendations that describe the elements and the context that need to be in place to make children's rights in education a reality. Opening presentations are annotated, dealing with the role of conferences in policy change, implications of the United Nations Convention on the Rights of the Child (CRC) for a 14-year-old, and the significance of general comments on the Convention's article 29, on the aims of education. Subsequent presentations then summarized pertaining to the following areas: (1) the CRC and the protection, education, and participation of children; (2) education and culture; (3)… [PDF]

Ferreira, Ana; Zembylas, Michalinos (2009). Identity Formation and Affective Spaces in Conflict-Ridden Societies: Inventing Heterotopic Possibilities. Journal of Peace Education, v6 n1 p1-18 Mar. In this article, we present vignettes from two projects–one in Cyprus and the other in South Africa–to show how some classrooms enact "heterotopic" affective spaces that oppose normal/ized identities, that is, identities grounded in polarized trauma narratives. The notion of heterotopia is a spatial concept developed by Foucault to emphasize the importance of space in power relations, subjectivities and knowledge development. Our aim in this article, then, is to consider issues of identity formation in relation to educational discourses and practices in conflict-ridden societies by focusing on the significance of affective spaces and to look more broadly on the relationship between identity formation and affective spaces in this context. Heterotopic pedagogies, we argue, can become affective cultures of social and political importance within schools in ways that may critically oppose the normalized conflicting ethos. (Contains 5 notes.)… [Direct]

Michael, Orly; Rajuan, Maureen (2009). Perceptions of "the Other" in Children's Drawings: An Intercultural Project among Bedouin and Jewish Children. Journal of Peace Education, v6 n1 p69-86 Mar. This article presents research on an intercultural project supervised by teacher trainers and implemented by two Jewish student teachers in a Bedouin school in the south of Israel. The student teachers developed and taught an English language unit on the differences and similarities between Jewish and Arab cultures for the purpose of promoting intercultural awareness and acceptance. Figure drawings of Jewish and Arab people made by the children were analyzed qualitatively as measures of changes in attitudes and stereotypes before and after the educational intervention. We found that many negative stereotypes were changed as a result of the culture unit taught by the student teachers. As teacher trainers and researchers, we present this project as an example of an educational intervention for the promotion of intercultural understanding. (Contains 1 table and 6 figures.)… [Direct]

(1996). Information and Communication Technologies in Development: a UNESCO Perspective. The rapid development and use of information and communication technologies (ICTs) has a direct and dramatic impact on all aspects of life. The traditional distinctions among media, publishing, telecommunications, computing, and information services have become blurred, and new paradigms for creation, dissemination, and exploitation of knowledge continue to evolve. In this transformation from an "industrial" to an "information" society, UNESCO (United Nations Educational, Scientific, and Cultural Organization) has a unique intellectual and ethical mandate to make these new technologies work for social, cultural, and economic development, in the interest of democracy and peace. This report focuses on the social, cultural, ethical, and legal implications of the information revolution, with emphasis on its impact in areas of public concern such as education, libraries, cultural production and exchange, the media, research, and environmental management. The report… [PDF]

Helge, Doris; Marrs, Lawrence W. (1981). Personnel Recruitment and Retention in Rural America. Recruitment and retention of special education teachers and related services staff have been persistent problems of rural school districts nationwide. High teacher attrition rates have serious ramifications for personnel development and program stability. Effective recruitment strategies for rural areas have four main components: (1) emphasis on qualities of rural schools and communities that reinforce intrinsic motivations and meet teachers' social, self-esteem, and self-actualization needs; (2) appeal to persons with lifestyles, interests, and attitudes consistent with local cultural norms; (3) use of individualized \hot buttons,\ such as advertising the rural lifestyle as an escape from urban problems or using the \Peace Corps\ approach; and (4) \selling\ the school district through creative marketing techniques. Teachers who stay in a rural area typically have goals, mores, expectations, and lifestyles similar to those of local residents. Thus, the school district must develop… [PDF]

Cope, John A. (1995). International Military Education and Training: An Assessment. McNair Paper 44. This report presents results of a study team's analysis of the extent to which International Military Education and Training (IMET) serves U.S. interests. It describes whether IMET has done the following: (1) facilitated access to senior military and political leaders and promoted communication between the United States and recipient countries; (2) provided an effective introduction to U.S. political values; (3) contributed to improving political-military relations in recipient countries; and (4) served as an important asset for interoperability in coalition peace and humanitarian assistance operations. The analysis of IMET's effectiveness is organized in five parts: the legislative roots of the program and its relationship to foreign military sales; the structure of IMET in FY 1995, emphasizing the importance of IMET's original synergy of English language training, a professional course of instruction conducted in the United States, and the Department of Defense's Informational… [PDF]