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1. Learning from Experience: Policy and Practice in Aid to Higher Education. CESO Paperback No. 24.

Author

Buchert, Lene, King, Kenneth, Buchert, Lene, and King, Kenneth

Abstract

This monograph contains 14 papers on the role of higher education in the developing world stimulated by discussion of that issue in "Higher Education: The Lessons of Experience" (World Bank, 1994). The first two papers offer background on the World Bank paper: "World Bank Traditions of Support to Higher Education and Capacity-Building: Reflections on 'Higher Education: The Lessons of Expereince'" (Kenneth King) and "Shaping the World Bank's Higher Education Paper: Dialogue, Consultation and Conditionality" (Alison Girdwood). The next three papers explore related fundamental issues: "The Implications of Globalisation for Higher Education" (Noel F. McGinn); "Higher Education-Business Partnerships: The Dilemma of Competitiveness and Equity" (Wim E. Biervliet); and "The Challenge to the Liberal Vision of Universities in Africa" (David Court). The next four papers address World Bank reform areas: "Redefining the Role of Government in Higher Education: How Realistic is the World Bank's Prescription?" (Keith Watson); "Diversifying the Funding of Tertiary Institutions: Is the Bank's Agenda the Right One?" (Christopher Colclough); "Institutional Diversification of Higher Education" (Peter Williams); and "Responding to Ambiguity: A Critique of the World Bank's Analysis of Quality Assurance, Responsiveness and Equity" (H. R. Kells). The next three papers present empirical perspectives on the World Bank paper. They are: "Higher Education in India at a Cross-roads" (Jandhyala B. G. Tilak); "A Chinese Model of Higher Education? Lessons from Reality" (Kai-ming Cheng); and"Equity, Access and Excellence in South Africa Higher Education" (Pundy Pillay). The final two papers look at other policies and practices in aid to higher education and are "The Power of Knowledge: A Comparison of Two International Policy Papers on Higher Education" (Berit Olsson) and "French Aid and the Crisis of Higher Education in Francophone Africa" (Francois Orivel). (Many papers contain extensive references.) (JB)

Published
1995

2. Proceedings of the CIAE Pre-Conference (61st, Las Vegas, Nevada, November 4-6, 2012)

Author

American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)

Abstract

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.

Published
2012

3. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2018 International Pre-Conference (67th, Myrtle Beach, South Carolina, September 30-October 2, 2018)

Author

American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Avoseh, Mejai B. M.

Abstract

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.

Published
2018

4. Minority Education in Global Perspective.

Author

Connecticut Univ., Storrs. School of Education., Snyder, Patricia A., and Stone, Frank A.

Abstract

These papers from the World Education Workshop on minority education present the question of minority education in its many guises around the world. Basic objectives of the workshop include bringing together people concerned with the polycultural and international dimensions in the preparation of professional educators, promoting recognition of a global perspective as a viable approach to many contemporary issues, and collecting materials that could be shaped into instructional curricula. The major presentations discuss minority education as it is defined and dealt with in Latin America, the Middle East and India. The 19 shorter papers discuss aspects of minority education in Wales, Israel, Turkey, South Africa, Africa, India, the Philippines, Peoples Republic of China, and the United States; discuss minorities as defined by race, color, religion, immigrant status, socioeconomic status, language, military and civilian status; and discuss the processes and programs that the recognition of minority rights necessitates. A list of the workshop participants is included. (JH)

Published
1972

5. Making Global Connections: The Virtual Classroom Project

Author

Mark Lewental and Michael E. Kress

Abstract

During the spring of 2004, the College of Staten Island (CSI) undertook an exciting project to connect our campus in New York City with three international partners in China, Turkey and South Africa using internet based videoconferencing. Based on a model developed by East Carolina University and funded by the State Department, the plan was to travel to each of the partner universities and set up the curricular and technical groundwork for the upcoming semester (Fall 2004). The College partnered with Shanghai Television University (China), University of Port Elizabeth (South Africa) and Kadir Has University (Turkey). A team comprised of a content expert and a technical lead, traveled to each University and met with their counterparts to develop the curriculum and deploy the technology to create the "virtual classroom". This project is described in detail in this article. (Contains 7 notes.) [For complete proceedings, see ED490133.]

Published
2005

6. Adult Education. The Quality of Life. ASPBAE Courier No. 52.

Author

Asian - South Pacific Bureau of Adult Education.

Abstract

This issue of the "Courier" examines the quality of life as it can be improved by adult education, especially in the countries of Asia, Africa, and the South Pacific. It also looks at the need for women's education. The following six articles are included: (1) "The Future of the Family" (Federico Mayor); (2) "Her Words on His Lips: Gender Popular Education in South Africa" (Shirley Walters); (3) "Literacy among Women in India" (Nishat Farooq); (4) "Second Cycle Development Problems and the Role of Adult Education: A Case Study of Sri Lanka" (Mohottige U Sedere); (5) "Rural Nonformal Education in China" (Dong Mingchuan); and (6) "The Adult Basic Education Society of Pakistan" (Vincent A. David). (KC)

Published
1991

7. Contrasting Perceptions: Chinese, African, and European Perspectives on the China-Africa Summit.

Author

HOFMANN, KATHARINA, KRETZ, JÜRGEN, Roll, Michael, and SPERLING, SEBASTIAN

Subjects
INTERNATIONAL relations, INTERNATIONAL trade, ECONOMIC policy, COMMERCIAL policy, TWENTY-first century
Abstract

Impressive setting, harmonious atmosphere, far-reaching promises: Under the banner of »Friendship, Peace, Cooperation and Development« 1,700 delegates from China and 4-8 African countries celebrated a tentative climax of 50 years of diplomatic ties at the third Summit of the Forum on China-Africa Cooperation (FOCAC) in Beijing in November 2006. The Beijing Action Plan adopted there fosters »a new strategic partnership« and outlines China's comprehensive commitments up to 2009. While China's underlying interests and the scope and nature of and hitches to the rapidly deepening trade, investment and aid relations between China and Africa are discussed frequently, an understanding of how this partnership is actually perceived in the countries concerned is often lacking. China is anxious to achieve its strategic objectives in Africa (access to markets and resources, diplomatic support) in a way .that is coherent with its five principles of peaceful coexistence. The desire for conflict avoidance and harmony is deeply rooted in China, and this became manifest in the grandiose stage the government prepared in Beijing to underline its respect for its African guests. China's principle of non-interference is also reflected in its suspicion towards OECD countries' comments on its Africa policy. Considering itself a lead nation in Africa, South Africa views China as a strategic South-South-partner on the global stage, and has also started to recognize the need to actively shape its relations to the Asian giant. Potential links between FOCAC and the New Partnership for Africa's Development (NEPAD) are being discussed, as is China's impact on the national economy. The OECD countries' criticism of China's engagement in Africa is perceived to be largely hypocritical. The Kenyan government is portraying China as a new, friendly donor offering a welcome alternative to Western aid and conditionalities. However, concerns about the widening trade deficit and Chinese competition in domestic and third markets are growing. Hopes with regard to exports to China and tourism from China have not materialized yet, and the limits of China's friendship and the Chinese sensitivity to any criticism are coming increasingly to be recognized. Yet strategies designed to shape the relations are still lacking. In Europe, China's engagement in Africa is largely viewed as a scramble for resources. Criticism focuses on China's unconditional loans, its non-adherence to Western good governance and environmental standards, and its lack of transparency. Overall, it is becoming apparent that intensified China-Africa ties are fundamentally changing the preconditions for Africa's development. A political and economic alternative to the West is emerging for African countries. Being perceived as a partner rather than a recipient constitutes a boost for Africa's self-esteem. However, while China has a rather clear-cut Africa agenda, African countries are neither clear about their own strategy nor in any way united. A »trialogue« between European, African, and Chinese partners should be aimed for, one focusing more on common interests, such as the NEPAD process, and less on obvious differences. [ABSTRACT FROM AUTHOR]

Published
2007