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The papers in this document were delivered by scholars from the United States and Canada at the ninth annual Conference on Bengal Studies in 1973. The first two papers discuss the accommodation of Indian literary forms and views of life in the Bengali novel, a foreign literary form adopted in India only in the last century and a half. The third paper analyzes Rabindranath Tagore's play, "Visarjan," while the next three papers are about the changing status of Bengali women since 1850. The seventh paper is a literary analysis of the Bengali Muslim Bardic songs of grief, the eighth paper concerns a Bengali episode which stirred up Hindu-Muslim antagonism, the ninth paper is about the role of language in the creation of Bangladesh, and the tenth paper explores possible changes in the relationship between administration and politics in Bangladesh. The last two papers concern labor and the nationalist movement, and the development of Calcutta. (JM)

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

The papers brought together in this volume are a selection from among those presented at the seminar organized in Kuala Lumpur, in July 2002 by the Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP). The network consists of institutions whose main mandate includes training and research in educational planning and management. Since its creation in 1995, it has covered a series of themes with an overarching objective to contribute to the definition of policies that have a beneficial impact on school improvement. ANTRIEP has therefore undertaken research or organized seminars on decentralization, school supervision, the role of head teachers and, in 2002, on school evaluation. The seminar and this report focus on policy reforms and practical steps that can be undertaken to strengthen the linkage between evaluation and school improvement. The report presents a mixture of conceptual papers, case studies and comparative analyzes, though drawing references not only to the Asian continent. Each of the three evaluation tools (examinations, inspection, and self-evaluation) was examined separately during the seminar, and different papers comment on their role. Specific attention goes to the need to integrate these tools into an evaluation framework. Some papers go beyond these tools and ask the question: What could be the contribution of the community in school evaluation and school governance? The report paints the contours of a school evaluation system, focused on improvement, empowerment, and accountability rather than on the latter alone. School self-evaluation stands at the heart of such a system. Examination and test results help school staff to identify their strengths and weaknesses while inspectors become the initiators of this self-evaluation process. The report also stresses, however, that there is not one ideal model that all countries should follow. The contexts differ, and an effective system is one that takes into account the limits and needs of each country. Papers presented in this report include: (1) Seminar Report: School Evaluation for Quality Improvement--Issues and Challenges (Anton De Grauwe and Jordan P. Naidoo); (2) A Review of School Evaluation Mechanisms in Bangladesh, Indonesia, Nepal, the Philippines and Malaysia (Jordan P. Naidoo); (3) School Self-Evaluation and External Inspection: A Complex Couple (Anton De Grauwe); (2) External School Inspections as a Form of School Evaluation in Malaysia (Dato' Abdul Rahim bin Tahir); (4) School-Based Evaluation: A Theoretical Approach (Eligio B. Barsaga); (5) Examinations and Test Systems at School Level in India: Their Impact on Institutional Quality Improvement (B.P. Khandelwal); (6) Teacher Performance Management as a Method of School Evaluation in Sri Lanka (Wilfred J. Perera); (7) Community Participation and School Governance: Diverse Perspectives and Emerging Issues (R. Govinda); and (8) Alternative Models in Reforming School Supervision (Anton De Grauwe and Gabriel Carron). An appendix provides additional information about the Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP). (Contains 7 tables, 2 figures, and 2 boxes.)

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

This compilation of resource papers and findings is from a regional workshop on mother-tongue/bilingual literacy programmes for ethnic and linguistic minorities in multilingual settings. It was organized by Asia-Pacific Programme of Education for All (APPEAL), United Nations Educational and Cultural Organization (UNESCO) Bangkok, 6-10 December 2005 in Chiangmai, Thailand and included nine participating countries--Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand and Viet Nam. APPEAL supports pilot projects in these countries which provide mother-tongue or multilingual education to ethno-linguistic minorities. Each chapter summarizes an aspect of multilingual education programme development including issues and positive problem solving experiences. Chapter titles are as follows: (1) Linguistic Diversity, Literacy and Education (resource paper); (2) Education in Ethnic Minority Communities: Questions to Consider and Problems to Solve (resource paper); (3) Multilingual Education Practice in Eight Asian Countries (Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand); (4) Developing Low Cost and Effective Materials for Multilingual Education Programmes; (5) Training Effective Community Teachers for Multilingual Education Programmes; and (6) Teaching Methods for Effective Multilingual Education Programmes. (Contains 7 tables, 10 figures, and 21 footnotes.) [This report was published by the UNESCO Asia and Pacific Regional Bureau for Education.]

Eight papers, each presented at one of three conferences sponsored by the International Institute for Educational Planning (IIEP), are published together in this collection. It provides an overview of the current interest in developing nations in the role of administration in educational development, particularly as that role involves the coordination of administrative efforts at different levels (national, regional, local, and institutional) in the furtherance of national educational policy objectives. The papers are: "Decentralisation in Educational Administration: The Third World Perspective" (Anil Bordia); "Regionalisation of Education: Lessons from Some Experiences of Latin America" (J. B. Bernal); "Education and Sectoral Development at Local Level--An Integrated Approach" (S. N. Saraf); "Experience of Educational Microplanning in Peru through Nuclearisation" (G. Ruiz-Duran); "The 'Nuclearization' Programme in Costa Rica" (Carlos E. Olivera); "Multi-level Educational Planning and Administration in India" (M. V. Mathur); "Integrated Planning in Tanzania--The 1972 Decentralization and the 1975 Village Acts" (Omar R. Mapuri); "A Crash Programme in Mass Education: The Experience of Bangladesh" (M. Selim). An extensive introduction places the papers and their subjects in the broader context of IIEP's ongoing research efforts concerning the place of educational administration in the educational planning process. A substantial bibliography of relevant materials is appended. (PGD)

There are at least 6,000--7,000 languages spoken in the world today, with over half of them endangered. And 61 percent of the endangered languages are within the Asia and Pacific Region. The publication is a report derived from the Regional (Asia and Pacific Region) Workshop on Mother Tongue/Bilingual Literacy Programs for Ethnic Minorities, held from 17 to 22 May 2004. Education in mother tongues/native languages (L1) side by side with official language (L2) is not yet a common phenomenon, especially among the ethnic minorities. The complexity comes not only from a scarcity of education content and materials in L1, how to transition from L1 to L2 as the medium of Instruction (MOI), and using both languages in learning, but also on L1 itself--the writing system. Speakers at the workshop suggested that literacy training in mother tongues could be done through formal and non-formal education settings. Activities such as action research on L1 acquisition, pilot projects, development of relevant teaching materials, and professional development for teachers in L1 could raise attention for not only literacy and Education For All, but also help to preserve traditional and local cultures. The publication includes (I) survey results on native languages and education in L1; (ll) case studies from Bangladesh, Cambodia, China, India, Nepal, Philippines, Thailand, and Viet Nam; (lll) approaches in introducing L1 and linkage to L2; and (lV) a survey of government policies in order to help policy makers design their own policy on education in mother tongue. Appended are: (1) Workshop Programme; and (2) List of Participants. [This document was published by the UNESCO Asia and Pacific Regional Bureau for Education and was supported by Japanese Funds-in-Trust.]

This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) (MN)

This book introduces the concept of multimedia in education, and how multimedia technology could be implemented to impart digital education to university students. The book emphasizes the versatile use of technology enabled education through the research papers from distinguished academicians and researchers who are specifically working in this area. It benefits all those researchers who are enthusiastic about learning online and also for those academicians who are interested to work on various aspects of learning and teaching through technology.

This publication presents an overview of the Asia-Pacific Regional Planning Meeting on the Literacy Initiative for Empowerment (LIFE). Countries in Asia and the Pacific that participate in the LIFE initiative are Afghanistan, Bangladesh, China, India, Indonesia, Iran, Nepal, Pakistan and Papua New Guinea. The purpose of the meeting was to assist the participating countries with the organization of preparatory activities for implementing the LIFE initiative following creation of Country Profiles in 2005. This publication includes comments presented during question and answer sessions, plenary discussions and group discussions. The agenda items of the meeting are (1) Global Background and Development of LIFE; (2) Literacy Challenges in the Asia-Pacific Region; (3) Presentations and Discussion in Plenary of Bangladesh and Pakistan Country Papers; (4) Proposed Framework of Support Mechanism for LIFE Implementation; (5) Proposed Guidelines of LIFE Needs Assessment; (6) Country Group Work on Preparation of Draft Country Outlines/Frameworks for Needs Assessment; (7) Panel Presentations and Discussion on Addressing Literacy Needs of Excluded Groups; and (8) Presentation of Draft Country Outlines/Frameworks for Needs Assessments, LIFE Country Plans and Discussion on Follow-up. [Published by United Nations Educational, Scientific and Cultural Organization (UNESCO) Asia and Pacific Regional Bureau for Education.]

Improving the efficiency of schools is a growing concern of educational planners and managers in Asian countries in recent years. The seminar on Improving School Efficiency was convened in December 1998 to address this concern. Seminar topics in this book cover challenges to educational reform, including the introduction of school-based management, which, in turn, engenders changes in the role of central authorities; evaluation of teachers and especially of schools as individual units; and school equity. After the summary, five seminar papers include: "School Autonomy through School-Based Management: The Case of Sri Lanka" (Wilfred J. Perera); "School Autonomy and Efficiency: Some Critical Issues and Lessons" (R. Govinda); "Supervision and Support Services in Five Asian Countries: A Comparative Analysis" (A. De Grauwe); "School Efficiency and Student and School Evaluation in Victoria" (B. Griffiths); and "Evaluation of Primary and Secondary Schools in Korea" (HyunSook Yu). Five annexes contain details about the Improving School Efficiency seminar: opening speech by Professor Wiswa Warnapala, opening statement by G. Carron, seminar program, list of participants, and a list of abbreviations. (Contains 48 references.) (RT)

Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR)