32 results
Search Results
2. Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
- Author
-
Hamad, Wahid Bakar
- Abstract
The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.
- Published
- 2022
3. Women's Status and Fertility in Developing Countries: Son Preference and Economic Security. World Bank Staff Working Papers No. 682 and Population and Development Series No. 7.
- Author
-
World Bank, Washington, DC. and Cain, Mead
- Abstract
The relationship between women's status--defined in terms of the degree to which they are economically dependent on men--and fertility in developing nations is examined. After a brief introduction, part 2 discusses a particular theoretical perspective regarding fertility determinants in developing countries and explores the implications of women's status within that context. Special attention is given to the value of children as security assets in settings where public welfare assistance in minimal or nonexistent and financial and insurance markets are poorly developed. Part 3 examines women's situation in which economic status and the institutional factors that create a particular degree of dependence determine the relevance of sex of children in defining security goals. It is noted that in societies where women are highly dependent on men, security goals will, of necessity, be defined in terms of surviving sons; where women are relatively independent economically, it is more likely that children of either sex can severe security goals. Part 4 uses a cross-national empirical analysis to support the argument that given similar security needs, and other things being equal, fertility will be considerably higher in settings where there is a strong preference for sons than in settings where son preference is weak. (Author/RSL)
- Published
- 1984
4. South Asia in the Global Electronic Village: Issues and Implications.
- Author
-
Singh, Jagtar
- Abstract
This paper discusses issues related to developments in computer and communication technologies in south Asia. The first section considers the Internet and its impact. Paradigm shifts and globalization are addressed in the second section, including the shifts away from stand alone libraries to library and information networks, ownership to access, just-in-case to just-in-time, print-based publications to digital documents, stand alone libraries to networked systems, intermediary model to end-user model, command-based systems to menu-based systems, linear to non-linear mode of access, hierarchical to non-hierarchical systems, one-way dissemination of information to interactive communication, bundling of scholarly journal to unbundling, stability to instability, physical format to formless data, and top-down to bottom-up systems. The third section examines the existing gaps and inequality between and within developed and developing countries. South Asia and its problems are described in the fourth section, including geographical, socioeconomic, and political factors, as well as steps in the direction of regional cooperation and socioeconomic development such as SAARC (South Asian Association for Regional Cooperation) and SAPTA (SAARC Preferential Trading Arrangement). The conclusion points out the need to coordinate and consolidate the resources and services of different types of libraries in South Asia and describes some resource sharing programs in the region. Contains 32 references. (MES)
- Published
- 1999
5. Economic Growth and Higher Education in South Asian Countries: Evidence from Econometrics
- Author
-
Hussaini, Nilofer
- Abstract
South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.
- Published
- 2020
6. Using Multilingual Analytics to Explore the Usage of a Learning Portal in Developing Countries
- Author
-
Protonotarios, Vassilis, Stoitsis, Giannis, Kastrantas, Kostas, and Sanchez-Alonso, Salvador
- Abstract
Learning analytics is a domain that has been constantly evolving throughout recent years due to the acknowledgement of its importance by those using intelligent data, learner-produced data, and analysis models to discover information and social connections for predicting and advising people's learning [1]. Learning analytics may be applied in a variety of different cases, but their role in understanding the multilingual requirements of users of learning portals is of an outstanding significance. As the adaptation of existing portals in multilingual environments is a cost- and time-consuming aspect of the development of a portal, the outcomes of learning analytics may provide the requirements on which further multilingual services of a portal will be built, ensuring their efficiency. This paper aims to identify and interpret the behavior of users from developing countries in a multilingual learning portal using the log files of the portal by applying the methodology defined in a previous work by Stoitsis et al. [2] The paper also aims to identify the aspects that should be studied by future related works by focusing on specific regions and countries that exhibit special interest for further adaptation of the portal to additional multilingual environments.
- Published
- 2013
7. COVID-19 Challenges to Teaching Global Mindset: A Developing Countries' Perspective
- Author
-
Arora, Pallvi, Mahajan, Shivam, and Yattoo, Takrar Ahmad
- Abstract
COVID-19 pandemic has affected one and all in unison. Different sectors, including the educational sector, have been disproportionately affected in developing and the least developed nations. Against this backdrop, this paper, while considering the impact that the pandemic has had on the education sector in developing nations viz. -- India, South Africa, and Bangladesh, aims to bring to light the importance of teaching global mindset as there are several unique implications, challenges and opportunities that lie ahead for these nations. Using qualitative methodology, this research adopts an exploratory approach to understand how, among other things, the education sector can catalyze the development and teaching of a global mindset in the selected three countries and can be responsive even beyond. Ten semi-structured interviews have been conducted with "institutional heads/directors" across higher educational institutions in the nations under study to answer the research question that brings out three themes: global and local problem solving, resources, and international experiential learning and exposure toward developing a global mindset. Finally, while corroborating the findings of the research, the article also proposes a new definition of a "global mindset".
- Published
- 2022
- Full Text
- View/download PDF
8. Educational Poverty by Design: A Case of Mismanagement of National Resources
- Author
-
Ahmad, Nisar
- Abstract
The primary purpose of this paper is to review and evaluate the causes of educational poverty in less developed countries. The basic intent in carrying out such a study is to define and derive the role of governing agencies in deliberately creating educational poverty in the country, so that the private interest of the rich and powerful ruling class can be fully safeguarded. This study is of crucial interest to the common man because majority of the people living in less developed countries are poor in spite of the fact, that almost all these countries own ample human and material resources. However, the common man in these countries is continuously suffering, generation after generation, and has been denied access to basic amenities of life. The rich and powerful ruling class, in majority of the less developed countries, has intentionally denied basic education facilities to its people for keeping them ignorant and unaware of their fundamental rights to share national resources and to gain competence for comfortable living in the society. The paper advocates a complete reversal in economic growth policies of the less developed countries so that top priority is given to those projects and programs that directly benefit the common man in the society. In this respect, the author calls for awareness among the people to exercise their economic and social rights so that people of all the strata can share equally the fruits of growth and prosperity.
- Published
- 2013
9. Implementing Small Scale ICT Projects in Developing Countries--How Challenging Is It?
- Author
-
Karunaratne, Thashmee, Peiris, Colombage, and Hansson, Henrik
- Abstract
This paper summarises experiences of efforts made by twenty individuals when implementing small-scale ICT development projects in their organizations located in seven developing countries. The main focus of these projects was the use of ICT in educational settings. Challenges encountered and the contributing factors for implementation success of the projects are systematically investigated using interviews and follow up surveys. Results show that the typical limitations of technology and infrastructure were the key obstacles. The commitment of individual project managers in the role of "change agents" and organizational support in the were the strengths behind the success of the projects. Based on the outcome of this study, professional development of the change agents is a key factor for the success of projects. IT and infrastructure limitations contributed to the failure of the majority of the ICT related projects.
- Published
- 2018
10. Education for All Summit of Nine High-Population Countries (New Delhi, India, December 12-16, 1993). Final Report.
- Author
-
United Nations Fund for Population Activities, New York, NY., United Nations Children's Fund, Paris (France)., United Nations Educational, Scientific, and Cultural Organization, Paris (France)., and Naik, Chitra
- Abstract
This final report on an international conference of nine high population developing countries on education for all (EFA) begins with a declaration of goals by the representatives of each of the nine nations represented. Participating nations were Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. After a scene setting discussion at the beginning of a pre-summit session when delegates considered the analysis and synthesis paper prepared by United Nations Education, Scientific and Cultural Organization (UNESCO), they spent the rest of the three day conference taking part in four panel discussions that centered on the main themes of the forthcoming Delhi Declaration with which the document opened. Before the conference, delegates had been presented with background papers on the themes that were enlarged upon by panelists from the United Nations agencies and representatives and ministers of the 9 states. The panel topics were: (1) mobilization, people's participation and decentralization for Education For All (EFA) (United Nations Children's Fund (UNICEF)); (2) external and internal financial resources for EFA (India); (3) girls' and women's education, women's empowerment, and population issues (United Nations Population Fund (UNFPA)); and (4) education and society (UNESCO). A special panel was convened by the host country for the large Indian contingent to take advantage of discussions with eminent guests that was based on the new initiative, the District Primary Education Programme. The 9 countries agreed to work in collaboration on a distance education initiative, both to enhance training of teachers and other personnel, and to better reach neo-literates and marginalized groups. Appendices include a detailed program and a list of participants. (DK)
- Published
- 1994
11. Education for All Summit of Nine High-Population Countries (New Delhi, India, December 12-16, 1993). Panel Proceedings.
- Author
-
United Nations Fund for Population Activities, New York, NY., United Nations Children's Fund, Paris (France)., United Nations Educational, Scientific, and Cultural Organization, Paris (France)., and Naik, Chitra
- Abstract
This collection of panel proceedings is divided into five sections each of which is devoted to one panel. Panel 1 focused on mobilization, people's participation, and decentralization for "Education For All (EFA)." Panel 2 was devoted to external and internal financial resources for EFA (Government of India). Panel 3 was on girls' and women's education, women's empowerment, and population issues. Panel 4 was on education and society. The fifth panel was a special panel devoted to India's District Primary Education Program. Participating nations were Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. After a scene setting discussion at the beginning of a pre-summit session when delegates considered the analysis and synthesis paper prepared by UNESCO, they spent the rest of the three day conference taking part in the four panel discussions that centered on the main themes of the forthcoming Delhi Declaration. Before the conference, delegates had been presented with background papers on the themes that were enlarged upon by panelists from the United Nations agencies and representatives and ministers of the 9 states. Together these 9 countries account for more than half the world's population and 75 percent of its illiterates. They are cradles of civilization and founts of spiritual, cultural, and philosophical knowledge that continue to have a profound influence on humanity. Despite differing cultures and historical legacies, the countries have recognized that education is at the heart of sustainable development. (DK)
- Published
- 1994
12. Education for All Summit in the Nine High-Population Countries (New Delhi, India, December 13-16, 1993). Analysis and Synthesis. Discussion Draft.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France).
- Abstract
This document reviews progress in the nine high-populations countries towards the goal of Education for All (EFA). The nine countries are Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. Since the Thailand conference in 1990, most countries have shown improvement with primary education increasing by over 40 million students and attempts to improve educational quality. The book contains the following chapters: (1) "EFA: The Turning Point"; (2) "Education and Demography: A Critical Interaction"; (3) "EFA: The Process"; (4) "The Components of EFA: An Overview"; (5) "Towards Universal Primary Education"; (6) "Programmes for Adolescents and Adults"; (7) "Early Childhood Care and Education"; and (8) "Summing Up." A country by country analysis of educational progress is included. (EH)
- Published
- 1993
13. Quality Improvement in Initial Teacher Training and Co-operation in Distance Education in Asia: Interim Statement and Action Plans. Commonwealth Secretariat-UNESCO Regional Roundtable (Penang, Malaysia, October 24-November 4, 1992).
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). and Commonwealth Secretariat, London (England).
- Abstract
This publication reports on the Commonwealth Secretariat UNESCO Regional Roundtable, which was held in Penang, Malaysia as a follow-up to the 1992 Colloquium on Alternatives in Initial Teacher Training, held in Colombo, Sri Lanka. There were 28 participants from Bangladesh, India, Maldives, Pakistan, Sri Lanka, Indonesia, Malaysia, Philippines, and Thailand. This report includes an interim statement identifying critical issues related to the quality of teacher training in these countries including the process of change, improving teacher performance, and the quality of teacher educators. Action plans of the five nations participating in the previous colloquium were presented and are described in this report. These projects addressed: (1) strengthening the organizational framework of teacher institutions and related activities; (2) alternative strategies for initial teacher training; (3) development of resource centers; (4) professional development of teacher educators and managers; and (5) social mobilization and awareness as a means of improving teacher training. Appendices include a list of participants and details of the country action plans, including rationale and objectives, activities, and expected outcomes for each project. (ND)
- Published
- 1993
14. Vocational Qualification Frameworks in Asia-Pacific: A Cresting Wave of Educational Reform?
- Author
-
Comyn, Paul
- Abstract
The introduction of national qualification frameworks (NQFs), including frameworks specifically for the vocational sector (NVQFs), are policy initiatives that have far reaching implications for the management and delivery of education and training. Despite the caution called for by researchers and the challenging reality of implementation in both developed and developing countries, NQFs and NVQFs continue to be included in national reform programs in many regions of the world. This paper summarises current developments in the Asia-Pacific region, where enthusiasm for national qualification frameworks has reached new heights. The paper also draws on the author's experience in working on NVQF development and implementation in Bangladesh and Papua New Guinea to highlight the role of donors who are active partners in the expansion of the international trend to implement qualification frameworks. (Contains 3 tables.)
- Published
- 2009
- Full Text
- View/download PDF
15. Regional Planning Meeting on Literacy Initiative for Empowerment
- Abstract
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.]
- Published
- 2007
16. Educational Administration and Multilevel Plan Implementation: Experiences from Developing Countries. Contributions to IIEP Seminars Held in November 1979, November 1980 and to an IIEP Workshop Held in December 1980.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning., Malpica, Carlos, Rassekh, Shapour, Malpica, Carlos, Rassekh, Shapour, and United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
- Abstract
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)
- Published
- 1983
17. Literacy for Sustainable Development in the Age of Information. Language and Education Library 14.
- Author
-
Rassool, Naz and Rassool, Naz
- Abstract
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)
- Published
- 1999
18. Distance Education in Asia and the Pacific. Volume II. Proceedings of the Regional Seminar on Distance Education (Bangkok, Thailand, November 26-December 3, 1986).
- Author
-
Asian Development Bank, Manila (Philippines).
- Abstract
The paper presented in this three-part conference report trace the growth and development of distance education in the Asian and Pacific region. Part 1 provides a general review. Part 2 contains the following case studies: "Distance Education in India" (S. P. Mullick); "Distance Education in Indonesia" (Professor Setijadi); "Distance Education in Pakistan" (Shaukat Ali Siddiqui); "Distance Education in the Republic of Korea" (Kwon Soonchan and Chandong Kim); and "Distance Education in Thailand" (Iam Chaya-Ngam). The following country papers are included in part 3: "Distance Education in Australia" (Vernon White); "Distance Education in Bangladesh" (K. M. Sirajul Islam); "Distance Education in Bhutan" (Zangley Dukpa); "Distance Education in Burma" (Kyaw Sein); "Distance Education in Fiji" (Hari Ram); "Distance Education in Hong Kong" (Michelangelo Pagliari and John Anthony Frost); "Distance Education in Japan" (Yoshiya Abe); "Distance Education in Malaysia" (G. Dhanarajan); "Distance Education in New Zealand" (Douglas Gunn and Peter McMechan); "Distance Education in Papua New Guinea" (John Paul and Howard Van Trease); "Distance Education in the Philippines" (Remigio Romulo); and "Distance Education in Sri Lanka" (D.A. Kotelawele). (MN)
- Published
- 1987
19. People's Participation, Development Issues, Literacy. Courier No. 36.
- Author
-
Asian - South Pacific Bureau of Adult Education.
- Abstract
This issue of the Courier contains articles loosely connected to each other by the underlying theme of developing people's capacity to improve the quality of their lives. The following articles are included: "Development of Human Resources--A Basic Needs Approach," by Mohiuddin Ahmad; "Rural Poverty," by the United Nations Food and Agriculture Organization; "Overseas Students--Educating for Development or Privilege?" by Chris Duke; "Kemas: Kemajuan Masyarakat--Development of Society," by the Community Development Division, Ministry of National and Rural Development, Malaysia; "Two Worlds within Each Society: Lokayan's Efforts to Overcome the New Rift," by Rajni Kothari; "The Nepal Literacy Program," by World Education; and "Scheme of Developing the Peasants' Education Undertakings 1983-85, Jilin Province, China," by the Jilin Department of Education. (KC)
- Published
- 1986
20. Building Multidisciplinary Training Networks for Rural Development. Report of the Regional Workshop for Pre-service Training of Members of Multidisciplinary Educational Teams in Rural Areas (Pune, India, July 16-20, 1985).
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania. and Asian Centre of Educational Innovation for Development, Bangkok (Thailand).
- Abstract
Papers designed to help build multidisciplinary training networks for rural development are collected in this document, an outgrowth of a regional training workshop attended by participants from Bangladesh, Nepal, Pakistan, Philippines, Republic of Korea, Thailand, and India. The six papers deal with the objectives of the workshop which were to: (1) review the functioning of multidisciplinary educational teams engaged in projects related to rural development; (2) review the existing training programs and identify the training and retraining needs of multidisciplinary educational teams; (3) identify innovative strategies and content of training for officials engaged in rural development projects; (4) develop alternative feasible strategies and programs for training of multidisciplinary teams for rural development; and (5) explore feasible mechanisms and programs for promoting networking of projects and institutions in operational program, training and professional support services, to improve their joint capabilities in undertaking preservice and inservice education programs. One paper reports on participants' 2-day field study visit to three rural development projects in India that were engaged in activities such as water and resource development, soil analysis, low cost construction of buildings, adult education for women with emphasis on science and technology, and teacher training. (JHZ)
- Published
- 1986
21. Library and Information Science Education in South Asia: India, Pakistan, Bangladesh and Sri Lanka.
- Author
-
Mangla, P. B.
- Abstract
Reviews formal postgraduate-level library and information science programs offered by universities, documentation centers, and research institutions in India, Pakistan, Bangladesh, and Sri Lanka. Highlights include historical background; admission requirements; length of program; curricula; faculty; course content; research; administrative organization; accreditation; employment opportunities; and professional literature. (41 references) (LRW)
- Published
- 1994
22. Meeting the Basic Learning Needs of Out-of-School Children: Non-Formal Approaches.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education. and Dave, R. H.
- Abstract
This study reports on innovative alternative approaches to children's education in 12 developing countries. These approaches are examined with reference to their flexibility regarding time and place of learning, age of pupils, relationship with formal education systems, relevance and functionality for the actual situation of learners, and ability to meet national and local development goals and learning needs. Findings indicate that nonformal education (NFE) makes use of a wide range of learning sites and that these sites are in keeping with the lifestyles of learners whenever possible. NFE generally demands fewer hours for its program of basic or primary education than the formal equivalent. Classes for children who must work are timed to correspond to their needs. A confidence-building drop-in approach is used to reintegrate street children. Class size varies from small learning groups to large group instruction involving more than 50 pupils. Curricula of NFE vary considerably. A typical curriculum includes instruction in language, elementary mathematics, social science, games, social and human values, and relevant vocational and life skills. Methods of instruction include teacher-centered and self-learning methods. NFE will need accreditation, evaluation, pre-service and in-service teacher education, and funding as the system is improved. (29 references) (RH)
- Published
- 1990
23. Information Systems and Development in the Third World.
- Author
-
Heitzman, James
- Abstract
Discussion of the relationship between information and development in Third World countries highlights information systems development in four South Asian nations: India, Pakistan, Sri Lanka, and Bangladesh. The impact of microelectronics technology, development theories, multinational corporations, international information agencies, and variables of national political economy are considered. (57 references) (LRW)
- Published
- 1990
24. Development of Literacy Follow-up Materials on Agricultural Vocational Training (Horticulture and Animal Raising) for Adults in Rural Areas. Final Report. Regional Workshop on the Preparation of Literacy Follow-up Materials in Asia and the Pacific (11th, Ho Chi Minh City, Vietnam, November 22-December 3, 1993).
- Author
-
United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific., Asia/Pacific Cultural Centre for UNESCO, Tokyo (Japan)., Ministry of Education and Training, Ho Chi Minh City (Vietnam)., and Vietnam National Commission for UNESCO, Ho Chi Minh City.
- Abstract
This final report contains the proceedings and other materials from a workshop to provide training experience in literacy follow-up materials development to participants from UNESCO member states in the Asia and Pacific region. Focus is on practical agricultural training for adults. The proceedings discuss the objectives of the workshop and summarize the following: opening addresses, orientation to the workshop, paper presentations and discussions, group work, planning of national follow-up activities, and closing. Recommendations of the workshop are listed. Chapter I consists of six presentations: "Horticulture and Animal Raising in Vietnam: Problems and Needs" (Tuyen); "Training in Vocational Agriculture: Experiences of the Department of Non-Formal Education, Thailand" (Choomnoom); "Development and Production of Literacy Follow-up Materials in the Field of Agricultural Vocational Training" (Hoang); "How To Develop Effective and Attractive Literacy Follow-up Materials" (Sharma); "UNESCO Report: Education for Human Development" (Sakya); and "ACCU Report: ACCU's Regional Cooperative Literacy Programs in Asia and the Pacific--Literacy Materials Development and Personnel Training." Chapter II reports on the field survey, development, and field testing of materials by three groups during the workshop. The three group reports are provided. Chapter III contains the reports of 18 countries (Afghanistan, Bangladesh, Bhutan, Cambodia, China, India, Indonesia, Iran, Laos, Malaysia, Maldives, Mongolia, Nepal, Pakistan, Papua New Guinea, Philippines, Thailand, and Vietnam) and plans of follow-up activities for nine (Afghanistan, China, Indonesia, Maldives, Mongolia, Papua New Guinea, Philippines, Thailand, and Vietnam). An appendix provides general information, schedule of the workshop, list of participants, and opening speeches by Dao, Sakya, and Miyamoto. (YLB)
- Published
- 1994
25. Higher Education and the Labour Market in Asia.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. and Sanyal, Bikas C.
- Abstract
This 1971-76 study of the employment markets in Bangladesh, India, Indonesia, the Philippines, and Sri Lanka reveals that, except in the Philippines, unemployment is increasing at a very fast rate relative to the level of education per person. In the Philippines and in India, enrollment ratios for higher education have been substantially higher than in the other countries. As social pressure has led to expansion in higher education, the majority of students have enrolled in arts-based rather than science-based subjects. Although arts-based studies cost less, developing nations need more science-based students to further resource development. The role of education in each country and region is best ascertained, according to the author, by analyzing available physical and human resources potentials. Such analysis needs to consider what types of skills will be in increasing demand, and to develop strategies for matching needed skills with the training content of higher education. Findings of the International Institute for Educational Planning Conference to which this paper was presented include a general lack of coherent and comprehensive national policies toward higher education and a significant mismatch in all the countries studied between the expected educational career of the student and the actual educational career. (JBM)
- Published
- 1982
26. International Meeting of Experts on the Promotion of Productive Work in Education (Paris, France, November 24-28, 1980). Secretariat Working Document. Elements of Reflections Proposed by the Participants. Final Report.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France).
- Abstract
This document includes three products of an international meeting on productive work in education. First, the secretariat working document addresses itself to problems arising from the introduction of productive work into general (elementary and secondary) education. It examines recommendations on this issue, reviews relevant documents from UNESCO meetings, describes various education-work experiments, investigates the objectives assigned to them, and explores the impact of productive work schemes on the planning, organization, and operation of the educational system. The second part of the document presents 14 papers by meeting participants. Topics include: productive work as an element of general education in Yugoslavia, the alteration of education/work schemes to fit the political/social contexts of the adopting society, productive work in Cuba, productive labor and education in China, the Beninese experience in education/productive work, work education in Bangladesh, educational development in Nigeria, work and education in India, education and work as an approproach to anticipatory socialization, the development of Tanzanian educational reform, quality and effectiveness of work experience programs in Third World schools, and productive work in education in Vietnam and Gulf Arab States. The final report of the meeting, included as the third portion of this document, offers a rationale for the introduction of productive work in education; considers the impact on and consequences for structures, contents, methods, and educators; addresses new problems of program evaluation; and lists participant suggestions. (YLB)
- Published
- 1980
27. Engineering Education in Bangladesh--An Indicator of Economic Development
- Author
-
Chowdhury, Harun and Alam, Firoz
- Abstract
Developing nations including Bangladesh are significantly lagging behind the millennium development target due to the lack of science, technology and engineering education. Bangladesh as a least developing country has only 44 engineers per million people. Its technological education and gross domestic product growth are not collinear. Although limited progress was made in humanities, basic sciences, agriculture and medical sciences, a vast gap is left in technical and engineering education. This paper describes the present condition of engineering education in the country and explores ways to improve engineering education in order to meet the national as well as global skills demand. (Contains 3 tables and 7 figures.)
- Published
- 2012
- Full Text
- View/download PDF
28. Wellbeing Research in Developing Countries: Reviewing the Role of Qualitative Methods
- Author
-
Camfield, Laura, Crivello, Gina, and Woodhead, Martin
- Abstract
The authors review the contribution of qualitative methods to exploring concepts and experiences of wellbeing among children and adults living in developing countries. They provide examples illustrating the potential of these methods for gaining a holistic and contextual understanding of people's perceptions and experiences. Some of these come from Young Lives, an innovative long-term international research project investigating the changing nature of child poverty in India, Ethiopia, Peru and Vietnam (http://www.younglives.org.uk), and others from the Wellbeing in Developing Countries ESRC research group (WeD), an international, inter-disciplinary project exploring the social and cultural construction of wellbeing in Bangladesh, Ethiopia, Peru and Thailand (http://www.welldev.org.uk). The authors show how qualitative methods can be used both alongside and as part of the development of sensitive and relevant quantitative measures, and provide some practical and methodological recommendations. They propose that qualitative approaches are essential in understanding people's experiences of wellbeing, both now and in the future. However, the authors caution that while these offer many benefits, for example, a less structured and hierarchical engagement between researcher and participant; they require time, energy, and sensitivity. Qualitative methods also work best when used by trained and experienced researchers working in the local language/s in a community where some rapport has already been established. Finally, the paper recommends combining data from qualitative and quantitative approaches (e.g. psychological measures or household surveys) to enhance its explanatory power.
- Published
- 2009
- Full Text
- View/download PDF
29. Using Private Demand Studies to Calculate Socially Optimal Vaccine Subsidies in Developing Countries
- Author
-
Cook, Joseph, Jeuland, Marc, Maskery, Brian, Lauria, Donald, Dipika, Sur, Clemens, John, and Whittington, Dale
- Abstract
Although it is well known that vaccines against many infectious diseases confer positive economic externalities via indirect protection, analysts have typically ignored possible herd protection effects in policy analyses of vaccination programs. Despite a growing literature on the economic theory of vaccine externalities and several innovative mathematical modeling approaches, there have been almost no empirical applications. The first objective of the paper is to develop a transparent, accessible economic framework for assessing the private and social economic benefits of vaccination. We also describe how stated preference studies (for example, contingent valuation and choice modeling) can be useful sources of economic data for this analytic framework. We demonstrate socially optimal policies using a graphical approach, starting with a standard textbook depiction of Pigouvian subsidies applied to herd protection from vaccination programs. We also describe nonstandard depictions that highlight some counterintuitive implications of herd protection that we feel are not commonly understood in the applied policy literature. We illustrate the approach using economic and epidemiological data from two neighborhoods in Kolkata, India. We use recently published epidemiological data on the indirect effects of cholera vaccination in Matlab, Bangladesh (Ali et al., 2005) for fitting a simple mathematical model of how protection changes with vaccine coverage. We use new data on costs and private demand for cholera vaccines in Kolkata, India, and approximate the optimal Pigouvian subsidy. We find that if the optimal subsidy is unknown, selling vaccines at full marginal cost may, under some circumstances, be a preferable second-best option to providing them for free. (Contains 14 footnotes, 2 tables, and 8 figures.)
- Published
- 2009
- Full Text
- View/download PDF
30. Dissemination of Information in Developing Countries: The Personal Computer and beyond
- Author
-
Wong, Wai-Man
- Abstract
With the blooming of information in digital format, dissemination of information is becoming a big challenge for developing countries. It is not only due to the limited provision of personal computers--in addition, the technological infrastructure and the ability to access information are also becoming major concerns in developing countries. This paper examines the situation in the Asian developing countries as an example to illustrate the difficulties with the dissemination of information. The availability of personal computers is not the only difficulty facing developing countries. The availability and popularity of the Internet, the telecommunication policies and environment of the countries concerned, the information literacy level of the users and the librarians, the popularity of the English language, the knowledge of searching information on the Internet, and the maturity of the electronic publishing market are all inter-related and have affected the success of information dissemination. Recent developments in tackling the problems are also described. (Contains 1 table and 15 notes.)
- Published
- 2005
- Full Text
- View/download PDF
31. Campaigning for Literacy. Courier No. 25.
- Author
-
Asian - South Pacific Bureau of Adult Education.
- Abstract
This issue contains those materials from a seminar on "Campaigning for Literacy" held at Udaipur, Rajasthan, India, on January 4-11, 1982, that concentrate on Asian experience. The "Udaipur Literacy Declaration," presented first, is followed by extracts from the opening addresses and a review of the report, "Campaigning for Literacy," by H.S. Bhola. The next section contains extracts with particular relevance to the Asian region from the Bhola report, which is an indepth study of eight national literacy campaigns of the 20th century. Four extracts are then provided from country papers and reports dealing with the National Adult Education Program 1978 in India, mass education in Bangladesh, current status and future prospects of literacy in Thailand, and eradication of illiteracy in the Socialist Republic of Vietnam. Extracts from the Bhola report on literacy movements in Vietnam, the People's Republic of China, and Burma conclude the issue. A selected bibliography is appended. (YLB)
- Published
- 1982
32. Training Educational Personnel for Integrated Curriculum. Report of a Seminar on Further Training of National Officials and Specialists on Integration of the Curriculum at the Primary Level (Dhaka, Bangladesh, June 1-10, 1983).
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.
- Abstract
This document comprises three sets of papers produced by a subregional seminar of the Asian Programme of Educational Innovation for Development (APEID). The first chapter is an overview of experiences in orientation and training of key educational personnel in integrated curriculum. Chapter 2 consists of guidelines and checklists for developing training programs and materials. Chapter 3 consists of selected exemplary materials resulting from workshops at the seminar: (1) a training manual from Korea on "Teaching Pleasant Life"; (2) instructional modules on using local, low-cost resources and community participation (Korea), developing questioning skills in environmental studies (Nepal), and principles of the integrated curriculum (Korea); (3) teacher leaflets from Bangladesh on improving pupil enrollment, encouraging community participation in schools, preparing an individual lesson, and identifying and helping physically handicapped children; (4) teacher guides from India on food, good habits, and life of plants and animals; and (5) instructional plans on receiving guests and on food from Thailand. Appended are the agenda of the conference, a list of participants, and a list of documents. (TE)
- Published
- 1984
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.