Search

Showing total 13 results
13 results

1. Academic Freedom and University Autonomy. Papers on Higher Education Series.

Author

United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education.

Abstract

This volume contains speeches and papers given at the International Conference on Academic Freedom and University Autonomy held in Sinaia, Romania, May 5-7, 1992. Section 1 contains introductory addresses by Federico Mayor, Maitland Stobart, Hinrich Seidel,and Walter Kamba. Section 2 contains 18 papers that address connotations and challenges of academic freedom and university autonomy. Among topics discussed in this context are human rights and academic freedom, the development of international standards concerning the status of higher education teaching personnel, continuing education, leadership, the advancement of knowledge, accountability in multi-university national systems, tensions between public universities and state governments, and academic freedom in the United States. Section 3 contains nine case studies involving the following nations: Hungary, Poland, Russia, Turkey, the United States, Spain, Serbia, and Macedonia. This section also includes three papers on market mechanisms in higher education in the nations of Norway, Poland, and the United States. Also in Section 3 are four papers on the social responsibilities of higher education. Section 4 contains the conference's closing address by Marco Antonio R. Dias. (Some papers contain references.) (JB)

Published
1993

2. Apprendre a raconter? Comment lisons-nous les textes des auteurs eleves (Learning To Tell Stories? How Do We Read the Texts of Student Authors)?

Author

Francois, Frederic

Abstract

The ways that adults have of reading and interpreting students' writing are examined, using for illustration six writing samples of one 13-year-old student. The student's instructions were to tell, in writing, an imaginary story, a true story, a personal history, a favorite dream, the most awful nightmare, and the worst memory. Different attitudes the adult brings to the task of reading student writing are discussed, including both structural issues and interpretations based on the genre, the student's approach, and the response elicited by the text. Implications for classroom teaching and for the teacher's relationship to the learner are considered. (MSE)

Published
1998

3. Quelques considerations sur l'etayage dans une situation d'evaluation particuliere: le jeu symbolique (Some Considerations Concerning Scaffolding in a Special Evaluation Situation: Symbolic Play).

Author

Rodi, Mireille and Moser, Cecile

Abstract

This study analyzed scaffolding techniques in the context of symbolic or pretend play in the case of a child with developmental learning disabilities (DLD). Interactions in four situations were examined and compared: the DLD child in interaction with her mother and with the speech therapist; and a child of similar age, without DLD, in interaction with her mother and with a speech therapist. Results indicate that all the adults involved were most likely to engage in "as if" games with the children. While the therapist controlled the direction of the interaction and produced much informative and less regulatory information, the mother of the control child adopted a more passive approach, limited to observation and initiation of themes, and the mother of the DLD child opted for a more instructive role. The DLD child required a substantial amount of adult scaffolding. Contains 45 references. (MSE)

Published
1998

4. Post-Primary Practical Education/Training in Senegal. Description and Evaluation of the Experiment. Occasional Paper No. 3.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

Abstract

The document, written in French, presents an overview of educational programs in Senegal where ten to 17-year-old students are taught practical skills. The monograph is intended for UNESCO staff members and educational advisors as they collaborate with governments in developing nations to improve educational programs. The document is presented in six chapters. Chapter I discusses general, basic and technical training programs for youth in rural sections of Senegal. Chapter II focuses on characteristics and attitudes of students, teachers, administrators, and on school/community interaction. Chapter III discusses objectives, practical education curriculum, and educational planning. Also presented are case studies of the national educational center at M'Bour and various villages which have experimented with agricultural education. Chapter IV concentrates on expansion of the educational system from 1975 to 1976 and presents a case study of educational development in the village of Koubanao. Chapter V views urban educational programs and outlines the Senegalese government's plans for an urban educational center at Bargny. The final chapter offers recommendations for educational improvement, including that the government should set more specific objectives and should cooperate with international funding agencies such as the World Bank to open additional centers. (DB)

Published
1977

5. Examining the Discourse of Learner Advisory Sessions.

Author

Crabbe, David, Hoffmann, Alison, and Cotterall, Sara

Abstract

This document explores problems described by learners of second languages at the university level. It reports on three case studies drawn from a language advisory service at Victoria University of Wellington, New Zealand. An understanding of the range of experiences learners report in a given learning context is likely to shed light on ways in which those learning contexts might be structured for better learning opportunities, or ways in which learners themselves might develop better strategies for making use of the opportunities that are already there. For example, one type of problem identified by the data is a lack of fit between a learner's long term language learning goals and the immediate goals of the course in which they are enrolled. This could be dealt with through a modification of the curriculum or by increased understanding by the learner of how to manage the differing expectations. The problem descriptions were gathered through a series of interviews between individual learners and a language advisor. The focus of this investigation is on three broad questions: (1) In what way are the problems framed through the process of the interview itself? (2) What learning goals are explicitly or implicitly set by or for the learner? and (3) What underlying learner beliefs about language and language learning arise from the interviews? The paper concludes by proposing a framework to use in managing and analyzing dialogues about learning. A main finding is that learners are all guided by some sort of goal. There needs to be better integration of short-term (passing a course) and long-term (using a language for real communication) goals. The basis for any solution lies in making goals central and explicit. (KFT)

Published
1999

7. International Project on Technical and Vocational Education (UNEVOC). International Advisory Committee (Third Session, Paris, France, October 2-4, 1995). Final Report = Projet International pour l'Enseignement Technique et Professionnel (UNEVOC). Comite Consultatif International (Troisieme Session, Paris, France, 2-4 octobre 1995). Rapport Final.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

Abstract

The international advisory committee of the International Project on Technical and Vocational Education (UNEVOC) held its third session in Paris in October 1995. Advisory committee members and observers from the United Nations' specialized, intergovernmental, and nongovernmental organizations reviewed the major UNEVOC project activities undertaken in the following areas since the second advisory committee meeting (held in December 1994): fostering international exchange of experiences, strengthening national research and development capabilities, and facilitating access to databases/documentation. Special attention was given to the following: case studies on the role of technical/vocational education and regional symposia for policymakers in technical/vocational education that were conducted in various regions throughout the world (Asia and the Pacific, Africa, the Arab States, and Latin America and the Caribbean); activities promoting equal access of girls/women to technical/vocational education; regional activities on curriculum development methodologies; seminars/studies examining cooperation between educational institutions and enterprises; new training technologies for technical/vocational education; national training activities; and cooperation with United Nations organizations. Also discussed was an external evaluation of the UNEVOC Project that is slated for initiation in 1996 and completion in 1997. (Appended are a list of participants' names/addresses. Both French and English versions of the report are included.) (MN)

Published
1995

8. Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (12th, Ottawa, Ontario, June 1993).

Author

Ottawa Univ. (Ontario). Faculty of Education., Taylor, Maurice, and Bedard, Rene

Abstract

Selected papers from an adult education conference are as follows: "Learner Involvement in Literacy Education" (Acton et al.); "Faith in People" (Ambury et al.); "Beginning to Tutor Problem-Based Learning" (Ambury); "Exploring Literacy through Theatre" (Andruske); "Developing Learning Packages for Distance Continuing Nursing Education" (Beckingham et al.); "'Train the Trainer' Series for Nurse Educators" (Beckingham et al.); "Invisible Identity/ies" (Borg et al.); "Research Paradigms in Adult Education [AE]" (Briton); "Remapping AE" (Briton, Plumb); "Work, Workers, and Worker Education" (Brown et al.); "Labour Market Training" (Butterwick et al.); "Rural Learning" (Carley); "An Ethic of Care" (Carr); "Teaching and Learning across Our Historical Differences" (Chapman); "Using Responsive Evaluation to Discover and Respect Diversity in AE" (Chaytor); "Critical Philosophy-in-Action" (Chovanec, Scott); "New Prospects for Program Planning and Evaluation in Adult Continuing Education" (Collins); "Linking AE with K-12" (Collins, Hanson); "Community Development" (Cruikshank); "Historical Development of AE" (Draper); "Making Needs" (Davidson); "Who Knows? Who Says So? Who Decides?" (Dawson et al.); "Bridging the Cultural Gap" (Fisher-Brillinger, Cantrell); "Facilitating Andragogy" (Francis); "Learning in the Workplace" (Frattini); "A Tenant Association in Public Housing" (Geddis); "Dutch 'Pillarization'" (van Gent); "AE as a Maturing Field?" (Gillen); "Finding Our Voices, Telling Our Stories" (Hall et al.); "Tax, Lies and Videotape" (Hall et al.); "Vive la Difference" (Home); "AE and Workplace Learning" (Hommen et al.); "Transformation of Consciousness" (Karpiak); "Is It Realistic to Expect an Adult Educator to Seek Collaboration among a Group Holding Diverse Perspectives?" (Knox); "Working across Our Differences in Community Based Literacy Education" (Leclair); "Women's Learning in Three Contexts" (MacKeracher et al.); "Human Resources Think for Themselves" (Martin, Ketwaroo-Nanoo); "A Model for Continuing Education Participation among Members of Selected Professions" (Matthias); "Comparative AE" (Mlozi, Hian); "From Preacher to Politician" (Oussoren); "Time and Space in AE" (Plumb); "Making Sense of Change in an Increasingly Diverse Workplace" (Pitters, Muzumdar); "Recovering Community in the Adult Education Movement" (Pyrch); "The Stories We Are" (Randall); "A Feminist Framework for Political Action on Peace and Global Transformation in Radical Adult Environmental Education" (Rosenberg); "Self-Surveillance and the Status of Women" (Schick); "Revisiting Theory and Practice" (Selman); "Labour and Educators Conference on SoliNet" (Spencer); "Literacy for Health and Human Development" (Taylor et al.); and "Canadian Pluralism and Dutch 'Pillarisation'" (Thomas). (MN)

Published
1993

9. Transformation of Rural Areas, Proceedings of the Polish-Yugoslav Geographical Seminar (1st, Ohrid, 24-29 May, 1975).

Author

Kostrowicki, Jerzy and Tyszkiewicz, Wieslawa

Abstract

Transformations of rural areas was the topic of the first Polish-Yugoslav Geographical Seminar as documented in these proceedings from the six-day meeting. Twenty of the 25 papers presented are contained here, three in French and the remainder in English, and are categorized under these major topics: influence of big urban centers on the transformation of rural areas, impact of urbanization and development of recreation, demographic changes of rural areas, transformations of agriculture, regional case studies, and the concept of rural areas from both environmental and functional viewpoints. Paper subjects include: Belgrade's influence on its environs; Warsaw's role in rural area change; urbanization of the Upper Silesia and Cracow countryside; urbanization's impact on rural population structures in Macedonia; impacts of urbanization and/or tourism on Ohrid Basin, Vrboska, and Podhale; functions of supply in the spatial organization of the Slovenska Bistrica commune; postwar population changes in Poland's rural areas; changes in Poland's agrarian structure 1945-70; changes in production orientations of individual farming in 1960, 1965, 1970; studying agricultural-geographical aspects of mountainous areas; case studies of the Lower Savinja Valley, Slovenia, Kosovo Province, and Polog Basin; environmental management in rural areas; rural areas as a multifunctional space. (RS)

Published
1978

10. Learning Opportunities for Adults Vol. V: Widening Access for the Disadvantaged. Possibilites de Formation pour les Adultes. Vol. V: Les Groupes Defavorises.

Author

Organisation for Economic Cooperation and Development, Paris (France). and Organisation for Economic Cooperation and Development, Paris (France).

Abstract

This volume is the fifth and last in a series that gives a comphehensive view on the present status and future prospects of adult education in Organisation for Economic Cooperation and Development (OECD) member countries. The series attempts to show what kind of national policies and strategies are required to increase public participation in adult education and to improve its overall efficiency in order to meet high priority societal, group, and individual learning needs. Chapter 1 of this volume considers the implications of treating the education of disadvantaged as part of comprehensive national policy for adult education. While stressing that the rhetoric about the importance of serving the educational needs of disadvantaged adults has not been matched by polices, it points to the progress that has been made. The main conclusion of the chapter is that a proper set of polices implies the adoption of special measures to identify and satisfy the unmet educational needs of the disadvantaged. The next four chapters consist of country case studies from Australia, Germany, Sweden, and the United Kingdom. Chapter 6 deals with the major problem of how to induce disadvantaged adults to participate in adult education. It is argued that those administering adult education programs have paid far too little attention to the decisive influence of the way information is processed and disseminated. None of the emerging systems of recurrent education designed to encourage adult learning will improve in efficiency and do justice to the disadvantaged unless stimulating information is comprehensively presented. The last chapter is devoted to the financial implications of widening the access of the disadvantaged to education. A key section of the chapter states five propositions about program planning, each having implications for public expenditures. (KC)

Published
1981

11. Problemes theoriques et methodologiques dans l'etude des langues/dialectes en contact aux niveaux macrologique et micrologique = Theoretical and Methodological Issues in the Study of Languages/Dialects in Contact at Macro- and Micro-Logical Levels of Analysis. Proceedings of the International Conference DALE (University of London)/ICRB (Laval University, Quebec)/ICSBT (Vrije Universiteit te Brussel) (London, England, May 23-26, 1985).

Author

Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism., Blanc, Michel, and Hamers, Josiane F.

Abstract

Papers from an international conference on the interaction of languages and dialects in contact are presented in this volume. Papers include: "Quelques reflexions sur la variation linguistique"; "The Investigation of 'Language Continuum' and 'Diglossia': A Macrological Case Study and Theoretical Model"; "A Survey of Dialect Grammar in British English"; "The Relevance of Social Network Analysis in the Psycholinguistic Investigation of Multilingual Behavior"; "Networks, Language Variation and the Relevance of Sociolinguistic Research"; "Language Choice and Communicative Intent in a British Black Community"; "'The Essence of Language is History': A Theoretical Introduction to the Connection Between Social Relations and Language Relations in 19th Century Brussels"; "Elements de reflexion sur l'analyse des aspects societaux des contacts des langues"; "Problemes de l'enseignement des langues secondes standard pour les minorites culturelles"; "L'enseignement des langues secondes standard aux minorites culturelles a Bruxelles"; "Problemes de l'enseignement de la langue seconde standard pour les minorites culturelles"; "Macrological and Micrological Problems in the Study of Multilingual and Multicultural Education"; and "A Project of Community Bilingual Education: Some Theoretical and Applied Issues." Papers in French have English abstracts and papers in English have French abstracts. Commentaries on the papers are also included. (MSE)

Published
1987

13. L'Enseignement du francais des affaires base sur des etudes de cas (Teaching Business French with Case Studies).

Author

Dany, Max

Abstract

Simulated commercial transactions as teaching tools have the elements of commercial products, channels of communication, parties, and status of the parties to teach professional relations and processes as well as useful language. They can be used to motivate and stimulate active participation and for language practice. An example is given. (MSE)

Published
1982