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The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in Israel" (I. Sever); (3) "Investigations into Reader Interest and Reading in Lithuania, 1918-1990" (V. Rimsa); (4) "Ethnic and Social Problems of Reading in Kazakhstan" (R. Berdigalieva); (5) "The USA Experience: Views and Opinions of an Asian American Librarian" (S. H. Nicolescu); (6) "The Implications for Libraries of Research on the Reading of Children" (M. L. Miller); (7) "Women's Status in Librarianship, the UK Experience" (S. Parker); (8) "Women's Interests in Librarianship, Resources on Women: Their Organization and Use" (H. Parekh); (9) "Information for Research on Women and Development" (A. Vyas); (10) "The Contribution of S. R. Ranganathan's Scientific School to the Informatization of Education for Library Science in the World" (J. N. Stolyarov and E. A. Nabatnikova); (11) "Library and Information Science Education Policy in India" (N. L. Rao and C. R. Karisiddappa); (12) "The Market in the Gap: Continuing Professional Education in the South Pacific" (J. Evans); (13) "Continuing Education Programmes for Teachers in Library and Information Science and Academic Library Professionals in South India" (A. A. N. Raju); (14) "Continuing Professional Education in China: A Decade Retrospective" (D. Xiaoying); (15) "Grounded Theory and Qualitative Methodology" (D. E. Weingand); (16) "Research in the Outskirts of Science: The Case of Mexico" (J. Lau); (17) "Society's Library: Leading to the Realization of the Five Laws--In Memory of Dr. S. R. Ranganathan" (L. Minghua); (18) "The Role of Library and Information Science Reviews in the Development of the Profession and Services" (M. Poulain); and (19) "Journal Publications in Africa: The Trouble with Authors and Readers" (L. O. Aina). Several papers are followed by references. (SLD)

This volume discusses the major options decisionmakers face when they are dealing with teacher career and remuneration policies. The document deals with a central question: how can remuneration and managerial policies help improve teacher effectiveness? The book is divided into three parts containing 15 papers. The first part, "The Cost and Effectiveness of Teachers," has two papers: (1) "Teacher Costs and Teacher Effectiveness in Developing Countries" (Joao Oliveira and Joseph P. Farrell) and "International Lessons for School Effectiveness: The View from the Developing World" (Joseph P. Farrell). The second part, "The Economics of Teacher Remuneration Policies," includes: (3) "Factors Affecting Teachers' Salaries" (Manuel Zymelman with Joseph DeStefano); (4) "Teacher Compensation in Developing Countries" (Alejandra Cox Edwards); (5) "Influences on the Choice of a Teaching Career: An Analysis from an International Perspective of the French Experience" (Francois Orivel and Jean Perrot); (6) "Social and Economic Aspects of Teaching in the United States" (Alan P. Wagner); (7) "A Comparison of Teachers' Salaries in Japan and the United States" (Stephen M. Barro and Joe W. Lee); (8) "Primary School Teachers' Salaries in Sub-Saharan Africa" (Manuel Zymelman with Joseph DeStefano); (9) "Economic Incentives To Improve Teaching" (Richard J. Murnane); and (10) "The Role of Local Communities in Teacher Incentive Systems" (Frances Kemmerer and Sivasailam Thiagarajan). The third part, "Training and Managing Teachers," contains the following papers: (11) "Teacher Evaluation: A Critical Review and a Plea for Supervised Reflective Practice" (F. Michael Connelly); (12) "Teacher Training in Developing Countries: Lessons from Research" (Beatrice Avalos); (13) "Participatory Approaches to Teacher Training" (Sheldon Shaeffer); (14) "Three Scenarios for the Future of Teaching in the United States" (Arthur Wise); and (15) "The Concerns of Teachers' Unions for Quality Education in Developing Countries" (Pai Obanya). (LL)

Papers presented at a session on management of library associations at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Medical Library Association: Organizational Change 1898 to Present--Illustrations from Continuing Education" (Raymond A. Palmer and M. Kent Mayfield, United States); (2) "The Why and How of CONSAL (Congress of Southeast Asian Librarians) as a Regional Library Association" (Hedwig Anuar, Singapore); (3) "Professional Associations Publishing--Information Transfer or Profit?" (Maija Berndtson, Finland); (4) "Why Another Association?--A Case for AMLA (African Medical Library Association)" (Solomon O. Oyesola, Nigeria); and (5) "Management of Corporate Libraries" (Tetsuo Senoo, Japan). (KM)

This paper addresses the concepts of digital natives and digital divide from the perspective of the digital outsiders (part of digital natives). It takes a critical look at the implications of available ICT in both developed and underdeveloped countries in the fight against digital divide. The major contribution to literature is by drawing attention to the inevitability of technology mediated learning and the need to embrace ICT adapted to countries strengths and weaknesses in the fight against digital divide. However, data used for this study significantly reveal how digital natives in the developed countries and digital outsiders in underdeveloped countries could achieve digital diffusion, especially those from underdeveloped countries with highly limited opportunities. As a result, there is no contesting the future of educational pedagogy depends on technology. Hence, people must take advantage of available technology in designing pedagogy. In the end, digital divide is relative and should apply differently in both developed and underdeveloped regions to enable rapid and sustainable digital diffusion despite the odds confronting digital natives globally. [For full proceedings, see ED571332.]

Spirituality has long been an influential force in the lives of many people. Although first quietly ignored in western business settings, the influence of spirituality has recently been a topic of heightened interest to managers and scholars in a large number of countries including the United States. However, in Bahia, Brazil, the fundamentals of spirituality have always been clear and an integral part of the community. As a result, most workplaces in the Bahia region exhibit many indications of the underlying spiritual nature of those employed there. A major component of Brazilian spirituality is the Candomble - religious traditions originating in western Africa. This paper examines the influence of the Brazilian Candomble on workers in Bahia. Organizational and managerial reflections are offered for managers around the globe. [ABSTRACT FROM AUTHOR]

Benedict Anderson argues that nationalist ideas in Asia and Africa are modeled on the 'modular' forms of nationalism that developed in the Americas and Europe. This paper argues that anti-colonial nationalism is a field of contestation between different ideas and practices. Some of these were indeed based on selective appropriation of Western practices, whereas some of these rejected such ideas and practices and contended that decolonization or emancipation necessarily entailed rejecting the examples set by Western nations. This paper compares the thoughts of Frantz Fanon and M.K. Gandhi, two of the most influential figures in post-colonial thought in the twentieth century as well as active participants in major anti-colonial struggles, and contends that in spite of contextual and ideological differences between them both rejected the Western models of nationalist politics and emphasized a repudiation of colonialism through political and institutional innovations in similar ways. The three major sections of the paper deals with their respective critiques of colonialism and elite nationalism; the prescribed modes of political practice; and the projects of national reconstruction. The unifying thread in each of these three sections is their common concerns regarding negation of colonialism as well as the cultural alienation of the nationalist elite and the necessity of a radical break with Western models of nationalist politics. The concluding section attempts to understand the reasons why their visions of national independence remains unfulfilled. [ABSTRACT FROM AUTHOR]

Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]

Development journalism has been advocated and practiced in Asia, Africa and Latin America for more than four decades since its debut in the late 1960s. Consequently, diversified principles and practices have emerged. Few studies, however, have captured such diversity in the absence of effective measuring and accurate mapping methods. To measure development journalism effectively, this paper proposed a three-prong approach: (a) actor, (b) source, and (c) orientation. To map development journalism accurately, this paper proposed a three-pro approach: (a) pro-process, (b) pro-participation, and (c) pro-government. And to demonstrate how these two approaches work, this paper offered a case study of comparative content analysis of poverty coverage. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Using newspaper data from a prominent African American newspaper in the Minneapolis/St. Paul area from 1965-1975, this paper explores African American engagement with Africa during this period. In doing so, it considers the influence of collective memory and transnationalism on said engagement. During the 1965-1975 time period, African American engagement with Africa was based primarily on the ongoing southern Africa liberation struggles, and that this engagement turned ever more toward a sole focus on South Africa. At the same time, other forms of engagement did not completely die out and often reflected the concerns of the black nationalist and black power movements, or were celebrations of past liberation struggles and victories. African Americans also continued to participate in missionary work. Supporting theories of collective memory, African American engagement with African during the 1965-1975 period reflected both past and presentist aims. [ABSTRACT FROM AUTHOR]

This paper describes the development and dissemination of microteaching methods in Europe and some African countries, with emphasis on the United Kingdom and Germany. A tool for teacher preparation, microteaching trains teaching behaviors and skills in small group settings aided by video-recordings. Consistent with education reform efforts, the European microteaching movement grew out of a dissatisfaction with three features of the prevailing model of traditional teacher education programs: (1) that student teachers could become reflective and skilled practitioners by separating academic studies from practical experience; (2) professional education courses; and (3) inadequate and unsystemmatic field observations and experiences. Attempts to reform and democratize universities and colleges, development of other laboratory-based teacher training methods, the revival of empirical analytical research, and introduction of video into educational settings are presented. Also presented are: adaptations, developments, and uses of microteaching in Europe; a comparison of the United States and European approaches; and a discussion of research on microteaching in Europe. An extensive list of 174 references is included. (LL)

In recent years, celebrity activists have garnered international media attention for attempting to raise the visibility of issues that might not otherwise make the evening news. This paper analyzes salvation frames in media coverage of celebrity activism in Africa, specifically the strategic deployment of Christian rhetoric by U2 frontman Bono in his efforts to increase Western aid to Africa. Celebrities ground their actions in the Third World and their advocacy in the United States on the premise that their campaigns influence world leaders and citizens to aid nations that would otherwise be ignored. Bono's speeches and writings, along with news and popular media representations, function to construct the United States as a benevolent Christian nation, which orientalizes Third World nations in contrast. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

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.

The 2011 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 30-November 1, at the Hyatt Regency, Indianapolis, Indiana. This publication presents the papers presented during the proceedings. These are: (1) Adult Education as a Panacea to the Menace of Unemployment in Oyo State, Nigeria (Samuel Adesola); (2) Proverbs as Foundations of Lifelong Learning in Indigenous African Education (Mejai B.M. Avoseh); (3) The Challenges of Raising an Ideal African Family in America (Mejai B. M. Avoseh, Gbenga Fayomi, and Abimbola Simeon-Fayomi); (4) Re-Thinking Faculty Development in Higher Education: Lessons from the Developing World (John M. Dirkx); (5) Intercultural and Cross-Disciplinary Perspectives of Non-Traditional Adult U.S. Students on Globalisation (Emmanuel Jean Francois); (6) Continuing Professional Development for Teachers in Rural Siberia (Wendy Griswold); (7) A 2011 International Shortened Version of the History and Philosophy of Andragogy (John A. Henschke); (8) Transitioning Law Enforcement Training from Teacher Centered to Learner Centered: A Caribbean Context (Yvonne Hunter-Johnson and Waynne B. James); (9) Adult Education Programs and HIV/AIDS Awareness in Sub-Saharan Africa (Alex Kumi-Yeboah and Waynne James); (10) Not so Universal: East Asian Doctoral Students' Perspectives on Critical Reflection at U.S. Universities (Hyun Jung Lee); (11) Girls Follow Me! Issues and Challenges of Non-Formal Mentoring of Female Academics in a Nigerian University (Simeon-Fayomi Bolanle Clara and Fayomi Abimbola Olugbenga); (12) An Analysis of the Literacy Competence and Highest Schooling of Mine Workers in South Africa (Antonie Christoffel Smit and Andile Mji); and (13) Uses for Instruments Designed to Measure Intercultural Sensitivity Competencies: A Comparative View (Melanie L. Wicinski). Individual papers contain tables, figures, footnotes and references. [For the 2010 proceedings, see ED529427.]

Sudan, as one of the postcolonial nation-states in Africa, has one of the most complex societies brought together by colonial masters. Its hard-won independence from the British colonial rule has not brought forth what many Sudanese had hoped for. It rather ignited north-south civil war, which has become one of the longest and brutal civil wars on the African continent, claiming more than 2 million lives. This paper aims at exploring how The New York Times represented the southern Sudanese conflict and what such representation obscured about the reality of the conflict. To this end, 45 news articles published in The New York Times from 1989-2005 were analyzed through a critical discourse analytic method with the use of frame analysis as a strategy. After the analysis of the news discourse, it is argued that The New York Times encoded the complex story of the war in binary poles characterizing it as ethnic and religious war taking place between the Arab and Islamic north on one hand and the black Africans, whom it claims are mostly Christians, in the south. Through such ethnic and religious reductionist representation of the conflict, the Times obscured, among other variables, colonial history, and politico-economic and geopolitical factors that have played a fundamental role in the southern Sudanese conflict. Although ethnicity and religion might have served as a catalyst to the conflict, the paper argues that a comprehensive understanding of the southern Sudanese conflict would be illusive without placing the colonial history, politico-economic and geopolitical factors at the heart of our analysis. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Sudan, as one of the postcolonial nation-states in Africa, has one of the most complex societies brought together by colonial masters. Its hard-won independence from the British colonial rule has not brought forth what many Sudanese had hoped for. It rather ignited north-south civil war, which has become one of the longest and brutal civil wars on the African continent, claiming more than two million lives. Recently, the Darfur conflict has erupted in the western front with tragic consequences. This paper aims at exploring how The Christian Science Monitor represented both the southern and western (Darfur) Sudanese conflicts and the implication of such representation for the U.S. audience understanding of the reality of the twin conflicts. To this end, a total of 51 news articles published in The Monitor (from February 1989-June 2004 for the southern and from March 2003-March 2006 for the Darfur conflicts) were analyzed through a critical discourse analytic method with the use of frame analysis as a strategy. After the analysis of the news discourse, it was argued that The Monitor framed the complex story of the southern war in binary poles characterizing it as ethnic and religious war taking place between the Arab and Islamic north on one hand and the black Africans, who it claims are mostly Christians, in the south. On the other hand, The Monitor represented the Darfur conflict (where 98% of its population is Muslim) as one rooted in ethnic/race difference. What is more, The Monitor portrayed the warring parties--the rebels and the Sudanese government--as victims and oppressor, respectively. It depicted the Sudanese government as Arab and Islamic fundamentalist, whereas it portrayed the rebels as black Africans (who are mainly Christians--in the case of the southern rebels) fighting for freedom. In doing so, The Monitor categorized the Sudanese Arabs on one hand and black African Sudanese on the other as if they were monolithic and homogenous societies, and failed to account for differences within each group. Through such ethnic/racial and religious reductionist representation, The Monitor fixed and essentialized ethnic/racial and religious differences, and thereby obscured context and history. The paper, thus, argues that The Monitor's representation of the twin conflicts was ideologically colored. As far as the implication of The Monitor's portrayal of the twin conflicts for the U.S. audience understanding of the reality of the conflicts is concerned, the paper argues that given that most U.S.audience experience the Sudanese conflicts only in a mediated form, there is a likelihood that the media (of which the Monitor is one) image of the conflicts would remain their (U.S. audience) image of the conflicts. This is because as Lippmann (1965) once noted, "the only feeling that anyone can have about an event he [she] does not experience is the feeling aroused by his mental image of that event" (p. 9). ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

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.

These proceedings begin with the schedule, conference committee membership lists, and detailed agenda of the 1997 conference of the Academy of Human Resource Development, which explored the future of human resource development (HRD). Presented next are papers on HRD from scholars affiliated with organizations from 12 countries. The papers are grouped by the conference's 34 symposium topics: university instruction in HRD; evaluation in HRD; strategic HRD; international HRD perspectives; informal workplace learning; enhancing team performance; research issues in HRD; adult learning in the workplace; changing organizational forms; instructional technology; work analysis and expertise; work force issues facing HRD; essential competencies for internal and external organizational development consultants; transfer of learning; learning organization practices; university HRD programs; HRD and performance outcomes; contextual learning issues; organization development and change; integrity in HRD; assessing the learning organization; leadership and executive development; advancing the profession through journals; charting the future of HRD; measurement and research tools; the purpose and place of HRD; global HRD; motivation to learn and perform; enhancing individual readiness; linking HRD practice and research; career issues in organizations; performance improvement processes; management development; assessing employee skills; and individual learning issues. (MN)

Eleven papers are presented from the International Round Table on Vocational Training and Employment. Introductory materials are the program and list of participants. The papers are as follows: "Evolution de la Formation Professionnelle en Afrique et Contribution du Ciadfor au Cours de la Derniere Decennie" (in French); "Educacion, Empleo y Formacion Profesional en Venezuela" (Rita Pucci de Liprandi, in Spanish with an English summary, "Vocational Education and Training in Venezuela"); "Labour Policies, Employment and Training: An Overview of the Fondazione Giacomo Brodolini" (Leonello Tronti); "Vocational Training and Employment in Czechoslovakia" (Jaromir Coufalik); "Review of Vocational Training Programmes of Selected Developing Economies of Asia-Pacific Region" (A. M. A. H. Siddiqui); "Country Paper--Arforghe (Tunisia)" (Abdessalem Ajmi); "Current Vocational Training in Latin America" (Joao Alexim); "Vocational and Technical School in China and Prospects of International Cooperation" (Y. N. Chen); "Interaction between Secondary Education and Productive Work in China" (Qian Tang); and "Education and Training for Employment in the United States of America" (Ray Ryan). (YLB)

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2015: World Conference on E-Learning" took place in Kona, Hawaii, October 19-22, 2015. This year's E-Learn conference again covered many different topics from the ever-present MOOCs to learner analytics to more rare topics such as personal innovativeness and semantic text theme generation. There are over 300 papers covering these topics in the proceedings. The following are the award papers presented at the conference: (1) Implementation of the Inverted Classroom Model for Theoretical Computer Science (Karsten Morisse); (2) Students' Conceptual Understanding of Leadership in a Global World: Learning via a Web-based Simulation of Political and Economic Development (Seungoh Paek and Daniel L. Hoffman); (3) Ready to Practice? Learning Skills Using Digital Simulated Patients (Nataly Martini, Ashwini Datt, Anuj Bhargava, and Craig Webster); (4) Mobile Learning for Students with and without Disabilities in K-12 Educational Setting (Jingrong Xie and James Basham); and (5) Using ADDIE to Design Online Courses via Hybrid Faculty Development (Michelle Read, Gwendolyn Morel, and Danyelle Hennington). [For the E-Learn 2014 proceedings, see ED602926.]

Since the end of the colonial era in northeast, central, and southern Africa a power vacuum has evolved and manifested itself with catastrophic results. From this vacuum has emerged the problems of terrorism and state sponsored genocide. With the military and political presence of the Western nation-states in the Middle East and Central Asia, Islamic extremist organizations have relocated and opened a new front in the "war on terror." An important piece of the situation in Africa is the newly formed conflict between the northern African Muslim population and the predominantly Judeo-Christian Sub-Saharan African population. With the numerous national, regional, religious, and governmental flash points, any individual or group from any country can gain access to the continent and sustain a base of operations with near impunity. A good example of this is when Osama bin Laden moved his area of operations to Sudan once he was ejected from his native Saudi Arabia. The objective of this paper will be to analyze the current and relevant situations in Africa that directly apply to the United States and the emergence of this third front in the "war on terror." ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

These 24 papers represent the proceedings of a program presented by the research network on vocational education and training (VET). They include "School-Arranged or Market-Governed Workplace Training?" (Ulla Arnell-Gustafsson); "Prospects for Mutual Learning and Transnational Transfer of Innovative Practice in European VET" (Alan Brown, Jens Bjornavold); "Powerful Learning Environments in Vocational Education" (Elly de Bruijn, Trudy Moerkamp); "Searching for the Meanings of Learnings at Work" (Kaija Collin); "Induced Labor Mobility Through Continuing Vocational Training" (M'hamed Dif); "Expectancies and Realities--Evaluations and Research on Engineering Students' Experiences of Their First Semesters" (Elinor Edvardsson-Stiwne, Dan Stiwne); "International Dimension in Dutch VET" (Wil Van Esch); "Demand of Education as a Strategic Demand in a Context of Job Rationing and Job Scarcity" (Benedicte Gendron); "Learning and Work Experience" (Toni Griffiths, David Guile); "Alternance and Workplace Training: Interns' Experiences" (Marcelle Hardy, Carmen Parent); "FLEX-VET Project in Finland: Vocational Training Including Mechatronics and the Training Needs of the Finnish Metal Industry" (Lilli Heiskanen, Pauliina Jokinen); "Learner/Manager's Uncertainty of Their Capacity for Innovative Problem Solving: Information-and-Communication Technology Based Solution" (M.E.A. Holmes, S.A. Geertshuis, D. Clancy, A. Bristol); "'Key Qualifications'--A New Framework for Analyzing the Modernization of Vocational Qualifications and Curricula" (Pekka Kamarainen); "What Can We Learn from Dually Oriented Qualifications?" (Sabine Manning); "End User Computing at a South African Technikon" (Cecille Marsh); "New Deal and the Colleges" (Ken Marsh); "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); "Special Features of the Finnish Labor Market and Challenges for Education" (Anne Rouhelo, Tarita Ruoholinna); "Factors Influencing Learners' Perceptions of the Quality of Computer-Based Learning Materials" (Sally Sambrook); "Exploring Capacity-Building" (Terri Seddon); "European Strategies for Reforming Initial Vocational Education" (Marja-Leena Stenstrom, Johanna Lasonen); "Human Resource Development (HRD) in Learning-Oriented Organizations in Belgium, the Netherlands, and the United Kingdom" (Saskia Tjepkema, Martin Mulder); "Factors Influencing Change in a Scope of Individual VET Qualifications" (Petr Vicenik, Maarit Virolainen); and "What Works in Enhancing HRD Effectiveness?" (Ida Wognum). (YLB)

The following are among the 56 papers included in this proceedings: "Contextual Factors Associated with Evaluation Practices of Selected Adult and Continuing Education Providers in Malaysia" (S. Ahmad); "The Professional Ethic and the Spirit of Post-Modernism" (P. Armstrong); "Transforming the Teacher-Student Relationship" (R. M. Bounous); "Humanistic Adult Education" (R. G. Brockett); "The Postmodern Challenge to Clarity" (S. Brookfield); "The Processes of Adult Learning" (L. A. Cavaliere); "Doing Interpretive Research in a Technocratic Age" (D. M. Chovanec); "Evoking a Global Consciousness" (E. L. Christensen); "Using Cluster Analysis in Adult Education" (G. J. Conti); "The Centrality of Meaning-Making in Transformational Learning" (B. Courtenay, S. B. Merriam, P. M. Reeves);"Knowledge and Self" (S. Courtney); "Nonparticipation in Adult Education Programs" (D. Davis-Harrison); "An Initial Pilot Scheme towards an International Comparative Adult Education Research Approach" (A. Duman); "Post-literacy in Niger" (P. Easton, L. M. Moussa); "Women's Continuous Learning in the Workplace" (T.J. Fenwick); "Women's Learning" (D. D. Flannery, E. Hayes); "The Impact of Language Functioning among African American Adult Learners in an Adult Basic Education Classroom" (D. Flowers, V. Sheared); "Informal Learning" (J. Garrick, P. Hager); "Some Recent Australian Research on Workplace Learning and Training" (A. Gonczi); "Adult Educators as Border Crossers" (A. P. Grace); "Cultural Pluralism as Adult Education" (T. C. Guy, L. O'Neill, A. D. Rose); "Family Literacy" (D. F. Hemphill, A. K. Allen); "Creating a Learning Organization, Creating a Controlling Organization" (S. L. Howell et al.); "The Professional Development of Adult Education Professors" (L. Hwang); "Metaphors across Models" (P. J. Ilecki); "Developing Critical Reflective Thinking among Church Leaders in Sub-Saharan Africa" (C. E. Kingsbury); "The Use of Learning Strategies" (R. C. Kolody, G. J. Conti); "Rediscovering Hope in a New Era" (M. Law); "Faculty Awareness and Use of Adult Learning Principles" (P. A. Lawler, A. D. DeCosmo, S. C. Wilhite); "A Descriptive Case Study of the Impact of Social Learning Experiences on Adult Female Inmates" (J. D. McKinney); "Learning that Comes from the Negative Interpretation of Life Experiences" (S. B. Merriam, V. Mott, M. Lee); "Impact of Economic Crisis and Structural Adjustment on Education and Training in Africa" (D. C. Mulenga); "Ingredients for College Success: Looking through the Eyes of African American Adults" (J. M. Ross-Gordon, F. Brown-Haywood); "Women Mentoring Women" (J. Stalker); and "Feminist Pedagogy and Adult Learning" (E. J. Tisdell). (MN)