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This booklet, written in English, Spanish, and French, describes the foundation and reasoning behind the partnership to Focus on Resources on Effective School Health (FRESH), making the case that an effective school health program: responds to the greater number of school-age children and the greater proportion of those children attending school; increases the efficacy of other investments in child development; ensures better educational outcomes; achieves greater social equity; and is highly cost effective. The booklet also explains why the following basic components of a school health program should be made available together in all schools: health related school policies; provision of safe water and sanitation (the essential first steps toward a healthy physical learning environment); skills based health education; and school based health and nutrition services. Finally, the booklet provides strategies for fostering effective partnerships between education and health sectors, teachers and health workers, schools and community groups, and students and people responsible for school health programs. (SM)

This document, which includes German, English, and French translations of all text, outlines the 1998 work program of the European Centre for the Development of Vocational Training (CEDEFOP). The document begins with an executive summary and a brief foreword. Presented next is an overview of how CEDEFOP will serve as an interface between research, policy, and practice by analyzing, exploiting, and disseminating the results of research conducted by the European Union's member states. The next three sections detail the activities planned to advance the three themes of CEDEFOP's 1998 work program. The following are among the objectives and activities discussed: developing knowledge and expertise (projects promoting competencies and lifelong learning, monitoring developments in the EU's member states, and serving European mobility and exchanges); stimulating debate among vocational education policymakers, researchers, and training practitioners (study visits program, Agora Thessaloniki, cooperative policy development, support for research cooperation); and keeping people informed about developments in vocational education through information services and dissemination activities (publications, library and documentation services, CEDEFOP's "electronic training village," other promotional activities). Appended are the following: a list of CEDEFOP's medium-term priorities (1997-2000), a budget outline, a list of planned publications, a list of principal meetings planned, and an organization chart. (MN)

The use of learnware by human resources sector councils and industry associations in Canada was examined to identify critical success factors in the use of technology-based training. Eight case studies--four involving sector councils and four involving industry associations that either have national mandates or distribute their products across Canada through ties to provincial organizations--were reviewed. Of the case studies, three involved learnware that was already completed and in distribution, three involved learnware in the prototype stage, and two involved organizations in the process of assessing the potential for learnware to be an effective tool for the organization. Analysis of the case studies revealed six critical factors that are fundamental to successful learnware projects: partnerships; learner needs identified; content with credibility; sufficient market; appropriate delivery platform; and links to accreditation. The six case studies with learnware in distribution or the prototype stage all relied on partnerships, both in the development and delivery of their product. The case studies illustrated that production and distribution of learnware requires the marshaling of resources that are not usually resident in any one body and the investment of knowledge and expertise against future earnings. English and French versions of the report are included. (MN)

This document examines the trend of school partnership both inside and outside the educational system. The report asks three questions: what is motivating European partners?; is the phenomenon of partnership really European?; and is this the end of the school of Jules Ferry? School partnership history, strategy, and axiomatics or rules are outlined. Partnership is seen as a catalyst for new educational dynamics and as a tool for new societal dynamics. The document contains seven chapters. Chapter 1 offers a contemporary overview of education, the family, the work, the politics, and society. Chapter 2 addresses the history of school partnership. Chapter 3 examines cultural pluralism as a new paradigm and how that links with the concept of partnership. Chapter 4 asks who might best run the school partnerships in a united Europe. Chapter 5 inquires if school partnership is a European issue. Chapter 6 examines strategies for partnership. Chapter 7 explores whether the era of the school of Jules Ferry has ended. Chapter 8 focuses on a catalyst for new educational dynamics, while chapter 9 looks at tools for new social dynamics. Chapter 10 offers some concluding thoughts. A 23-item bibliography completes the document. (RH)

Innovation has become common fare in all phases (preservice, induction, inservice) of the teacher education continuum. This review of the literature looks at innovative practices since 1987. Six chapters elaborate on innovations in teacher education from different vantage points. The first chapter includes a rationale for the review and summarizes review findings. Chapter 2, "Trends and Themes," situates innovations within the context of educational reform and introduces key innovative themes (collaboration, integration, reflection, experience, and inquiry). Chapter 3, "Innovations by Teachers and in Schools," presents a framework which groups innovations by personal or social form, structure, source, and participant involvement. "Innovations for Teachers Within/Across Organizations," the topic of chapter 4, highlights organizational initiatives introduced to support teacher development. Chapter 5, "Towards a Fundamental Purpose for Innovations," examines different levels of purpose (functional, structural, and visionary). The final chapter, "Present and Future Directions," offers a speculative analysis of innovative trends and possibilities. Appendix A provides references by the continuum (preservice, induction, inservice, and across the continuum); Appendix B provides references on innovations by teachers and in schools (individual, pair and group approaches); Appendix C provides references on innovations for teachers and within/across organizations (support systems, centres, partnerships). (LL)

Noting that the number of work-related child care centers has nearly doubled in the past 10 years in Canada, this report, in both English and French, details a study examining the current practices pertaining to work-related child care in Canada. The report highlights the best examples in this area and discusses what has been learned from the experiences. The study gathered information through a series of interviews with the directors of 51 work-related child care center directors from all regions in Canada, representing about 1 in 7 work-related Canadian centers. The study's findings revealed that the relationship between a child care center and the workplace can take a variety of forms, depending on the needs, resources, and priorities of each partner. Examples illustrate a range from full integration of the center into the company's structure to the leasing of space. Some examples demonstrate the importance of conducting a market study before developing a work-related center to determine whether workers truly need child care services, whether these needs warrant commitment from the employer or union, and whether a work-related child care center is the best way of meeting these needs. The report notes that a good market study can contribute to developing a service that meets workers' specific needs with respect to fees, business hours, registration options, and services. The report includes detailed profiles of 14 of the 51 participating work-related child care centers. Research needs are identified related to child care approaches, unions and government role, and case studies on less successful programs. A list of participating centers and a copy of the questionnaire completes the report. (Contains 10 references.) (KB)

Central governments' supply-side expansions of schooling have not equally benefited all members of society, especially girls, indigenous peoples, tribal groups, disadvantaged minorities, and the poor. Public spending on education is often inefficient, higher education is subsidized at primary education's expense, and costs are becoming insupportable. To tackle such issues, some governments are exploring demand-side financing, whereby public funds are given directly to individuals or institutions on the basis of expressed demand. Use of decentralized, demand-side financing mechanisms (like vouchers and stipends) is common in member countries of the Organisation for Economic Cooperation and Development. After defining several mechanisms, this booklet provides some country examples aiming to increase school enrollment: stipends in Bangladesh, community financing in Chad, targeted bursaries in China and Mexico, voucher schemes in Colombia, assistance to private schools serving poor children in the Dominican Republic and Pakistan, student loans in Jamaica, and community grants in Pakistan. Program success depends on beneficiaries' involvement and support, parents' active participation, private-sector schools' involvement, partnerships with commercial enterprises, flexibility, capacity building, cultural relevance, equity principles, and transparent fund transfer formulas. (Contains 47 references.) (MKW)

Asking the question, "What might a good university international development project look like?" this book examines a number of university international development projects, encompassing foreign student intakes, student exchange programs, faculty research and teaching, extension education, and business and public service advisory projects. The first of five parts reviews perspectives on development and the principles and processes of international partnerships. The second, third, and fourth sections explore projects ranging from first-generation individual and short-term activities, to second-generation more structured international projects and their cycles, to third-generation open-ended projects and networks. Matrices provide contrasting frameworks, indicative of Northern and Southern perspectives and ideas are offered about how universities might generate additional benefits or reduce costs. Part 5 explores issues related to institutional management and capacity building. Appendices include: a copy of a 1991 statement concerning environmentally sustainable development issued by a gathering of university representatives in Halifax, Canada; a summary of the important facets of linkage; an abstract of ideas from the Centre for International Programs, University of Guelph (Ontario); the seven fundamental principles of the Red Cross and Red Crescent movements; an Association of Universities and Colleges of Canada (AUCC) survey on internationalization; and excerpts from AUCC's publication "UniWorld." (Contains 40 references.) (CH)

In an effort to improve cooperative education (CE) programs, or those which formally integrate academic studies with work experience, in the New Brunswick Community College System (Canada), a study was conducted to explore the current status and structure of existing CE programs and determine approaches for future program development. This report presents findings from the first phase of the study which consisted of personal and telephone interviews conducted from June to July 1995 with personnel at provincial government agencies and community college systems. The first section describes the background to the study, while the second section provides an overview of CE in New Brunswick, Ontario, and Nova Scotia. This section also describes comparative student placement outcomes for New Brunswick and Nova Scotia, indicating that in 1994-95 the provinces placed 115 and 377 students, respectively. The third section discusses the following perceived issues and obstacles for CE development in New Brunswick: (1) uncertainty in the mandate, direction, and profile of cooperative education within the system; (2) difficulty in finding work placements for students; and (3) declining financial resources for coordinators, students, and employers. The final section focuses on recommended courses of action, highlighting the need for information regarding outcomes of existing programs, issues and opportunities in the eyes of the partners, and the need to develop an administrative framework for future operation. Appendixes include a list of interviewees, a federal funding guide for applicants, a table of students in CE programs in Canada and by province in May 1995, and a definition of CE. Contains a seven-item list of suggested reading references. (TGI)

These minutes summarize the New Brunswick Forum for Action on Leadership in Career Development, which was the third in a series of provincial forums being conducted throughout Canada to stimulate dialogue among a spectrum of labor market partners and develop an action plan to support career development in Canada's provinces. The following items are included: summaries of opening and closing comments and forum objectives; list of key questions for forum deliberations; and background information on the five forum issues (leadership and standards; coherence in the delivery system; outcomes, evaluation, and accountability; training for practitioners; and professional and technical support). Also included are summaries of the following working group presentations: "Leadership and Standards" (Keith Helmuth, presenter); Working Group 2A "Coherence in the Delivery System" (Humphrey Sheehan, presenter); Working Group 2B "Coherence in the Delivery System" (Claire LePage, presenter); and "Outcomes, Evaluation and Accountability" (Joan Green, presenter). Appendixes constituting approximately 90% of the document contain the following: forum agenda; overhead transparency masters; handouts; descriptions of initiatives underway or planned in New Brunswick in relation to the forum issues; flipchart notes from the forum working groups; and lists of participants and mailing addresses of all forum participants and invitees. The French version is included. (MN)

This document profiles six successful literacy partnerships between Canadian community colleges and public/private agencies. The following partnerships are examined: an adult basic education program provided through a partnership between New Brunswick Community College and the Correctional Service of Canada; a workplace literacy program offered jointly by George Brown College and the Labour Council of Metropolitan Toronto and York Region; a deaf literacy project sponsored by Red River Community College, the Society for Manitobans with Disabilities, and the Winnipeg Community Centre of the Deaf; the Effective Reading in Context Program, which is a partnership between Keyano College and the synthetic crude oil producer Syncrude Canada, Ltd.; SARAW (The Student's Voice), which is a talking computer program designed for severely disabled adults through the joint efforts of Capilan College and the Neil Squire Foundation; and I-CARE (Individualized Community Adult Reading Education Program), which has evolved as a partnership among Douglas College, surrounding communities, libraries, and community agencies. Each profile contains background information on the program's partners, program objectives, and innovations that have made the program/partnership successful. Concluding the document are a discussion of the program and partner characteristics that make partnerships work and contact persons/addresses of the six partnerships profiled. (MN)