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1. (Education: Sector Policy Paper. Third Edition) [In Arabic; Japanese].

Author

World Bank, Washington, DC. and Haddad, Wadi D.

Abstract

The present paper updates the World Bank's interpretation of education development and outlines a policy framework for lending for education. After chapters on the relationship between education and development and on the state of education development, the paper devotes a chapter to each of five issues: the expansion and equalization of educational opportunities, the internal efficiency of education systems, the relationship between education and work, the administration and management of education systems, and the costs and finance of education. Subsequent chapters examine external aid to education, review the World Bank's policies and program in lending, and consider the future policies and program of the bank. The policy framework of the bank is outlined in five principles that reflect the five issues discussed earlier. Extensive tables are appended. (IRT)

Published
1980

2. A Help To Start Research/Practice That Facilitates Self-Directed Learning in a Japanese Language Class: 50 Questions That Promote Research [and] Related Bibliography.

Author

Ariizumi, Yoshihiko

Abstract

This paper presents 50 questions that promote research/practices to facilitate self-directed learning in Japanese language classes. The questions are divided into the five following categories: (1) general questions and general research methodology issues (e.g., Why is it important to nurture self-directed learning?); (2) learners' readiness for self-directed learning and learners' typology in terms of self-direction (e.g., How can students' failure in self-directed learning be investigated as a case study?); (3) structural or phenomenological investigation of self-direction (e.g.; What is the structure of the current educational system that hinders self-directed learning?); (4) roles of facilitating self-directed learning (e.g., What is the role of the teacher who facilitates self-directed learning?); and (5) ways to develop systems through which it is possible to foster self-directed learning (e.g., What is the rationale for administering a measurement of the level of self-direction at the beginning of a course?). The Japanese version of this paper is included. (Contains 132 references.) (SM)

Published
2003