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These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at education for prevention of HIV; helping African youth infected with HIV/AIDS through education; social exclusion of disabled young people; and education for social development of youth. The Committee on Globalization explores youth opinion on the task of reconciling rapid economic expansion with the specific interests of less economically developed countries. The Committee on Peace and Security in the Middle East attempts to find peaceful and feasible means to create peace and security in the region by primarily focusing on building trust between the two parties with the final objective of co-existence and establishment of an independent and recognized Palestinian State. The Committee on Disarmament and Defense proposes the implementation of a solution based on partial disarmament of nuclear, chemical, biological, and conventional weapons through confidence-building measures and multilateral weapons reductions. The Committee on Cultural Diversity and Tolerance focuses on these issues: exclusion, religion, minorities, indigenous peoples, gender, HIV/AIDS, media, and, most importantly, education. (YLB)

Eight contributed papers given at a general session of the International Federation of Library Associations and Institutions 1992 annual meeting are presented. These papers deal with a variety of library issues, and are generally, but not exclusively, focused on developing countries. The following papers are included: (1) "Community Information Centres in the Developing Countries with Special Reference to India" (V. Venkatappaiah and T. V. Prafulla Chandra); (2) "Managing University Libraries in Southern Africa in the 1990s: Perception of Challenges and Solutions" (L. Pakkiri); (3) "Thailand's Experiences in Strengthening Information Infrastructure: An Example of an Attempt To Develop the Asia and Oceania Information Infrastructure" (K. Choochuay); (4) "Information Policies and Government Guidance in Nigeria: What Hope for Rural Communities?" (L. I. Diso); (5) "Library and Information Services for Disabled Individuals" (S. Mishra); (6) "CD-ROM Implementation in Developing Countries: Impacts for Improving Services" (M. Keylard); (7) "National Information Policy and the Third World Countries" (K. Navalani); and (8) "Manpower Preparation for Development and Implementation of Information Policies" (S. ur Rehman). (SLD)

Seven papers delivered at the 1992 International Federation of Library Associations and Institutions annual meeting relating to regional activities are presented. These papers deal with library issues in Africa, Asia and Oceania, Latin America, and the Caribbean. The papers are: (1) "Designing National Information Policies in African: Process and Outputs" (K. J. Mchombu and K. Miti); (2) "Coordinating Documentation and Information: The Experience of Morocco. The Documentation and Information Sector: Its Nature and Particularities" (L. Battiwa); (3)"The Role of University Libraries in Establishing National Policies for Library and Information Services" (A. S. Chaudhry); (4) "The Role of the USP (University of the South Pacific) Library in Meeting the Information Needs of the South Pacific Region" (A. Rizio and J. Mamtora); (5) "The Information Needs of the Librarians of Developing Countries and the Palisades They Encounter in Obtaining These Information" (P. Perera); (6) "Public Libraries in the Framework of the Latin American and Caribbean Libraries Association" (M. E. Zapata); and (7) "Networks of Specialized Information Services in Latin America" (E. M. R. de Carvalho, I. Talamo). (SLD)

Eleven papers delivered at the annual meeting of the International Federation of Library Associations and Institutions for the Division of Management and Technology are presented. Some were presented at a roundtable on audiovisual media, and others are from sessions on library buildings and equipment, information management, and statistics in library management. The following papers are included: (1) "Sound Archives in All India Radio" (H. M. Joshi); (2) "International Market for Spoken Books" (V. Arora, I. Bell, and M. Jenkins); (3) "Talking Books in Arabic, Kurdish, Turkish, and Urdu" (S. Tastesen); (4) "Library Building in the Tropics: The Saint Martin Experience' (B. Hodge); (5) "Model Architectural Design of a Library: Advantages and Defects of the Soviet Experience" (A. Zimonenko); (6) "Automated Strategies for Social Development" (K. S. Oswalt); (7) "Computer and Software for Information Services: An Overview of Mexican Progress" (J. Lau and M. Castro); (8) "Adapting Technologies for Library Processing Projects: Africa, Asia, and South America" (A. R. Pierce); (9) "Librarianship: Profession, Semi-Profession or Mere Occupation?: Surveying the Process of Change and Development in British Librarianship Today" (M. Freeman); (10) "Probability, Statistics and Library Management" (S. K. Basu); and (11) "Le Mesure de la satisfaction des usagers: Statistiques et enguetes aupres du public" (M.-D. Heusse) (French text). (SLD)

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)

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)

The five papers in this collection examine the existing trends in the use of microcomputers in educational planning and management. In the first paper, "Reflexions sur l'Ordre du Jour" (French), Michel Saint-Germain addresses contextual factors surrounding the use of computers, priorities that must be accounted for before developing new software applications, and issues related to joint cooperation. In the second paper, "Computer (Software) Applications to Educational Planning and Management," Brent Edward Wholeben discusses trends in planning and management, priorities for software design and development, and cooperation between universities and specialized research centers. The education policy for international computing survey (in English and Spanish) is included. In the third paper, "Computer-based Educational Planning and Management in Africa: Current Trends," Boubacar Camara focuses on the growth of statistical applications and statistical databases, the design of information systems, and training workshops in computer literacy. In the fourth paper, "Software Application to Educational Planning: Notes on the Agenda," Habib Khan focuses on software applications to educational planning and the design and implementation of Education Management Information Systems. In the fifth paper, "Software Priorities for Educational Planning," Luis Valadares Tavares outlines the process of educational planning and notes the facets of that process that may be supported by appropriate software. (DB)

During the last 3 decades secondary education has become universal in most industrialized countries. Sub-Saharan African countries face special challenges to benefit from this international trend. The gap between these countries and the rest of the world in coverage, quality, and relevance of secondary education is widening. To address these issues, the Africa region of the World Bank, in cooperation with African educators and institutions, launched the "Study on Secondary Education in Africa" (SEIA). The SEIA study is executed in two phases from 2002 to 2004. During the first phase data and reports are produced; the second phase disseminates results and conducts regional workshops to discuss ways to improve secondary education in Africa. This publication contains presentations made by World Bank staff and consultants during the December 2001 UNESCO/BREDA (United Nations Educational, Scientific, and Cultural Organization/Regional Bureau for Education in Africa)--World Bank Regional Workshop in Mauritius (Africa) on the "Renewal of African Secondary Education." Following a Foreword and Introduction, papers in the publication are: "Secondary Education in Africa (SEIA)" (J. Bregman; S. Stallmeister); "Education Policies and Reform in South Korea" (Gwang-Jo Kim); "Renewal of Secondary Education Curricula and Assessment in South Africa" (S. J. Howie); "Recent Reforms of Science, Mathematics and ICT Education in the Netherlands in Basic and Secondary Education" (M. Pieters); and "Effective Monitoring of the Quality of Education" (F. J. M. A. Rameckers). (BT)

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)

These conference papers report on interim outcomes of investigations conducted at the German Institute for International Educational Research. An opening address, "Education, Democracy and Development in a Period of Revolutionary Change" (Wolfgang Mitter), is followed by four sets of papers. The first set, "European Community," includes "European Dimension, Multiculturalism, and Teacher Training--Experience in a Network of Training Institutions" (Christoph Kodron) and "Democratic Legitimation and the Educational Policy of the European Community" (Ulrich Schaffer). Next, "Post-Communist Societies" presents "School Development in the East German Federal States and the European Context" (Hans Dobert); "Upheavals in Hungarian Education" (Martas Gutsche); "First Projects of Functional Literacy in the New Federal States of Germany" (Gerhard Huck); "Comparative Education between Ideology and Science on the Self-Concept and the Evolution of the Discipline in the GDR" (Bernd John); and "Global Changes and the Context of Education, Democracy and Development in Eastern Europe" (Botho von Kopp). The third section, "Asia and Africa," offers "Inspiring Achievements and Hard Tasks Ahead: A Study on the Recent Development of Literacy Education in the People's Republic of China" (Fu Li); "UNESCO's Environmental Education Efforts in the Tanzanian Context" (Gerhard Huck); and "The Japanese University in a Changing Context: More Market or More Regulation?" (Botho von Kopp). Finally, "Research Projects in Progress" contains the papers: "School as a Place of Socialization and Learning--an International Comparison on School Reality: Description of the Project" (Peter Dobrich); "Intra-national Comparson of Instructional Time, Time in School, and School-related Time in Bavaria, Hamburg and Hesse" (Wolfgang Huck); "Time for School--Initial Results from an International Comparison" (Wolfgang Huck); "Immigrant Children and Special Education: The Situation in Germany" (Andrea Mertens, Dirk Randoll); "Effects of Mainstreaming in Schools: Results from Empirical Studies in Two European Countries" (Dirk Randoll); and "Recent Trends in All-day Schooling and Child Care in Some European Countries" (Gerlind Schmidt). (LL)

Progress made by African governments toward improving their educational policies is described in this collection of papers, which were presented at a conference cosponsored by the World Bank and the U.S. Agency for International Development (USAID). Since the mid-1980s, several educational policy adjustment programs have been initiated in Sub-Sahara Africa. This document examines these policy efforts, drawing on reports from government leaders and donor representatives from Ghana, Malawi, and Senegal. Three issues are addressed: the types of policy and budget changes; the effects of central policy change on the local school and community; and ways in which policy adjustment programs can strengthen institutions. Contents include: "Education Policy Adjustment," by Bruce Fuller and Aklilu Habte; "Policy Reform to Raise School Quality," by Edward Ngaye; "Ghana's Policy Adjustment Initiative," by Vida Yeboah; "Social and Political Constraints on Education Reform," by Birger Fredriksen; "Inducing and Monitoring Policy Change," by Frances Kemmerer; and "Lessons Learned?" by Bruce Fuller. Three figures and two tables are included. Distributors of World Bank publications and lists of recent World Bank and Africa Technical Department Series discussion papers are included. (44 references) (LMI)

This publication presents a series of papers on the role of the university world wide in advancing universal literacy. Chapter 1 looks across the Asian and Pacific Region and shows the large regional disparities which exist in addressing literacy issues at the university level. The second chapter describes the magnitude of illiteracy in the Caribbean and the regional character of the University of the West Indies with its strengths and limitations in the expansion of literacy provisions. Chapter 3 provides a critical discussion of the context in which adult literacy is addressed in North America. The fourth chapter contains an account of the great need for universities in the Arab States to address all of the areas in which they might contribute to literacy. The fifth chapter discusses the advances made by African universities in responding to their social service responsibilities as well as periods and instances when literacy has received a low priority. The final two chapters provide personal perspectives on specific literacy related topics. One article reflects on attitudes towards adult learners' writing and its place in the academy, and the other addresses the broader issue of literacy in the university and the international economic order. (JB)

Four papers, focusing on hallmarks for success, which were given at the November 1985 Annual Conference of the Council on International Educational Exchange are presented. All discuss study abroad and set a context for successful institutional programming. An introduction by Paula Spier discusses the movement in American higher education to address its lack of information about the developing world by increasing opportunities for American students to have experiences in Africa, Asia, and Latin America as part of their academic degree programs. The four papers are as follows: (1) "Hallmarks of Successful Programs in the Developing World: The University of California" (William H. Allaway); (2) "Hallmarks of Successful Programs in the Developing World: The University of Wisconsin's College Year in India Program" (Joseph W. Elder); (3) "Hallmarks of Successful Programs in the Developing World: Academic Programs in Universities in Sub-Saharan Africa for Undergraduates" (Joe K. Fugate); and (4) "Hallmarks of Successful Programs in the Developing World: The Great Lakes Colleges Association Latin American Program" (Diane K. Snell). An afterword, by John G. Sommer, encourages study abroad as an experience of discovery of the world, one's own cultural roots, and one's self. (SM)

This paper is concerned with the teaching-learning strategy of the Primary Science Project of the Science Education Program for Africa. It was presented in the 1976 seminar of the International Institute for Educational Planning (IIEP) of the UNESCO in Paris. The document includes six sections: (1) The concept of a strategy; (2) Description of the strategy; (3) Advantages and disadvantages of outcomes; (4) Development and implementation in Ghana; (5) The role of formative evaluation; and (6) Implications. The description of the strategy includes influence of teachers' decisions, time for learning, goals of learning, content of learning activities, structure of learning sequences, pupils' role, influence of diagnostic feedback, ideological bases of the strategy, and origin of the strategy. The implications discuss curriculum planning policy, teacher training and allocation of resources. (HM)