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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This document contains two papers on globalization versus localization from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). The first paper, "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li), examines techniques that may be used to motivate and support computer science learning, focusing on implications for Asia and particularly for mainland China. The second paper, "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S.C. Leh, Mei-Yan Lu, and Mei-Yau Shih), presents the perspectives of four panelists (four female Asian faculty members) on how the instructional technology field has influenced current faculty development, corporate training, in-service teacher education, and pre-service teacher education. (MES)

This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw.The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education. Following a foreword by Caroline Dyer, the following chapters are presented: (1) Positioning Insider-Outsider Research in the Contemporary Context (Lore Arthur, Elizabeth McNess, Michael Crossley); (2) 'Ethnographic Dazzle' and the Construction of the 'Other': Shifting Boundaries between the Insider and the Outsider (Elizabeth McNess, Lore Arthur, Michael Crossley); (3) Exploring the Concept of Insider' Outsider in Comparative and International Research: Essentialising Culture or Culturally Essential (Anna Robinson-Pant); (4) Constructing the Insider and Outsider in Comparative Research (Peter Kelly) (5) Beyond 'Insiders' and 'Outsiders' in Research for Education Policy-Making? The Discursive Positioning of the Researcher in International and Comparative Education (Nilou M. Hawthorne); (6) Mind the Gap: Reflections on Boundaries and Positioning in Research in International and Comparative Education (Claire Planel); (7) Methodological Challenges: Negotiation, Critical Reflection and the Cultural Other (Nicola Savvides, Joanna Al-Youssef, Mindy Colin, Cecilia Garrido); (8) Insider-Outsider-In Betweener? Researcher Positioning, Participative Methods and Cross-Cultural Educational Research (Lizzi O. Milligan); (9) Multiplicities of Insiderness and Outsiderness: Enriching Research Perspectives in Pakistan (Sughra Choudhry Khan); (10) Outside Inside, Inside Out: Challenges and Complexities of Research in Gypsy and Traveller Communities (Juliet McCaffery); (11) (Re)constructing Identities beyond Boundaries: Revisiting Insider-Outsider Perspectives in Research on International Students (Qing Gu); (12) Investigating Processes Underlying Identity Formation of Second Language Master's Students in UK Higher Education: Insiders or Outsiders (Hania Salter-Dvorak); (13) Coming Alongside in the Co-Construction of Professional Knowledge: A Fluid Approach to Researcher Positioning on the Insider-Outsider Continuum (Ed Wickins, Michael Crossley); and (14) Sharing Insights: How Culture Constructs and Constricts Knowledge (Maroussia Raveaud).

Six papers on interlanguage are presented. The first, "Language Transfer," experimentally tests Robert Lado's contrastive analysis principles on the transfer of language skills to second language acquisition. The second paper, called "Interlanguage," builds on this work in discussing the structured nature of interlanguage and autonomous material found in interlanguage that is in neither the native nor the target language. The third paper, "The Interlanguage Hypothesis Extended to Children," reports on data gathered in a Toronto French immersion program, showing that, at least in some settings, it is plausible to infer that young children do form interlanguages. The paper called "Systematicity/Variability and Stability/Instability in Interlanguage Systems" addresses a number of issues concerning variation in interlanguages, based on variable data from morphology, syntax, and semantics. The fifth paper, "Two Perspectives on Fossilization in Interlanguage Learning," looks at the "strong" and "weak" conceptions of fossilized language that argue for or against the inevitability of fossilization, and the potential for teaching communication under these conditions. The last paper, "Researching the Discourse Domains View of Interlanguage," summarizes recent work in this field, focusing, to some degree, on the application of discourse analysis to Southeast Asian languages and language instruction. A list of 142 references is included. (MSE)

A selection of papers on Asian population trends and educational development is presented in four parts. Part I defines the major components of Asian population growth as the rapid decline in mortality after 1945, relative increases in the population of less developed regions, accelerated fertility potential, and unequal distribution of wealth. Education is characterized by unequal opportunity and a high dropout rate in primary grades. Part II views rapid population growth as an obstacle to progress and discusses the shortage of capital, the employment dilemma, rising costs of services, social development, and the difficulties of setting educational priorities. Case studies are presented which focus on educational expansion and equality in Japan, Sri Lanka, Pakistan, Thailand, and Singapore. Part III focuses on rural-urban migration and highlights the problems of this migration with case studies of India, Japan, and Indonesia. Part IV discusses the need for educational innovation and suggests that planners redefine educational objectives more democratically. This section discusses international cooperation in education, radical policies for rural areas, local input into the educational system, and the importance of family planning. A selected bibliography is included. (Author/DB)

This publication on human welfare and technological innovation contains two sections. The first section examines the objectives and functions of technological innovation while the second section discusses the direction and analysis of technology transfer between Japan and other nations. Subtopics within the first section include: (1) characteristics of technology, (2) human and environmental problems associated with technology, and (3) countermeasures to offset the problems of increasing technology. Section 2 contains five subtopics dealing with Japan's technology and its relationship to Asia and the world. These subtopics analyze problems stemming from the change in the industrial structure of Japan, examine Japan's role in the international division of labor and in the energy crisis, discuss the characteristics of Japan's science and technology and her relations with the United States and the industrialized nations of Europe, analyze relationships in the international division of labor in Asia, and discuss the need to develop a new scale for perception of environmental quality. (Author/DE)

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]

The UNESCO International Meeting on Innovation and Excellence in TVET Teacher Education took place in Hangzhou/China in November 2004. The main aim of this conference was to establish a platform for discussion about improving the quality of Technical and Vocational Education and Training (TVET). The focal point was the development and implementation of an international Master Degree Standard in teacher and trainer education in TVET. One year later, in December 2005 the conference, from which this book derives its content, entitled "Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia," took place at the University of Tianjin in China. This conference represents an outcome of the close cooperation between InWEnt--Capacity Building International of Germany, the Ministry of Education (MoE) Beijing in China and the UNESCO-UNEVOC, International Centre for TVET, from Bonn in Germany, and set a precedent for the further development of Master degree programmes in TVET. At the conference, various existing Master degree programmes were discussed in the context of the international framework developed in Hangzhou. Thus, the structure and content of Master degree programmes of Asian universities were introduced and discussed with particular regard to the implementation of the international framework together with broader aspects of provision impacting on TVET. The book begins with key note papers which provide the reader with the (political) background to current developments in TVET. The subsequent three chapters summarise nineteen papers delivered by participants from different countries. Significant threads emerging from the conference presentations included debate and critical analysis of the identification of training needs, based on recent research findings and empirical evidence. In addition, discussions illustrated how standards in teacher and trainer education in TVET within the international Master Degree Standard could be implemented under different national and often frequently changing policy contexts. Following a preamble and editors' preface, the following key notes and papers are presented: (1) Importance of Developing and Implementing an International Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (Rupert Maclean); (2) Capacity Building in TVET Staff Development in the Context of International Cooperation (Harry Stolte); (3) Increasing the Profile and Professionalisation of the Education of TVET Teachers and Trainers (Felix Rauner and Joachim Dittrich); (4) The International Framework Curriculum for a Master's Degree in Technical and Vocational Education and Training (TVET): A Case Study of the Implementation of a Joint European-Asian Masters Degree Programme in TVET (Frank Bunnin and Klaus Jenewein); (5) International Master Degree in Technical Teacher Education: The Case of Islamic University of Technology (IUT) (Che Kum Clement); (6) Problems and Perspectives of Master's Degree Programmes for In-Service TVET Teachers: A Case Study at Tongji University (Zhang Jianrong and Le Yanyan); (7) Case Study: Example of Internationalisation through Development of a Master's Degree Dual Award between Anglia Ruskin University, UK and Otto-von-Guericke-University, Magdeburg, Germany (Gordon Bellamy and Frank Bunning); (8) On Problems and Countermeasures in TVET Master Education (Wang Wei-Bo and Diao Zhe-Jun); (9) Vocational Disciplines--What Could a General Framework Look Like? (Joachim Dittrich); (10) Modular TVET-Teacher-Training-System, Based on Teacher-Qualification-Standards--A Proposal of UNIP (Peter Gerds and Zhi-Qun Zhao); (11) Research for TVET Policy Development (Jon Lauglo); (12) Modular Employment Oriented Curriculum Development (Harry Stolte); (13) In-Service TVET Teacher Education and Training for Sustainable Development (Eb Trowe); (14) General Survey of a Sino-German Training Project for Teachers of Vocational Education (Wu Quanquan); (15) Virtual Learning Infrastructures for Process-Oriented Qualification of Teachers and Trainers in Germany (Gert Zinke); (16) Virtual Learning Community: A New Approach to Teacher Professional Development--Reflective Research into an eLearning Program of Intercultural Collaboration between China and the United Kingdom (Bangxiang Liu); (17) Experience and Perspective of the University-Based International Cooperation and Research (Tao Qiuyan, Gao Lin, and Bao Jie); and (18) VET from the Viewpoint of the Enterprises--New Challenges for Companies and Training Institutions (Winfried Heusinger). Appended is: International Conference on "Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia." (Individual papers contain references.) [This imprint was prepared by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training and published by InWEnt--Internationale Weiterbildung und Entwicklung gGmbH.]

Virtual Exchange (VE) is of great import to language and culture teachers and researchers but is also gaining popularity in other fields. However, around the world and in the Asia-Pacific region in particular, the number of exchanges is not high and the quality of those that exist needs to continue to improve. It is essential that the latest research and best practice can be disseminated to ensure VE develops further. In this edited volume, various researchers and practitioners provide firsthand perspectives, well-researched accounts of current situations, ideas for future exchanges, and areas in need of further development. We hope it will be of use to the VE practitioner and researcher alike. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This document contains the following papers on international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Attitudes of Malaysian Vocational Trainee Teachers towards the Integration of Computer in Teaching" (Ab. Rahim Bakar and Shamsiah Mohamed); (2) "Views from an Asian Bridge: How International Students See Us and Still Survive" (Richard Cornell and others); (3) "Creating Virtual Learning Communities in Africa: Issues and Challenges" (Osei K. Darkwa); (4) "ICTs for Learning: An International Perspective on the Irish Initiative" (Eileen Freeman and others); (5) "An In-Service Program in Applied Linguistics for Language Teachers" (Diana Jenkins and others); (6) "Virtual Exchange Program: Coming to a Computer Near You?" (Chris Junghans); (7) "An Overview of Information Technology on K-12 Education in Taiwan" (Greg Lee and Cheng-Chih Wu); (8) "Findings from the Project for the Longitudinal Assessment of New Information Technologies (PLANIT): 2000-2001" (Cesar Morales and others); (9) "Evaluation of the Girls Research Opportunities in Computing (Girls R.O.C.)" (A. Dale Mangoun and Charlotte H. Owens); (10) "Teacher and Student Attitudes toward Computers, 1999-2000: Findings from a Suburban Texas School District" (Gerald Knezek and Rhonda Christensen); (11) "Teachers and Students' Attitudes toward Computers in Mexico: Results of Phase 2000" (Cesareo Morales); (12) "Preservice Teachers' Attitudes toward Information Technology in Brunei" (Mint Swe Khine); (13) "Findings from Thailand for the Longitudinal Assessment of New Information Technologies" (Nanta Palitawanont); (14) "Multimedia in Chinese Elementary Schools" (John Ronghua Ouyang and James E. Yao); (15) "An Instrument To Measure Malaysian Teachers' IT Preparedness" (Wong Su Luan and others); (16) "An In-Service Program for Ecuadorian Teachers. The Innovation of Elementary Education in the Santa Elena Peninsula Project" (Martin Valcke and Katherine M. Chiluiza); and (17) "Critical Kiwi Chronicles: Technology and Teacher Education in New Zealand" (Cameron White). An abstract of the following paper is also included: "An Introductory Internet Skills Program for Teacher Education: Or from Practice to Theory: A Case Study" (Cameron Richards and Mita Bhattacharya). Most papers contain references. (MES)

This document contains three papers on human resource development (HRD) in Asia. "The Experiences of HRD Professionals Participating in Continuing Professional Development in Taiwan" (Yu-Shu [Jason] Chen) reports on a study that was based on the method of hermeneutic phenomenology and conducted to describe and interpret the experiences of Taiwanese HRD professionals participating in continuing professional development. "What Is It Like to Be a Taiwanese HR Practitioner Performing HRD Tasks?" (Ya-Hui [Bella] Lien, Gary N. McLean) discusses the following themes, which were identified during an interpretive study in which seven HRD professionals were interviewed about their daily work experiences as HRD practitioners: (1) HRD is one aspect of human resource management; (2) HRD is equated with training in Taiwan; and (3) HRD success relies on the visions and support of top management. "A Study of Human Resource Development in Indigenous Firms and Multinational Corporations in East and Southeast Asia" (Kenneth R. Bartlett, John J. Lawler, Johngseok Bae, Shyh-Jer Chen, Tai Wai David Wan) presents a comparative study that revealed significant differences in the attitudes of HRD professionals toward provision of short-term and longer-term job-related training in multinational and locally owned corporations in four Southeast Asian countries. All three papers include substantial bibliographies. (MN)

This document contains 14 papers that were developed for a 5-day international seminar-workshop at which representatives of multilateral agencies, governments, nongovernmental organizations (NGOs), women's organizations, feminist groups, and universities discussed gender issues in monitoring and evaluation of adult education. The following papers are included: "Monitoring and Evaluating Women's Educational Programs: Concepts and Methodological Issues" (Sara Hlupekile Longwe); "Women's Participation in Adult Education: The IALS (International Adult Literacy Survey) Data" (Sofia Valdivielso Gomez); "Monitoring Participation in Literacy and Continuing Education: The Dhaka Ahsania Mission Experience" (Ehsanur Rahman); "The Rene Moawad Foundation Experience in Lebanon" (Fady Yarak);"The Women in Enterprise Development (WED) Project: Monitoring and Evaluation Practices" (Myrna Lim); "An Evaluation of the Victoria Mxenge Housing Development Association from a Gender Perspective" (Salma Ismail); "The Mahila Samakhya Experience" (Lakshmi Krishnamurty); "Evaluation in Feminist Projects" (Beata Fiszer); "Evaluating NGO Work in Education for All from a Gender Perspective" (Berewa Jommo); "Women Participation: Bridging the Gap" (Celita Eccher); "Monitoring Education Programmes in Pacific Island Countries" (Margaret Chung); and "The Dawn Review of the ICPD (International Conference on Population and Development) Implementation in the South: Substantive and Methodological Aspects of Monitoring" (Josefa Francisco). Two tables examining the links between programs/activities and empowerment processes and indicators are appended, along with summaries of the accomplishments of the workshop's three working groups. One paper contains a substantial bibliography. (MN)

This collection of 12 essays is drawn from a May 1990 panel meeting in Paris, France in conjunction with a joint United Nations University/United Nations Educational, Scientific, and Cultural Organization project on "The Changing Role of the Universities." Papers are grouped into those on: the general role of the university, regional conceptions of the university, the economics of higher education, and strategies of learning. Essays include: (1) "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen); (2) "Evolution of Universities" (Yash Pal); (3) "Universities in the Post-Industrial Society" (Edward W. Ploman); (4) "The Role of the University in Asia in the 21st Century" (Ungku A. Aziz); (5) "Higher Education in Africa" (T. L. Maliyamkono); (6)"Education for All in Latin America in the 21st Century and the Challenges of External Indebtedness" (Fernando Reimers); (7) "The State Socialist Model of Higher Education: An Assessment" (Pal Tamas); (8) "Higher Education in Western Europe" (Wolfgang Mitter); (9) "Economics of Higher Education" (Mark Blaug); (10) "Global Learning" (Edward W. Ploman); (11) "Distance Education" (Jean-Marc Pottiez); and (12) "Using the Media" (Naomi E. Sargant). A discussion by Edward W. Ploman on provides concluding observations about the Paris meeting. (Some papers contain references.) (MSE)

The Conference on Software Engineering Education and Training (CSEE&T) is the premier international peer-reviewed conference, sponsored by the Institute of Electrical and Electronics Engineers, Inc. (IEEE) Computer Society, which addresses all major areas related to software engineering education, training, and professionalism. This year, as in previous years, the conference focused on three themes: (1) How can we incorporate leading-edge research developments into academic programs? (2) How can we ensure that academic programs match actual "real world" needs? and (3) What are the current and future issues in education and training for software engineering? Full papers presented in this proceedings include: (1) Changes in Transferable Knowledge Resulting from Study in a Graduate Software Engineering Curriculum (Ray Bareiss, Todd Sedano, and Edward Katz); (2) A Role-Playing Game for a Software Engineering Lab: Developing a Product Line (Sara Zuppiroli, Paolo Ciancarini, and Maurizio Gabbrielli); (3) The Exploration and Practice of Gradually Industrialization Model in Software Engineering Education--A Factual Instance of the Excellent Engineer Plan of China (Shu Liu, Peijun Ma, and Dong Li); (4) Learning to Write Programs with Others: Collaborative Quadruple Programming (Ritu Arora and Sanjay Goel); (5) Will They Report It? Ethical Attitude of Graduate Software Engineers in Reporting Bad News (A. S. M. Sajeev and Ivica Crnkovic); (6) Delivering Software Process-Specific Project Courses in Tertiary Education Environment: Challenges and Solution (Guoping Rong and Dong Shao); and (7) Experiences with Integrating Simulation into a Software Engineering Curriculum (Andreas Bollin, Elke Hochmuller, Roland Mittermeir, and Ladislav Samuelis). Additional sections include: (1) Workshops; (2) Tutorials; (3) Short Papers; (4) Work-in-Progress Papers; (5) Panel Sessions; and (6) Author Index. (Individual papers contain tables, figures, and references.)

This annotated bibliography documents the wealth of scholarship on gender and higher education in the Commonwealth, particularly in low-income countries. It contains the texts that do not reach the public domain, including conference papers, seminar papers and MA and doctoral theses. The aim is to present as full a picture as possible of issues, debates and concerns that have arisen over the past ten years. The bibliography originated in the Gender Equity in Commonwealth Higher Education Research Project. While there is literature on girls and education in low-income countries, there is little material published about women's experiences of higher education, despite the research on gender equity in higher education across the Commonwealth. "Researching Women" addresses this lack by describing the location and reviewing the content of writing from Africa, Asia, the Caribbean, Australasia and the UK. As such, it should be a valuable resource for gender scholars who are interested in international patterns and interventions for gender equity in higher education.

These volumes contain 40 papers examining the principles, policies, structure, and practice of lifelong learning worldwide. The following are among the papers included: "Towards a Philosophy of Lifelong Learning" (David Aspin, Judith Chapman); "Locating Lifelong Learning and Education in Contemporary Currents of Thought and Culture" (Richard Bagnall); "Lifelong Learning and Personal Fulfillment" (Robin Barrow, Patrick Keeney); "Political Inclusion, Democratic Empowerment, and Lifelong Learning" (Penny Enslin, Shirley Pendlebury, Mary Tjattas); "Lifelong Learning and the Contribution of Informal Learning" (Paul Hager); "Lifelong Learning, Changing Economies, and the World of Work" (John Halliday); "From Adult Education to Lifelong Learning" (Mal Leicester, Stella Parker); "Caring for the Adult Self" (James Marshall); "Lifelong Learning for a Learning Democracy" (Stewart Ranson, Glenn Rikowski, Michael Strain); "Lifelong Learning in the Postmodern" (Robin Usher); "Lifelong Learning Policies in Low Development Contexts" (David Atchoarena, Steven Hite); "Lifelong Learning Policies in Transition Countries" (Zoran Jelenc); "Lifelong Learning and the Leisure-Oriented Society" (Kaoru Okamoto); "Towards New Lifelong Learning Contracts in Sweden" (Kenneth Abrahamsson); "How To Make Lifelong Learning a Reality" (Philip McKenzie); "Schools and the Learning Community" (Judith Chapman, David Aspin); "Integrity, Completeness and Comprehensiveness of the Learning Environment" (Jan Visser); "Innovative Teachers" (Christopher Day); "Lifelong Learning and Tertiary Education" (Chris Duke); "Universities as Centres for Lifelong Learning" (Ruth Dunkin, Alan Lindsay); "Lifelong Learning and Technical and Further Education" (Nic Gara); "Lifelong Learning and the Learning Organization" (James Walker); "Community Colleges and Lifelong Learning: Canadian Experiences" (Paul Gallagher, William Day); "From Literacy to Lifelong Learning in Tanzania" (Alix Yule); "Lifelong Learning and the Private Sector" (William Hanna, Pierre Haillet); "Recent Trends in the Practice of Lifelong Learning and Adult Education in Russia" (Joseph Zajda); "Community Empowerment through Lifelong Learning in Developing Countries" (Sharmala Naidoo); "Lifelong Learning, the Individual and Community Self-Help" (John Wilson); "New Lives for Old: Lifelong Learning among the Indigenous Peoples of Taiwan and Canada" (Huang Tung-Chion, Akiyo Pahalaan, John Steckley); "Promoting Lifelong Learning in Developing Countries: The Institutional Environment" (Ravi Palepu); and "Learning in the Third Age" (Leslie Dale). Many papers include substantial bibliographies. (MN)

The assumption of a causal relationship between more schooling and lower fertility for women has led many governments to support women's education. However, understanding the nature and strength of the relationship between education and fertility remains a central challenge for scholars seeking to explain demographic and social change and for policymakers who must allocate scarce public resources. This book brings together analyses from several research perspectives to re-examine the relationship between education and fertility and to rethink conventional lines of logic in the education-fertility paradigm. The papers are: (1) "Introduction" (Caroline Bledsoe, Jennifer Johnson-Kuhn, and John Haaga); (2) "Female Education and Fertility: Examining the Links" (Ian Diamond, Margaret Newby, and Sarah Varle); (3) "What is Meant, and Measured, by 'Education'?" (Anthony Carter); (4) "Implications of Formal Schooling for Girls' Transitions to Adulthood in Developing Countries" (Cynthia Lloyd and Barbara Mensch); (5) "School Quality, Student Achievement, and Fertility in Developing Countries" (Paul Glewwe); (6) "Fertility, Education, and Resources in South Africa" (Duncan Thomas); (7) "Which Girls Stay in School? The Influence of Family Economy, Social Demands, and Ethnicity in South Africa" (Bruce Fuller and Xiaoyan Liang); (8) "Excess Fertility, Unintended Births, and Children's Schooling" (Mark Montgomery and Cynthia Lloyd); (9) "Women's Education, Marriage, and Fertility in South Asia: Do Men Really Not Matter?" (Alaka Basu); and (10) "Fertility and Education: What Do We Now Know?" (Parfait Eloundou-Enyegue). Each paper contains references. (KB)

This book reports on the expansion of open and distance learning during the past decade, examining ways in which open and distance learning for higher education has responded to the needs of the new society, and summarizing the lessons of recent practice for policymakers and educators. After an introductory chapter, "Open and Distance Learning for the New Society" (Keith Harry, Hilary Perraton), the six chapters of Part 1 ("Themes") are the following: "The Internationalization of Higher Education" (Denis Blight, Dorothy Davis, Alan Olsen); The Impact of Telecommunications" (Robin Mason); "Professional Reflective Practice and Lifelong Learning" (Patrick Guiton); "Flexible Learning and University Change" (Louise Moran, Brittmarie Myringer); and "The Costs of Distance Education (Thomas Hulsmann). Part 2 ("Regions") contains 15 papers organized by the regions of Africa, America, Asia, Europe, and Oceania: "Cooperation, Competition or Dominance: A Challenge in Southern Africa" (Tony Dodds, Evelyn Nonyongo, Jenny Glennie); "The Open University of Tanzania" (Geoffrey Mmari); "The University of the West Indies" (Ed Brandon); "Distance Education in Latin America: Growth and Maturity" (Fabio Chacon); "University Distance Education in Canada" (Douglas Shale); "The Bangladesh Open University: Mission and Promise" (Greville Rumble); "Distance Education in China" (Xingfu Ding); "The Open University of Hong Kong" (David Murphy, Yvonne Fung); "Developments, Networking and Convergence in India" (Santosh Panda); "Contemporary Distance Education in Taiwan" (Hung-Ju Chung);"Distance Education in Central and Eastern Europe" (Andras Szucs, Janet Jenkins); "Western Europe" (Hans-Peter Baumeister); "The European Commission and Open and Distance Learning" (Corinne Hermant-de-Callatay); "Distance Education in Australia" (Bruce King); and "The South Pacific: Kakai Mei Tahi" (Claire Matthewson, Ruby Va'a). The book concludes with an afterword, "Open Learning and/or Distance Education: Which One for What Purpose?" (John Daniel). Individual papers contain references. (KC)

The International Bureau of Education (IBE) is focusing its program activity on the adaptation of the content of education to the challenges of the 21st century. IBE's program has two components: integrating the concern of living together into the content of education; and adapting the content of education to cope with some of the challenges raised by a globalized world. This report is a compilation of presentations made during a regional workshop in New Delhi (India) in 1999 which catered to the concerns of South and South-East Asia. The report is divided into five parts. Part 1, "The Impact of Globalization on Curriculum Development," contains the keynote lecture which outlines the implications for education of the phenomenon of globalization and stresses the renewed urgency for curricula to promote peaceful coexistence and cooperation among pupils. Part 2, "Some Challenges for the Adaptation of Content Raised by the Principle of Learning to Live Together," presents key current concerns in curriculum reform. Part 3, "Interdisciplinarity, School-Based Management and Non-School Science Education: A Few Topics for Reflection by Curriculum Developers," includes three case studies from countries outside the Asian region. Part 4, "Current Trends in the Adaptation of Educational Content in South and South East Asia," focuses on the need for curriculum development to be a continuous holistic process aimed at real and meaningful change in the classroom. Part 5, "Country Papers on Curriculum Development from Selected States in South and South-East Asia," concludes the report. (BT)

Most of the papers in this volume were presented at a workshop in New Delhi (India) in April 1993, although some revisions and additions are included. Presenting primary evidence from India, Pakistan, Sri Lanka, and Bangladesh and existing survey and census data, the papers in this collection explore interrelated issues of women's autonomy, female education, and fertility reduction in South Asia. The causal link between female education and fertility change has been assumed by policy makers but actually has a weak theoretical and empirical basis. These papers challenge the notion that there is a universal and causal relationship between the education of women and declining levels of fertility and that schooling enhances female autonomy. It seems that schooling has been associated with major changes in society that have affected the position of women and have been, in general, associated with increased female autonomy, but that these changes in themselves have not been enough to explain the dramatic fall in fertility. The linkage of female schooling to the decline in fertility seems to be part of a much wider change in the position of the individual and family within society. (Contains 11 figures, 79 tables, and 280 references.) (SLD)

This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (David Kaufman); "Introducing Faculty to Cooperative Learning" (Barbara J. Millis); "Improving Laboratory Teaching" (Elizabeth Hazel); "From Shaping Performances to Dynamic Interaction: The Quiet Revolution in Teaching Improvement Programs" (Richard G. Tiberius); "Faculty Development Workshops and Institutes" (James Eison and Ellen Stevens); "Using the Teaching Portfolio to Improve Instruction" (Peter Seldin, and others); "Preparing the Faculty of the Future to Teach" (Laurie Richlin): "The Development of New and Junior Faculty" (Milton D. Cox); "Improving Teaching: Academic Leaders and Faculty Developers as Partners" (Mary Deane Sorcinelli and Norman D. Aitken); "Promoting Inclusiveness in College Teaching" (Nancy Van Note Chism and Anne S. Pruitt); "National-Scale Faculty Development for Teaching Large Classes" (Graham Gibbs); "The Impact of National Developments on the Quality of University Teaching" (George Gordon, Patricia A. Partington). An index is included. (Most papers contain references.) (JB)

This volume contains 15 papers on higher education in 13 East Asian societies as well as the region as a whole, including analysis of leading issues such as tyranny versus democracy and state-funded versus proprietary higher education. Following an editorial by A. H. Yee, the papers include: "The University of Tokyo: The Graduate School Reformation Project" (W. Mori); "Traditionalism versus Research and Development at Japanese Universities" (S. Yamamoto); "Higher Education in Hong Kong" (A. H. Yee); "Comparative Higher Education: Burma and Thailand" (Sunait Chutintaranond and Pracob Cooparat); "Malaysian and Singaporean Higher Education: Common Roots but Differing Directions" (T. G. Lim); "Higher Education in Indonesia: Its Development, Problems and Prospects" (S. Ranuwihardjo);"Development of Islamic Higher Education in Indonesia" (M. Nakamura and S. Nishino); "Higher Education in South and North Korea" (R. Kim and Y. S. Ahn); "Universities and Science in China: New Visibility in the World Community" (R. Hayhoe and W. Zhong); "The Difficult Path Toward an Integrated University and Community College System in Vietnam" (K. B. Do); "Higher Education in Vietnam: Historical Background, Policy, and Prospect" (J. Berlie); "Higher Education Regulation in the Philippines: Issues of Control, Quality Assurance, and Accreditation" (R. P. Cooney and E. Paqueo-Arreza); "Educational Supply and Demand in East Asia: Private Higher Education" (A. H. Yee and T. G. Lim); and "Educational Need and Economic Advancement: The Role of Vocational Education in the Republic of China" (T. F. Boyd and C. Lee). Most papers contain references. (JB)

This book contains 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows and the Internationalization of Higher Education" (Richard D. Lambert); (2) "Trends in Higher Education and Its Finance in Western Europe" (Gareth Williams) (3) "Globalization of Knowledge" (Steven Muller); (4) "Technological Change and the University: Impacts and Opportunities from Global Change" (Lewis Branscomb); (5) "Technology and the Role of the Universities in a Global Information Economy" (Gerhard Friedrich); (6) "Planning for Internationalization: Experience at the University of Pennsylvania" (Michael Aiken); (7) "'Internationalizing' the Liberal Arts College" (Stephen R. Lewis, Jr.); (8) "Responding to International Challenges at MIT" (Charles Vest); (9) "Next Steps to Meeting the Challenge" (Colin Campbell); and (10) "International Opportunities and Challenges for American Higher Education in Africa, Asia, and Latin America" (Fred M. Hayward). Includes an index. Most papers contain references. (JB)

This volume contains 13 papers on experiences with reform and innovation in higher education and their implications for developing countries. Four themes are highlighted: higher education and development, performance assessment, sustainable financing, and effectiveness in governance and management. The papers include: "Introduction: Improvement and Innovation in Higher Education" (Adriaan M. Verspoor); "The University System: Engine of Development in the New World Economy" (Manuel Castells); "Universities, Technological Change, and Training in the Information Age" (Martin Carnoy); "Economic Returns from Investments in Research and Training" (Edwin Mansfield); "Performance of Higher Education: Measures for Improvement. Evaluation of Outcomes" (Ulrich Teichler and others);"Performance Indicators for Higher Education: A Critical Review with Policy Recommendations" (Herbert R. Kells); "Enhancing the Financial Sustainabilty of Higher Education Institutions" (Adrian Ziderman); "Mechanics of Allocating Public Funds to Universities, Their Implications on Efficiency and Equity" (Edita A. Tan); "Foreign Assistance for University Development in Sub-Saharan Africa and Asia" (Thomas Owen Eisemon and Moussa Kourouma); "Problems of Privatization" (Daniel C. Levy); "Autonomy and Accountability in Government/University Relationships" (Frans A. van Vught); "Higher Education in Chile: Effects of the 1980 Reform" (Jose Joaquin Brunner and Guillermo Briones); and "Conclusion: Higher Education Reform in Perspective" (Jamil Salmi). Most papers contain references. (JB)

This book contains the partial proceedings of a symposium dedicated to concern for basic education for the masses. The book includes a position paper that focuses on education in relation to its cultural setting, socio-economic context, and partnerships in research. The result of the meeting was the identification of research that seemed instrumental in addressing problematic issues in education in developing countries. The outcomes of the research were expected to contribute to an improvement of the accessibility, relevance, and effectiveness of education. The volume contains 28 articles written by participants in the symposium, beginning with a position paper that provides the theoretical framework. The articles are grouped into four sections. The first section (Education, Culture and Development) contains a review of the major problems that developing countries face in providing adequate and relevant education to nations, and three articles highlighting the relationships among education, culture, and development. Section 2, "Education and Culture," deals more specifically with the link between education and culture, indigenous knowledge and indigenous learning, popular culture, creating of a national identity, and the relevance of social research in intervention systems. The third section is "Education and Productive Life." Articles in this section discuss education for self employment at the primary school level, work experience programs in secondary schools, and technical and vocational training for girls. The final section discusses educational research and networking. (DK)

The Pacific region is growing in worldwide importance in terms of politics, economics, and culture. The emergence of this area of the world provides an opportunity for new directions in social studies education. This book addresses the Pacific Rim issues from the viewpoints of educators from 9 Pacific nations: Australia, Canada, Fiji, Japan, Malaysia, People's Republic of China, Philippines, South Korea, and the United States. The book is divided into three sections: policy issues, curriculum issues, and classroom activities; each section is followed by an evaluative commentary on the section. The book contains 24 papers. (DB).

Professor Peter Jarvis has spent over 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed well over 30 books and 200 papers and chapters in books on learning theory, adult education and learning, continuing professional education, nurse education, primary school education, distance education and third age education. In this book, he brings together 19 key writings in one place. Starting with a specially written Introduction, which gives an overview of Peter's career and contextualises his selection within the development of the field, the chapters cover: (1) Learning; (2) Learning and Spirituality; (3) Learning and Doing; (4) Teaching; (5) The End of Modernity; and (6) Learning in Later Life. This book not only shows how Peter's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.

This book showcases some of the best digital library practices from organizations in the Asia Pacific. Particular emphasis has been placed on the design, use and usability of digital libraries. Not only are digital libraries examined, but related technologies, the management of knowledge in digital libraries, and the associated usability and social issues surrounding digital libraries are all examined. The book will benefit practitioners, researchers, educators and policymakers from a variety of disciplines. In particular developers/designers of digital libraries, librarians, users and researchers will all find this collection of case studies a valuable tool to understanding digital libraries. Following a preface by the editors, this book contains 20 chapters: (1) Survey and History of Digital Library Development in the Asia Pacific (Hsinchun Chen and Yilu Zhou); (2) Design Architecture: An Introduction and Overview (Edward Fox, Hussein Suleman, Ramesh Gaur, and Devika Madalli); (3) Development of Indonesia's National Digital Library Network (Ismail Fahmi); (4) Dynamic Metadata Management System for Digital Archives: Design and Construction (Shien-Chiang Yu, Hsueh-Hua Chen, and Chao-Chen Chen); (5) Information Filtering and Personalisation Service (Chunxiao Xing, Chun Zeng, Zhiqiang Zhang, and Lizhu Zhou); (6) Implementation of Next Generation Digital Libraries (Ee-Peng Lim and San-Yih Hwang); (7) Using Multi-Document Summarisation to Facilitate Semi-Structured Literature Retrieval: A Case Study in Consumer Healthcare (Min-Yen Kan); (8) KEA: Practical Automatic Keyphrase Extraction (Ian Witten, Gordon Paynter, Eibe Frank, Carl Gutwin, and Craig Nevill-Manning); (9) Cross-Lingual Information Retrieval: The Challenge in Multilingual Digital Libraries (Christopher Yang and Kar Wing Li); (10) Evolving Tool Support for Digital Librarians (David Nichols, David Bainbridge, Sally Jo Cunningham, John Thompson, Stefan Boddie, Ian Witten, Gary Marsden, and Dynal Patel); (11) Digital Libraries and Society: New Perspectives on Information Dissemination (Ian Witten); (12) Sharing Digital Knowledge with End-Users : A Case Study of the International Rice Research Institute Library and Documentation Service in Philippines (Mila Ramos); (13) Multimedia Digital Library as Intellectual Property (Hideyasu Sasaki and Yasushi Kiyoki); (14) Digital Libraries as Learning Environments For Youths (Natalie Lee-San Pang); (15) Usability of Digital Libraries in a Multicultural Environment (Christine Borgman and Edie Rasmussen); (16) Cross-Cultural Design and Usability of a Digital Library Supporting Access to Maori Cultural Heritage Resources (Chern Li Liew); (17) From GeogDL to PAPER: The Evolution of an Educational Digital Library (Dion Hoe-Lian Goh, Yin-Leng Theng, and Ee-Peng Lim); (18) Designing a Music Digital Library: Discovering What People Really Want (David Bainbridge, Sally Jo Cunningham, John McPherson, Stephen Downie, and Nina Reeves); (19) Quantitative and Qualitative Evaluations of the Singapore National Library's Digital Library (Yin-Leng Theng, Mei-Yee Chan, Ai-Ling Khoo, and Raju Buddharaju); and (20) A Snapshot of Digital Library Development: The Way Forward in the Asia Pacific (Schubert Foo and Yin-Leng Theng). Appended are sources of further information. Includes an index

This book offers 21 papers in three parts. After (1) "Introduction" (Jacques Maurais and Michael A. Morris), Part 1, "Global Communication Challenges," includes (2) "Towards a New Global Linguistic Order?" (Jacques Maurais); (3) "The Geostrategies of Interlingualism" (Mark Fettes); (4) "Language Policy and Linguistic Theory" (Douglas A Kibbee); (5) "Babel and the Market: Geostrategies for Minority Languages" (Jean LaPonce); and (6) "Forecasting the Fate of Languages" (William F. Mackey). Part 2, "Major Areas," includes (7) "Language Geostrategy in Eastern and Central Europe: Assessment and Perspectives" (Ferenc Fodor and Sandrine Peluau); (8) "Languages and Supranationality in Europe: The Linguistic Influence of the European Union" (Claude Truchot); (9) "Regional Blocs as a Barrier against English Hegemony? The Language Policy of Mercosur in South America" (Rainer Enrique Hamel); (10) "Effects of North American Integration on Linguistic Diversity" (Michael A Morris); (11) "Sociolinguistic Changes in Transformed Central Asian Societies" (Birgit N. Schlyter); (12) "Language and Script in Japan and Other East Asian Countries: Between Insularity and Technology" (Stefan Kaiser); (13) "Sub-Saharan Africa" (Roland J. L. Breton); and (14) "Australasia and the South Pacific" (Richard B. Baldauf, Jr. and Paulin G. Djite). Part 3, "Language of Wider Communication," includes (15) "The International Standing of the German Language" (Ulrich Ammon); (16) "Arabic and the New Technologies" (Foued Laroussi); (17) "Russian in the Modern World" (Vida Io. Mikhalchenko and Yulia Trushkova); (18) "Geolinguistics, Geopolitics, Geostrategy: The Case of French" (Robert Chaudenson); (19) "Towards a Scientific Geostrategy for English" (Grant D. McConnell); and (20) "On Brazilian Portuguese in Latin American Integration" (Maria Da Graca Krieger). The conclusion offers (21) "The Search for a Global Linguistic Strategy" (Humphrey Tonkin). (SM)

Twenty-one research articles originally published in the "Australasian Journal of Gifted Education" over the past decade are collected in this book and address aspects of gifted education including pedagogy and curriculum, policy and practice, social and emotional needs, school and family, neuropsychology and cognition, and special populations. Titles and authors are: "Teaching Primary School Students Talented in Mathematics" (Neil Hall); "A Qualitative Assessment of Gifted and Talented Students Undertaking Research Science Projects" (Aleah Poncini and Laurence Poncini); "Students' and Teachers' Perceptions of Selective Schooling" (Peter O'Brien and Wilma Vialle); "Factors Influencing High Achieving Students in the Secondary School" (Peter Street); "The Reality of Opportunities for Gifted and Talented Students" (Jill Forster); "Ensuring Identification of Disadvantaged and Culturally Diverse Gifted Students in Queensland" (Kay Gibson); "Threats to Gifted and Talented Students' Self-Concepts in the Big Pond: Research Results and Education Implications" (Rhonda Craven and Herbert Marsh); "How Ability Grouping Turns Big Fish into Little Fish--or Does It? Of Optical Illusions and Optimal Environments" (Miraca Gross); "Metacognition and Motivation Orientations of Intellectually Gifted Students" (Lorna Chan); "A Developmental Perspective on the Motivation of Gifted and Talented Students" (Mary Ainley); "The Attitudes of Catholic Primary School Teachers towards Educational Provisions for Gifted and Talented Students" (Susan Smith and Lorna Chan); "How Do Preservice Teachers View Gifted Students? Evidence from a NSW Study" (Neil Carrington and Stan Bailey); "Impacting on Teacher Attitudes toward Gifted Students" (Market Plunkett); "Parents' and Teachers' Perception of Gifted Provision" (Margaret Taplin and Marion White); "Student Views of Differentiated Education for Ability Differences" (Patricia Long); "Neuroscientific Research Findings and Their Potential Application to Gifted Education Practice" (Michael O'Boyle); "Thinking as Evolution in the Brain: Implications for Giftedness" (John Geake); "A Proposed Model Describing the Realisation of Gifted Potential" (Louise Porter); "Aboriginal Students Succeeding in the Senior High School Years: A Strengthening and Changing Aboriginality Challenges the Negative Stereotype" (Alan Day); "Constructing a Curriculum Plan for Gifted Students in Small Rural Schools" (Janet Varley and Wilma Vialle); "Sugar, Spice and Puppy Dog Tails: Gendered Perceptions of Talent and High Achievement" (Julie Landvogt and others); "Dual Exceptionality: Gifted Children with Special Needs" (Deslea Kona and Margaret Mornoney). (Individual papers contain references.) (DB)

In 1967, the National Institute for Educational Research (NIER) of Japan, in cooperation with Unesco, launched its Regional Programme for Educational Development in Asia. This document was published to commemorate the 20th anniversary of this program. It consists of papers by separate authors recording the accomplishments of the NIER regional program in Asia thus far. After a foreword and a congratulatory message from the assistant director-general for the coordination of Unesco activities in Asia and the Pacific, chapter 1 consists of four papers recalling the beginning and implementation of the Unesco-NIER program: "At the Time of the Launching of Unesco-NIER Regional Program" by Dr. Kihei Koizumi; "Regional Cooperation in Education: The Early Year" (sic) by Mr. Raja Roy-Singh;"Twenty Years After" by Mr. Leo R. Fernig; "Asian-Pacific Regional Cooperation in Educational Innovation: 1974-85" by Dr. A. Latif; and "NIER's Educational Cooperation Programme in Asia and the Pacific" by Dr. Hiroshi Kida. Chapter 2 documents the 20 years of NIER's educational cooperation program in Asia, and includes an outline of regional cooperation activities, activities organized between 1967 and 1986, and participants of the regional activities. Notes about the authors and an editor's note are appended. (TE)

Divided into seven sections, the presentations contained in these proceedings give an international perspective on the growth of democracy in the world, and the many obstacles that might inhibit it. The first section, on Eastern Europe and the Soviet Union contains papers from four East Block scholars who discuss the rise of democracy in communist Europe. The section on Africa includes papers by four African panelists who discuss the development of democracy in light of the continent's historical, geographical, cultural, social, and political background. The "Luncheon Session" section has four presentations on democracy and human rights, focusing on Central American and Caribbean countries. The section on Latin America and the Caribbean includes papers by four panelists who discuss democracy against the backdrop of the region's economics, politics, social change, and serious problems such as drug trafficking, which influence and are influenced by democractic reform. The section on Asia contains four papers that discuss democratic development in China, India, the Philippines, and Turkey. A section headed "Senatorial Remarks" contains brief addresses by U.S. Senators John McCain and Lloyd Bentsen, in which they comment on the conference and democratic changes in the world. The final section contains four addresses presented at the "Idea of Democracy" panel. Final sections report on the conference's State Department reception, the award luncheon, and the president's meeting with awardees. A list of conference participants other than those whose names approved as speakers is given at the conclusion of the book. (AS)

These papers discuss the obligations and opportunities resulting from the social responsibility of the university in Asian countries. Papers cover the university, language and national identity; the university, its graduates and the labor market; and the university, its innovatory role in society. (MJM)

The last two decades have witnessed a sudden upsurge of new institutions of higher learning in countries of Southeast Asia, and most of these institutions are located in nonmetropolitan areas. What is the nature and function of these metropolitan or regional universities? How do they relate to the metropolitan universities? What role can they play in promoting the regional or subnational development process? How should they interact with the provincial government and the local community in playing this role? How do they relate to their immediate environment? Each of these questions is answered in the various papers presented at the workshop sponsored by the Regional Institute of Higher Education and Development. (MJM)

Expectations for teachers tend to be high throughout the world, and often teachers are blamed for the ills of society. This volume highlights the predicament of teachers and the state of teacher education in widely differing locations and situations. After an Introduction (Colin Brock), papers include: (1) "The Significance of Teacher Education for International Educational Development" (Roger Iredale); (2) "Is There a Crisis in Teacher Education?" (Witold Tulasiewicz); (3) "The James Report and What Might Have Been in English Teacher Education" (James Porter); (4) "Teacher Education, Gender and Development" (Lynn Davies); (5) "The Implication of Theory for a New Masters Programme for Teacher Educators in Pakistan" (Barbara Jaworski); (6) "Teacher Education in Pakistan: Problems and Initiatives" (Humala Khalid); (7) "Changing Patterns of Teacher Education in Sierra Leone" (Colin Brock); (8) "Teacher Education in South East Asia: Prospects for a North-South Dialogue with a Difference" (Elwyn Thomas). Each chapter contains references. (ND)

This book presents theoretical studies and national experiences of how education might respond to war, natural catastrophes, or disease, thereby making people more aware and successful at managing difficult situations. The volume's 15 authors, drawn from many parts of the world, deal with human rights (especially those of women, children, minorities, and indigenous populations), equality of educational opportunity, cultural values, social responsibility, international understanding, cooperation, and peace. Following an introductory chapter by Douglas Ray, papers and authors are listed as follows: "Rights, Education, and the Evolution of the Curriculum" [Canada] (Douglas Ray); "Cultural Values and the Free Development of Personality" [Canada] (David Radcliffe); "Toward an International Definition of Education for Social Responsibility" [Canada] (Douglas Ray); "The Distinction between Education about Peace and Development and Value-Centred Education Intended To Promote Them" [Norway] (Birgit Brock-Utne); "Educational Rights: Perspectives and Practices in China" [China] (Zhou Nan-Zhao); "Education in India" [India] (Malavika Karlekar); "Education in Viet Nam: The 'Great Power' Intervention and Its Aftermath" [Canada] (Dien Tran); "Education in Sudan: Diversity and Adversity" [United Kingdom] (Assa Ibrahim); "Education in the United Republic of Tanzania: An Experiment in African Social Democracy" [United Republic of Tanzania] (Ruth Malisa); "Human Rights in Education: The Czech and Slovak Experience" [Czech Republic] (Vlastimil Parizek); "Russian Education for International Understanding, Co-Operation and Peace, and Education To Promote Human Rights and Fundamental Freedoms" [Russian Federation] (Natalia Voskresenskaya); "Top-Down, Bottom-Up and from Within Perspectives on Education for Democracy" [Norway] (Magnus Haavelsrud); "Educational Issues in the Reunified Germany" [Canada] (Douglas Ray and Dien Tran); "Multicultural and Global Education in Canada" [Canada] (Ratna Ghosh); "Indian Education and Rights in Peru: The Search for Equality" [Peru] (Maria Amelia Palacios Vallejo); "Colombia: A Collection of Schooling Offering Children an Opportunity to Realize Their Full Potential" [Colombia] (Beatriz Franco); and "Curriculum Planning for Personal Economic Independence: Some Insights from Trinidad and Tobago" [Canada] (Norrel A. London). (RJC)

This book presents a collection of essays dealing with key issues and trends facing the future of higher education on the international level as the world moves into the 21st century. Essays and their authors are as follows: "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen); "Patterns in Higher Education Development: Towards the Year 2000" (Philip G. Altbach); "Autonomy and Accountability in Higher Education" (Orlando Albornoz); "Open Universities: A Comparative Approach" (Tony Kaye, Greville Rumble); "Privatization of Higher Education" (Jandhyala B. G. Tilak); "University, Research, Development" (Abdallah Laroui); "Universities and National Development: Issues and Problems in Developing Countries" (Lawrence J. Saha); "Rethinking the Financing of Post-Compulsory Education" (Jean-Claude Eicher, Thierry Chevaillier); "French Speaking Universities in Sub-Saharan Africa: A Critical Impasse" (Francois Orivel); "Latin America: Higher Education in a Lost Decade" (Simon Schwartzman); "The Problems of Higher Education in the Arab States" (Raji Abou-Chacra); "Higher Education and Development: The Experience of Four Newly Industrializing Countries in Asia" (Jasbir Sarjit Singh); "The Development of Higher Education in Eastern and Central Europe in the Aftermath of Recent Changes" (Jan Sadlak); "'Soviet' Higher Education in a Changing Political, Social and Economic Context" (Stanislav Merkuriev); "Changing Higher Education Policy: Three Western Models" (Osmo Kivinen, Risto Rinne); "Higher Education in the United States in the Year 2000" (D. Bruce Johnstone); and "Promoting Higher Education's Contribution to the Developing European Community" (Hywel Ceri Jones). (Papers include references.) (GLR)

In the developing countries of South and Southeast Asia where advancing technologies threaten the stability of traditional societies, books should be used to increase understanding and provide for a smooth transition into a modernized culture. The planning and coordinating of publishing that would serve this purpose demands changes in authorship, editing, printing capacity, paper supply, book formats, marketing, capital and talent supply, government regulation, and communications. These conclusions are based on two studies which investigated the supply of books to new readers in rural Asian countries and suggested guidelines for book development within overall national development planning. The complete texts of the studies are contained in the appendixes of the report. (EMH)