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This document contains 35 papers from the program development section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following are among the papers included: "Using Quality Indicators to Create World-Class Curricula: From Concept to Application" (Curtis Finch, Timo Luopajarvi, Paivi Sutinen); "What Is Missing from ISO 9000 International Quality Standards Training in the United States?" (Paul Krueger); "West Virginia Instructional Technology Program Design for Economic Development" (Michael M. Murphy); "A Perception of the Software Process Model" (Albert H.S. Scott); "Design of Internet-Related Courses for IT (Information Technology) Professionals" (Y.K. Choi); "A TQM (Total Quality Management) Study of Faculty and Trainees' Perceptions of Public Vocational Training Institutions in Taiwan" (Li-Mei Huang); "Curriculum Development in Vocational Education: Achieving Balance and Coherence" (Christopher Parkin); "Providing Competency-Based Education for Industry and Its Effect on Classroom Education" (Chin-Yen Lin, Tsung-Juang Wang); "Competency Based Training: An Evaluation of a Post-secondary Teacher Education Program" (Dale E. Thompson, Cecelia Thompson, Betsy Orr); "Perceptions of Participants in a Multi-site Distance Learning Bachelor of Science Degree Program" (Betsy Orr, Dale Thompson, Cecelia Thompson); "A Study of Relation between Assessment Dimension and Management Outcomes--A Sample of Sinyi Real-Estate Company" (Stanley Tsan-Ying Lin); "Exploring a New Pattern of Vocational Education and Training" (Haicheng Yang, Tingrui Wang); "Transforming Educational Practice for a Transformed Employment Environment" (Jeanne Dawson); "Pre- and Post-Assessment in Occupational Courses" (Teresa Yohon); "Transforming Young School Leavers and Mature Unemployed into Skilled IT Workers--The IT Assistant Training in Hong Kong" (Yat-chen Li); "Discussion and Design of High Vocational Education" (Wenyi Qin, Yanchun Guo); "Teaching Statistical Problem Solving in Vocational Education" (Ken W. Li); "Structure and Cultivation of the Knowledge and Abilities of Students of Higher Vocational Technical Education" (Jiyao Zhou, Kaiyu Zhen, Weihua Liu); "Telling Stories in the Use of Portfolio Assessment in Higher Education: Some Implementation Issues" (Annie Y.W. Nicholson, Sharon Bryant); and "The Effects of the Whole Educational Experience on Graduate Employability and Further Study" (Kwok Hung Lai, Michael Hohn Pomfret). Most papers contain substantial bibliographies. (MN)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This paper explores the theme of strategic planning in a Slate Tourism Organization (STO) from a knowledge management perspective. It highlights the value of knowledge in strategy making and the importance of an organisation's knowledge management agenda in facilitating a strategic planning process. In particular, it considers the capability of an STO to implement knowledge management as the key to a successful strategic planning exercise. In order to develop greater insight into the factors that impact on planning competence, the key aim of this paper is to develop a framework on which the capability of a STO to implement a knowledge-based agenda in strategic planning can be assessed. Research on knowledge management in the field of tourism is limited and there is little practical account of the application of knowledge management principles in tourism planning. Further, there is no apparent tool or instrument that allows lot the assessment of an STO's capability to implement knowledge management in planning initiatives. Based on a literature review, a three-point framework of assessment is developed. The three elements of the framework are identified as: 1. Integration of knowledge management objectives with strategic imperatives: 2. A planning approach that balances top-down (outcome focused) with bottom-up (process focused) planning processes: and 3. Organisational capacity, including leadership, people and culture, process, technology, content and continuous improvement. The framework is tested through application to a practical case study--a planning initiative undertaken by a leading tourism STO in Australia. The results demonstrate that the framework is a useful means to evaluate organisational capability in knowledge-led strategic planning exercises and would be of practical value as a point of reference for future knowledge-based strategic planning projects. [ABSTRACT FROM AUTHOR]

This paper examines issues involved in the definition, creation, and use of knowledge about the Chinese outbound market. It provides an initial view of the type of knowledge required by tourism managers in Australia, some suggestions about where this knowledge is available, or how it may be produced, and identifies issues in sharing that knowledge between tourism industry members and between academics and the industry. [ABSTRACT FROM AUTHOR]

The chapters in this book originated as papers for a conference, School Choice and Educational Change, held in March 2000 at Michigan State University. An introductory chapter provides a comparative analysis of the lessons learned from international experience with school-choice policies, based on a review of case studies in several countries. The papers/chapters are as follows: "Does Privatization Improve Education? The Case of Chiles National Voucher Plan" (Martin Carnoy and Patrick J. McEwan); "School Choice in New Zealand: A Cautionary Tale" (Edward B. Fiske and Helen F. Ladd); "School Choice and Educational Change in England and Wales" (Geoffrey Walford); "Market Forces and Decentralization in Sweden: Impetus for School Development or Threat to Comprehensiveness and Equity?" (Holger Daun); "School Choice Policies and Their Impact on Public Education in Australia" (Max Angus); "Education Reform and School Choice in South Africa" (John Pampallis); "School Choice in the Peoples Republic of China" (Mun C. Tsang); "Public Support for Private Schools in Post-Communist Central Europe: Czech and Hungarian Experiences" (Randall K. Filer and Daniel Munich). (WFA)

This document contains the six of the seven keynote speeches from an international conference on vocational education and training (VET) for lifelong learning in the information era. "IVETA (International Vocational Education and Training Association) 2000 Conference 6-9 August 2000" (K.Y. Yeung) discusses the objectives and activities of Hong Kong's Vocational Training Council, which is Hong Kong's major provider of VET. "Reform and Development of Tertiary Vocational Education in China" (Binglin Zhong) summarizes the current situation regarding tertiary VET in China, lists its motivations and main characteristics, and outlines the policies and measures being implemented by the Chinese government in preparation for VET's continued development. "Managing Changes in the Information Technology and Telecommunications (IT&T) Industry--The Challenge for Australian Vocational Education and Training (VET) Leaders" (Heather Crawford) identifies the six most pertinent changes to the IT&T sector and considers their impact on VET providers. "Global Implications of Education's Potential for Stimulating Economic Development" (David H. Monk) describes past and future contributions of education to economic growth and development with an emphasis on VET's potential unique role. "ICT (Information and Communications Technology)-Supported Development of Competent Skilled Workers and Professionals" (Johanna Lasonen) focuses on the function of and preconditions for applying information technology in the context of education and training in Finland and elsewhere. "Whither Vocational Education?" (Lee Ngok) explains VET's place in Hong Kong's current and future education systems. Two papers contain substantial bibliographies. (MN)

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

The four papers presented here address teacher development from an international viewpoint. In "Professional Development and Standards" (Linda Darling-Hammond) it is suggested that U.S. educators engage in new kinds of collaborations with universities, and it proposes a shift from information transmittal to "co-construction" of knowledge state From telling to facilitating. Next, "Reflections Derived From an Ethnographic Study of Japanese Elementary Schools" (Nancy Sato) warns that collaboration can be a double-edged sword, and notes that the separation of teacher and student roles and relationships is blurred in Japan, as is the separation between a teacher's personal and professional life. A similar context exists in China as we see from "Visions of Collegiality: Images from Teachers in China" (Lynn Paine). There teachers are part of an organization where working together is the fabric of their entire careers. The theme of "An Australian's Focus on Teaching and Learning Through Professional Development" (Diane Snowball), is the importance of continued teacher training for new teachers, noting that in Australia the purpose of assessment is to inform teaching. A brief section on the American Association for Higher Education and its Education Trust is appended. (CH)

This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)

This collection of papers explores language socialization from very early childhood through adulthood. After "Introduction: Toward a Dynamic Model of Language Socialization" (Robert Bayley and Sandra R. Schecter), there are 16 papers in 4 parts. Part 1, "Language Socialization at Home," includes: (1) "Transforming Perspectives on Bilingual Language Socialization" (Lucinda Pease-Alvarez); (2) "Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households" (Aurolyn Luykx); (3) "Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners" (Maria de la Piedra and Harriett D. Romo); and (4) "Growing Up Trilingual in Montreal: Perceptions of College Students" (Patricia Lamarre and Josefina Rossell Paredes). Part 2, "Language Socialization at School," includes: (5) "Representational Practices and Multi-Modal Communication in U.S. High Schools: Implications for Adolescent Immigrants" (Linda Harklau); (6) "Engaging in an Authentic Science Project: Appropriating, Resisting, and Denying 'Scientific' Identities" (KimMarie Cole and Jane Zuengler); (7) "Interrupted by Silences: The Contemporary Education of Hong Kong-Born Chinese Canadians" (Gordon Pon, Tara Goldstein, and Sandra R. Schecter); (8) "Novices and Their Speech Roles in Chinese Heritage Language Classes" (Agnes Weiyun He); and (9) "Language Socialization and Dys-Socialization in a South Indian College" (Dwight Atkinson). Part 3, "Language Socialization in Bilingual and Multilingual Societies," includes: (10) "Language Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community" (Donna Patrick); (11) "Growing a 'Banyavirag' (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action" (Juliet Langman); (12) "Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne" (Heather Lotherington); and (13) "Terms of Desire: Are There Lesbians in Egypt?" (Didi Khayatt). Part 4, "Language Socialization in the Workplace," includes: (14) "Language Dynamics in the Bi- and Multilingual Workplace" (Christopher McAll); (15) "Back to School: Learning Practices in a Job Retraining Community" (Jill Sinclair Bell); and (16) "Bilingualism and Standardization in a Canadian Call Center: Challenges for a Linguistic Minority Community" (Sylvie Roy). (Contains approximately 475 references.) (SM)

This book contains papers presented at a conference focused on the subject of funding for higher education and providing comparative perspectives on, and case studies of, educational financing from around the world. After an introduction by Ernest L. Boyer, the papers and their authors are as follows: "The Costs of Higher Education: Worldwide Issues and Trends for the 1990s" (D. Bruce Johnstone); "Optimizing Allocation Strategy" (William F. Massy and Michael C. Hulfactor); "University Strategies for the Third Stream of Income" (John Furstenbach); "The Future of Higher Education Financing" (George Psacharopoulos); "Sources of Revenue" (Ihsan Dogramaci); "Are University Funding Systems in Need of an Overhaul?" (Karel Tavernier); "Industry-University Research Collaboration: An Option for Generating Revenue" (Linda Parker); "Higher Education Funding in Open Door China" (Richard A. Hartnett); "Toward Understanding the Economics of African Higher Education" (Teshome G. Wagaw); "Allocating Budgets Using Performance Criteria" (Michael A. Brown and David M. Wolf); "Changing Patterns in the Funding of University Education and Research: The Case of the Netherlands" (Cornelius A. Hazeu and Peter A. Lourens); "Issues in Funding Higher Education in Eastern Europe: The Cases of the Czech Republic and Slovakia" (James E. Mauch and Daniel S. Fogel); "Problems of Funding the Transformation of Higher Education in East Germany" (Helmut de Rudder); "Higher Education Funding in Australia" (Brian G. Wilson); "Canadian Universities and the Politics of Funding" (Howard Buchbinder and P. Rajagopal); and "Constructing the 'Post-Industrial University': Institutional Budgeting and University-Corporate Linkages" (Janice A. Newson). Contains an index. (GLR)

Foreign study is examined from different perspectives, especially comparative ones, in 15 articles. Attention is directed to: the significance of foreign study for developing countries, national and regional policies and trends, development strategies, political and institutional dilemmas, a bibliography and a literature review. Titles and authors are as follows: "Introduction: Comparative Perspectives" (Elinor G. Barber, Philip G. Altbach, Robert G. Myers); "The Institutionalization of Overseas Education" (Norman Goodman); "Educational Exchanges and the Transformation of Higher Education in the People's Republic of China" (John N. Hawkins); "Professional Training and Institution Building in the Third World: Two Rockefeller Foundation Experiences" (James S. Coleman); "The Economic and Political Impact of Study Abroad" (Gerald W. Fry); "Britain's Full-Cost Policy for Overseas Students" (Peter Williams); "Overseas Students in Australia: Governmental Policies and Institutional Programs" (Stewart E. Fraser); "Foreign Study in Western Europe: Policy Trends and Issues" (Alan Smith); "Going Overseas for Higher Education: The Asian Experience" (William K. Cummings); "Foreign Training and Development Strategies" (R. Myers); "Overseas Training and National Development Objectives in Sub-Saharan Africa" (Joyce Lewinger Moock); "The Political Dilemmas of Foreign Study" (Hans N. Weiler); "Institutional Culture and Third World Student Needs at American Universities" (David Lansdale); "International Students and Study-Abroad Programs: A Select Bibliography" (Y. G.-M. Lulat); and "English as a Second Language: An Overview of the Literature" (Robert B. Kaplan). (SW)

The article explains why the Association of Southeast Asian Nations (ASEAN), Australia and India need to cooperate with each other. Factors that drive the interdependence of ASEAN, Australia and India include the following, the changing dynamics of regional organization, increasing transnational threats and risks and the growing regional influence of China. Although still unbalanced, the ASEAN-Australia-Indian triad shows some degree of cooperation with regards to the realms of security.

This monograph presents a "state of the art" overview of contemporary aphasia rehabilitation policies and resources in Asia and the Pacific region. Following Martha Taylor Sarno's introduction, Sumiko Sasanuma discusses the history and development of Japan's aphasia rehabilitation services, focusing on demography and data sources, assessment and treatment procedures, issues, and recommendations. The current status of aphasiology in China is described by Wang Xinde, who outlines the clinical manifestation of aphasia, alexia, and agraphia in Chinese and the rehabilitation process. India's aphasia rehabilitation is reviewed by Prathibha Karanth, focusing on history, facilities, staff, funding, family supports and home training, advocacy, research, and sociocultural factors. The situation in Australia is presented in two papers--Alison Ferguson focuses on the aphasic population, providers of rehabilitation services, service delivery models, and research trends; and Jennifer Lambier describes service delivery models, treatment goals, assessment, and remediation. For New Zealand, Ellie Glazer reports on epidemiological data, speech language therapy, and a stroke support network. Reference lists accompany each chapter. (JDD)