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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)

Ten papers and four abstracts of papers from the University of South Africa's Conference on Distance Education are presented. They include: "Access to Higher Education and Training in the South Pacific: The Role of Telecommunications and Distance Education" (Som Naidu); "Distance Education in Japan" (Takashi Sakamoto); "The University for Distance Education in Colombia: An Alternative Form of Education" (Linda Gladys Behaine de Cendales); "Development of Distance Education in Sri Lanka" (Dayantha Wijeyesekera); "Distance Education in India: Application of Modern Technology" (K.K. Sud); "The Teaching of Life Sciences at Everyman's University" (Ruth Arav); "Distance Teaching as an Integral Part of the In-Service Education of Mathematics, Physical Science and Biology Teachers" (Jan Nel, Dave Finnemore, Steve Rhodes); "UNISA's Documentation Section" (B.J. van der Walt); "Interactive Multi-media Learning: A Business Case Study in Distance Learning" (abstract only, R.C. Johnson); "Distance Learning: The South African Air Force Experience" (Neville Parkins); "Text Design in Distance Education: Print and Facilitating Adult Education" (abstract only, John Aitchison): "Distance Education in Developing Countries: The Indian Scene" (abstract only, B.S. Jain); "Distance Education and the Educator's Regime of Literacy" (abstract only, John Aitchison); and "Review of the Goals, Methods, Accountability and Future Planning of the Department of Library and Information Science of the University of South Africa" (Anna Louw). (LB)

Papers presented at a session on management of library associations at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Medical Library Association: Organizational Change 1898 to Present--Illustrations from Continuing Education" (Raymond A. Palmer and M. Kent Mayfield, United States); (2) "The Why and How of CONSAL (Congress of Southeast Asian Librarians) as a Regional Library Association" (Hedwig Anuar, Singapore); (3) "Professional Associations Publishing--Information Transfer or Profit?" (Maija Berndtson, Finland); (4) "Why Another Association?--A Case for AMLA (African Medical Library Association)" (Solomon O. Oyesola, Nigeria); and (5) "Management of Corporate Libraries" (Tetsuo Senoo, Japan). (KM)

Papers on regional activities in Africa, Asia and Oceania, and Latin America which were presented at the 1986 IFLA general conference include: (1) "Appropriate Technology for Libraries in Developing Countries" (Peter N. Chateh, Cameroon); (2) "The Impact of Information Technology on Libraries in Thailand--Present and Future Scene" (Nonglak Minaikit, Thailand); (3) "Library Automation and Online Information Services in Malaysia--A Futuristic Outlook" (Juliana Salim, Malaysia); (4) "The Present and Future of Optical Disc Technology for Library Application" (Senri Miyaoka); (5) "The Asian Federation of Library Associations--The Promise It Holds for Regional Consolidation and Interaction with IFLA" (J. S. Soosai, Malaysia); (6) "IFLA's Core Programme on the Advancement of Librarianship in the Third World--Orientation, Mechanism, and Priorities" (D. E. K. Wijasuriya, Malaysia); (7) "Japan's Libraries and Asian Studies--with JOLG (Japan Orientalist Librarians Group) Activities (Kazushige Kaneko, Japan); (8) "Automation in Libraries--African Point of View" (J. S. Musisi, Kenya); (9) "Australia--Its Role in and Contribution to Asian Library Development" (Jennifer L. Adams, Australia); and (10) "New Information Technologies for Latin American Library and Documentation Services--Are There Benefits to Be Expected?" (Julio Cubillo, Chile). (KM)

The two papers in this document were presented at a pre-session held before the IFLA general conference in 1986. In "Problems of Document Delivery in the Science and Technology Information Environment--An African View," Lucilda Hunter (Sierra Leone) discusses typical difficulties encountered in the process of information retrieval in sub-Saharan Africa and other Third World regions, including inadequate periodical collections, lack of photocopying facilities, difficulties of communication both within and between countries, unreliable postal services, lack of interlibrary lending machinery, and unreliable electricity, all due to severe financial constraints. A combination of regional cooperative arrangements and increased resource sharing with libraries from developed countries is proposed as a solution to these inadequacies. In "The Importance of Secondary Bibliographic Services in the Information Transfer Chain--Utilization of Bibliographic Databases," Makiko Miwa (Japan) examines the emergence, distribution process, number, and kinds of bibliographic databases, and discusses the status and skills of database searchers. It is concluded that information professionals should exert skills in creating information products and bibliographic databases as commodities in order to facilitate bibliographic information utilization, improve the quality of databases, promote the information transfer chain, and enhance the recognition of the library profession. (KM)

The Ljubljana seminar, whose background and working papers are presented in this volume, was an outcome of the United Nations' consideration of the problems of ethnic and linguistic minorities. The twenty-five papers cover topics such as the study of multinational societies; the protection of minorities and minority rights in Yugoslavia, Czechoslovakia, Austria, the Soviet Union, India, Africa, Southeast Asia, Israel, Britain, and the Caribbean; cultural diversity; and immigrant problems. Chapters 1-3 are background papers, commissioned by the United Nations Secretariat in preparation for the seminar. Chapters 4-23 are working papers, contributed by the participants and presented in regional groups, starting with Central Europe and going on to include Asia, Africa, and North America. (Author/CLK)

Rural Africa includes some 80% of the African population; its people are poverty stricken, illiterate, ill-sheltered, and ill-nourished. These circumstances make rural development absolutely vital. However, past rural development policies have failed to take into consideration the structure and division of labor in the farm family, the traditional philosophy of the African decision making process, and the metaphysical world of the African peasant. Other obstacles to efficient rural development include conflict of interest and competition among the many agencies which labor to initiate rural development programs, as each institution operates on the assumption that its activities are sufficient to effect total change in the living conditions of the African farm family. Moreover, the technicians who act as change agents are highly susceptible to commands from their bureaucratic superiors and are, therefore, less responsive to the needs of the African rural family. The Comilla District Integrated Rural Development Programme (Bangladesh) offers an alternative model for rural development, as it incorporates a manager and a model farmer who act as internal, rather than external, change agents, attending external classes and then disseminating information at weekly village meetings. An integrated approach to rural development demands acceptance by governmental agencies of involvement of all social strata in planning and implementation. (JC)

Important issues in African education involve the effects of the colonial education system on African subjects and their countries' political and socio-economic development. Of interest are some countries' efforts to correct dysfunctions resulting from the colonial system. Following independence, the state of education in many African countries in 1960 may be summarized as follows: (1) there was a fairly widespread primary education system with enrollment at about 41% of school age population; (2) adult illiteracy ranged from 50% to 99%; (3) educational expenditure has grown considerably; and (4) there was uncertainty as to the relevance of the educational system to the challenges of the newly independent countries. After independence, there were many efforts to expand educational opportunities. Between 1950-1960, enrollment in about forty primary sector countries increased 3-26%. Problems such as high formal education costs, high unemployment for school leavers, alienation of some educated persons from their culture/communities, and a multiplicity of languages, and lack of educational opportunities have led to a search for functional and less expensive education. Political and social action by many groups in addition to ministries of education will be required to resolve the complex problems of African educational systems. (CSS)

This volume contains the proceedings of the symposium on African language, culture and society held at Ohio State University. Six of the papers deal with the related issues of language reform and language planning, including such aspects as the choice of national and official languages. They include both general proposals for theoretical models as well as specific proposals for particular linguistic situations. Topics covered in the 12 papers in the second part of the volume include co-variation in social and linguistic patterns, an overview of creole speech communities and the typologies proposed for their description, the encoding of cultural perspectives in linguistic patterns and the importance of understanding these patterns for education, and the role of language in literature, with particular attention to the writings of African authors writing in European languages. The conference program and addresses of contributors are appended. (Author/CLK)

The study summarizes discussions and conclusions of the Regional Workshop on Monitoring and Evaluation of Rural Development Projects in East Africa (Nairobi, Kenya, April 1979), whose purpose was to share lessons learned from field experiences in managing information for rural development. An initial section summarizes information in papers submitted and conclusions reached by participants. The introduction notes previous World Bank workshops on monitoring and evaluation (M&E) and identifies areas of concern: management's need for and use of information from M&E systems; issues relating to collecting, processing, analysis, and presentation of information; and organization of M&E units. The section on management's need for information contains subsections on information consumers, information managers want, information needs, impact of availability of information on decision-making, and alternative methods of M&E. Another section covers experiences with information systems, under headings of data collection, data processing and analysis, and presentation of M&E results. A final section, on organization of M&E units, discusses location, strategies for institution-building, formation and structure of M&E units, staffing and training, human and motivational factors, and costs of M&E. Appendices present the text of the opening address; lists of participants, papers submitted, and 35 selected references; and a summary of basic concepts on M&E. (MH)

Eighteen papers from the University of South Africa's Conference on Distance Education are presented. They include: "Effective Second Language Reading in a Cross-Cultural Society" (Irma Zaslansky); "A BA Degree in Social Sciences at the Israel Open University" (Ruth Beyth-Marom); "Establishing a Theological Education by Extension Programme in Southern Africa: An Evaluation of the First Ten Years" (Kate Hughes); "Aural and Oral" (Peter Haffter); "Music Education Through UNISA--Past, Present and Future" (Douglas Reid); "Visual Media and Art History" (Rayda Becker); "Tutoring for the Open University" (S.G. Kossick); "Practical English: A Strategy for the Future" (Barrie Goedhals); "Special Language Communication" (P.H. Swanepoel); "Teaching Afrikaans to UNISA Students" (Anna-Mart Schwerdtfeger); "How Did Distance Education in Music Become a Success at UNISA?" (Bernard S. van der Linde); "Distance Teaching within the Department of African Languages" (J.W. Snyman); "Participant or Student: The School of Business Leadership Experience" (J.W. Grobbelaar); "Economics in the Distance-Teaching Situation: Problems and Approaches" (Philip Mohr); "Post Graduate Studies in Law through Distance Teaching: The UNISA Approach" (Pierre E.J. Brooks); "Distance Education in Astronomy--A Challenge" (W.F. Wargau); "Chemistry, Its Practical Component and Distance Education" (G. McGillivray); and "Practical Theology and Distance Tuition" (Jacques P.J. Theron). (LB)

Seventeen papers from the University of South Africa's Conference on Distance Education are presented. They include: "Establishing a Formal Student Support System--Time Is of the Essence" (Karen Hinrichs); "A Student Services Unit in a Distance Education Institution" (Hendrik Gous); "Distance Education and the Community: New Partnerships and Interactions" (Vivien Willers); "Admission, Registration and Examination Procedures in Respect of Postgraduate Degrees and Diplomas" (George Cox); "The UNISA Department of Production--A Functional Link in the Didactic Triangle" (H.P.J. van Niekerk): "UNISA's Scheduling Section" (B.J. van der Walt); "The Role of the Fulltime Equivalent Student in a Distance Teaching University" (P.C. Minnaar); "The Need for a Professional and Effective Supportive Administration in Distance Teaching" (Petrus J. Vermeulen); "The Utilization of Computers at UNISA" (O.V. Kilpert); "The Disabled Distance Education Student: Problems and Possibilities" (Phoebe van der Walt); "Career Guidance for Distance Students" (W.A. van Schoor); "The Promise and Problems of Learning at a Distance" (Desmond H. Crawford-Nutt); "Close Encounters of the Third Kind: The Personal Tutor Scheme in Practical English" (Margaret H. van Zyl); "The Value of Discussion Groups to UNISA Students" (J. Lambert); "Student Support in Distance Learning" (Elsabe Swanepoel); "Essential Andragogic Support for the Absent Student in Distance Teaching" (Adriaan J. Smit); and "Adapting the Organizational Structure of Distance Education Departments to Meet the Demands of Rapid Growth" (Gordon Erens). (LB)

Thirteen papers from the University of South Africa's Conference on Distance Education are presented on media and technology. They include: "Making the Abstract Concrete: A Slide/Sound Programme to Illustrate Abstract Concepts on the Concrete Level" (Grace Reeler); "The Microcomputer and Distance Education" (Johanna S. Rossouw); "A Multimedia Approach to Creating Learning Experiences in Distance Education" (Louis J. van Niekerk); "The Training of Teachers by Means of Teletuition: The Audio Cassette and Teaching Practice" (Lawrie McFarlane); "Microteaching and Distance Education--The Self Teaching Experience" (Paul J.N. Steyn); "Written Language as Didactic Medium: From Principle to Technology" (Hannes van Deventer); "Computer-Aided Instruction in Quantitative Management--Part 1" (Ilze Olivier et al.); "Computer-Aided Instruction in Quantitative Management--Part 2" (Erica Ferreira, Gordon Erens); "The Application of Computer Technology in Offering Equal Education Opportunities to Students from First- and Third-World Environments" (J. Dewald Lubbe); "The Law Student and the Law Library" (Jean Burdzik); "The Effect of Advances in Information Technology on the Teaching of Practical Aspects in Computer Science at UNISA" (C.H. Bornman et al.); "Die Gebruik van Inligtingstegnologie in Afstandsonderrig" (N.F. du Plooy et al.); and "Computer-Aided Education as Student Centred Education: Practical Applications for Today and the Future" (P.J. van Dyk). (LB)

Papers from a workshop on the role and development of national languages include: "What Is a National Language Good for?" (Florian Coulmas); "To the Language Born: Thoughts on the Problem of National and International Languages" (Jacob Mey); "Swahili as a National Language in East Africa" (Marilyn Merritt, Mohamed Abdulaziz); "Implementing Morocco's Arabization Policy: Two Problems of Classification" (Beverley Seckinger); "Modern Hebrew as a National Language" (Robert L. Cooper); "The Emergence of the National Language in Ethiopia: An Historical Perspective" (Mulugeta Seyoum); "Malay in Indonesia, Malaysia, and Singapore: Three Faces of a National Language" (Peter Lowenberg); and "What National Languages Are Good for" (Ralph Fasold). (MSE)

Papers include: "Another Dimension of Readiness To Learn in the Second Language"; "Medium of Instruction in Black Education in Southern Africa"'; "Language Across the Curriculum"; "Die milieu binne die skool" ("The Environment Inside the School"); "Language in Black Education: The Environment Outside the School"; "The New Joint Core Syllabuses for English Opportunities, Problems, Solutions"; "Eksemplariese werksdokument: 'Sillabus vir Afrikaans Tweede Taal Hoer Graad Standerd agt tot tien' van die Departement Onderwys en Opleiding" ("Examples of Work Documents: 'Syllabus for Afrikaans Second Language Higher Grade Standard Eight to Ten' of the Department of Education in Training"); "The Revised 1987 Syllabus for Bantu Languages"; "English Language Teaching Methodology";"Metodologie en die onderrig van Afrikaans" ("Methodology in the Teaching of Afrikaans"); "The Methodology of African Languages"; "The Role of Language in Black Education, Teacher Education and Training: Colleges of Training"; "An Experimental and Trainee-Centered Approach to Language-Teacher Training: A Proposal"; and "In-Service Training." Thirty pages of commentary conclude the document. (MSE)

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]

This document is a comprehensive report a subregional seminar for eastern and southern African countries on the Jua Kali movement. (Jua Kali, "hot sun" in Swahili, refers to the informal or nonformal sector of the economy.) Section 1 explains the role of the International Project on Technical and Vocational Education (UNEVOC) in the development of technical and vocational education and training (TVET). The following opening and closing speeches are provided in Section 2: "Introductory Statement" (R. Barry Hobart); "Opening Speech" (Shem Wandiga); and "Closing Speech" (S.M. Kyungu). Section 3 is an overview of the discussion and debate, and Section 4 lists recommendations regarding development of national strategies for TVET. The following papers are presented in Section 5:"Technical and Vocational Education and Training Policy in Kenya" (Peter O. Okaka); "A Position Paper" (B. Wanjala Kerre); "TVET beyond the Formal Sector in Botswana" (K. Kabecha, M. M. Kewagamang); "Existing Set-Up in Ethiopia" (Mesfin Terefe); "Brief Description of the Jua Kali Movement in Kenya" (G.K.N. Mbugua); "Non-Government Organisations and Enterprise in Lesotho" (Mota Sekonyela); "The National Policy Definition in Malawi" (Joyce Phekani, Maston M. Mtambo); "Beyond the Formal Sector in Mauritius" (Feroze Coowar); "An Effective System for Non-Formal TVET in South Africa" (Siphamandla I. Xulu); "Essential Features of the Non-Formal Sector in Swaziland" (William S.A. Shongwe); "TVET at Mwanza Rural Housing Programme in Tanzania" (Lunogelo L. Sakafu); "A Case for Uganda" (Ben M. Manyindo); and "Training for the Informal Sector in Zambia" (Joseph S. Mukuni, Joseph P. Kalunga). Appended are the following: daily schedule, background information about the seminar, list of main seminar participants, and text of the convention on technical and vocational education adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization. (MN)

This document contains nine papers about and from an international roundtable on the training of teachers in technical and vocational education. The first paper, a Final Report of the "International Round Table on Training of Teachers in Technical and Vocational Education (Curitiba, Brazil, 7-10 April 1997)," examines the following: sociopolitical contexts of technical and vocational teacher education; partnerships and linkages with industry; technical and vocational curricula; the status of technical and vocational teachers; technical and vocational teacher education models and programs; program financing; and future activities. The following discussion papers constitute the remainder of the report: "Training of Teachers/Trainers in Technical and Vocational Education; Position Paper" (R. Barry Hobart); "Challenges of Current Social, Economical and Technological Developments and Need for Reforms/Renovations in Training of Teaches in Technical and Vocational Education" (C.K. Basu); "Training of Teachers/Trainers in Technical and Vocational Education" (Mavis Bird); "Training of Teachers/Trainers in Technical and Vocational Education in Pakistan" (Muhammad Hadi Gyavri); "Challenges and Prospects in the Training of Technical and Vocational Education Teachers/Trainers in Africa" (B. Wanjala Kerre); "Training of Teachers and Trainers in Technical and Vocational Education in Jamaica" (Lurlienne Miller); "Recent Innovations in the Training of Teachers/Trainers in Technical and Vocational Education and Training in Asia and the Pacific" (M.A. Qureshi); and "Training of Teachers in Technical and Vocational Education in Poland" (Stefania Szczurkowska). (MN)

In alignment with the theme of the conference "Education in Developing, Emerging, and Developed Countries: Different Worlds, Common Challenges," this paper brings attention to the challenges associated with the implementation of sustainable research capacity building (SRCB) in the context of BRICS nations and African countries. Employing a comparative document analysis method to explore the unique contexts of developing nations, this research provides insights and recommendations to strengthen research capacity in academia, address shared challenges and promote national prosperity. The scholarly literature revealed that higher education institutions (HEIs) in developing countries have intensified their efforts in building the research capacity of their academics and institutions. Regardless of their commitment, HEIs face challenges such as gender inequalities, teaching workloads, doctoral program deficiencies, lack of multidisciplinary research approaches and funding constraints. Addressing the challenges will require improved funding for research training and research productivity. One of the main concerns is that instead of advancing knowledge and being producers thereof, most developing countries remain knowledge consumers. The findings revealed that developing the next generation of academics plays a critical role in the sustainability of an emerging country's research system. [For the complete Volume 22 proceedings, see ED656158.]

There exists a power asymmetry between instructors and students in the physical classroom and other learning spaces which symbolizes the distribution of power in social spaces. Because of the structured power asymmetry in most learning spaces, promoting effective classroom teaching sometimes requires instructors to replace existing hierarchical power relations and with fluid, organic, and transgressive classroom dynamics in their relationships with their students. This approach has the potential to empower students to become their own agency for interrogating the assumptions and ideologies that they bring to the classroom. This paper outlines the instructional strategies that I incorporate in my "nonwestern" course that aims to introduce students in my university to the sub-Saharan African region. The course uses the interdisciplinary approach to explore the complicated ways history and social changes (including globalization) intersect to shape education reforms, and economic and social development in sub-Saharan Africa. Students bring a plethora of assumptions about sub-Saharan "Africa" to this course and my goal as an instructor is to help students interrogate their own assumptions and deconstruct the myths and distortions about the "Africa" in a broader term. The paper outlines the way I deliberately select course materials, and sequence course contents and themes to scaffold and promote incremental knowledge about the region for students during the semester. Furthermore, the paper outlines the strategies that help nudge students' critical thinking and restructure the power relations in the classroom. While these strategies may not automatically change students' assumptions about sub-Saharan "Africa", they nonetheless become opportunities for my students and I to reposition for effective discussions about the region with the goal to interrogating students' prior assumptions and views about the region. [For the complete Volume 21 proceedings, see ED629259.]

A review of past trends in adult literacy in developing countries shows that the following factors have been crucial to achieving large-scale literacy results: the state as the prime mover; political will or national commitment; a favorable development context; continuous mobilization activities; a broad conception of literacy; broad collaborative involvement; central coordination; postliteracy and other follow-up efforts; and dual strategy combining universal primary education and adult literacy. Despite the arguments against large-scale adult literacy campaigns by nongovernmental organizations and international agencies, well-resourced, well-planned initiatives have taken place in Latin America, Africa, and India. Learner- and community-based approaches are becoming more popular; however, the World Bank's policies regarding adult literacy have had a detrimental effect on efforts to link adult and child literacy through intergenerational approaches. Although the need for literacy teaching is greatest in developing countries, literacy remains a concern in industrialized countries. The literacy of tomorrow should not be a static condition inasmuch as the level of literacy required to function in everyday life is constantly shifting upward. The challenge is to provide citizens with lifelong access to literacy and learning-rich environments. Meeting this challenge requires removing the word "remedial" from the literacy vocabulary and coordinating hitherto separate fields of education. (MN)

South Africa requires an educated population to sustain her economic development. Higher education institutions are under pressure to produce graduates with skills and competencies to fulfil such an aspiration. Distance education is an essential avenue through which more South Africans can have the much-needed education without necessarily displacing themselves. Distance education is facilitated and regulated by the White Paper on e-Education which is a generic policy document to serve the needs of the system-wide use of ICT integration at all levels of education. It falls short of conceptualising the implications of ICT in distance education particularly the North-West University's (NWU) open distance learning (ODL) multi-mode of education content delivery. The conceptualisation shortfall facilitates a Western-oriented understanding of knowledge while ODL students' traditional understanding of their roles and responsibilities is ignored. The concepts of roles and responsibilities are critically important for the effective functioning of ODL, and they are essential to the attainment of students' education aspirations. At the NWU, approximately seventy per cent of ODL students are Africans whose worldviews do not harmonise with the vision of universities. The research question which underpinned this study was What are the experiences of the roles and responsibilities of open distance students at a higher education institution? This study followed an interpretivist research paradigm, which would draw on a qualitative research approach. A systematic literature review was utilised and subsequently the views of ODL students were explored. Purposive sampling was employed to select ODL students as research participants for focus-group interviews. The collected data were analysed using the computer-assisted qualitative data analysis software (a CAQDAS), ATLAS tiTM. Due attention was given to ethical considerations throughout the study. The findings revealed that ODL students have several ways in which they understand their roles and responsibilities which were shaped by their African worldview, Africanisation. The findings that emerged from the analyses of roles and responsibilities were task orientation; time management; personal growth; social roles; financial responsibilities; personal responsibilities; family responsibilities; and social responsibilities. [ABSTRACT FROM AUTHOR]

The HERO project aims to develop a training program for caregivers to be working in the elderly care sector. The program is particularly addressed to caregivers from Middle Eastern and African countries as refugees and intends to help them integrate into European society. This paper seeks to offer an overview of the project, including its objectives, underlying principles, and deliverables. The paper particularly portrays the second intellectual output (O2) of the project, namely the 'On the job' training in language and terminology curriculum, which has been developed as the end product of O2. Initially, the methodology adopted to create learning material for language learning in a specific-purpose context is analyzed. Based on this, the paper provides a description of the content development by justifying and showcasing the learning material and laying out the logic behind this, through the trainers' guide. E-learning tools have been integrated in the course material, which also justifies the methodology applied for the purpose of this project. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Physical distancing, isolation and an absence of face-to-face meetings with participants and respondents, as ramifications of the current COVID-19 pandemic, have an adverse effect on research projects, research processes and data generation. Furthermore, researchers' professional development and career prospects are seriously hampered, most notably those of early career academics. These predicaments considerably outweigh the admitted positive effects of the pandemic on research endeavours. The literature sources consulted were published in 2020 and 2021. This paper therefore can merely claim to reflect an early 2021 cross-cut of the rapidly developing pandemic and its influence on higher education, and specifically research. This paper represents a scenario where the focus has shifted from the 2020 lockdowns and travel restrictions to the 2021 vaccination period. It explores the implications of physical distancing -- the relative absence of unhindered personal contact -- in the sphere of research in general, and especially research in education contexts. A literature survey generated several insights from scholars worldwide, while personal experience also forms part of the discussion. As indicated by the literature, researchers have to make the most of the current virtual communication during data generation, conferences and interaction with colleagues and fellow project participants. I trust that vaccination will soon ensure that physical distancing will become unnecessary during research and on the campus. [For the complete Volume 19 proceedings, see ED613922.]