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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.]

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)

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 Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.

In an effort to "internationalize" Illinois Central College (East Peoria, Illinois) an English professor and four colleagues wrote a successful proposal enabling them to become part of a Community Colleges Humanities Association workshop to develop courses in "primarily third-world cultures." Plans were made to develop three new courses (on the cultures and societies of China, Meso-America, and West Africa) and three campus-wide festivals over a period of three years. Challenges to accomplishing this goal included: "selling" the dean on the idea; dealing with faculty politics and fears; bringing faculty on board to work on course development and festival planning; finding ways to divert money from other parts of the budget; and developing staff. Major funding came from Individual Development Proposals; staff development funds from the college; and student activities funds. The first two campus-wide celebrations have been held and have generated excitement on campus. The planning committee is made up of a diverse group of over 20 students, faculty, staff, and community members. Alliances with community institutions were also formed. The key to the success of this curriculum development project was a visionary core group committed to the goal of internationalizing the campus, getting funds by diversion of existing money and so avoiding the need to raise new money, and quality professional development experiences. Problems include: lack of lead time for promotion of events the first year; outside speakers' lack of understanding of the audience; and territorial battles within the faculty. (Brochures concerning the Chinese culture celebration and the Meso-American culture celebration are attached.) (RS)

These five papers are from a symposium that was facilitated by David C. Bjorkquist on cross-cultural human resource development (HRD) at the 1995 Academy of Human Resource Development conference. "Developing Managers for Overseas Assignments in the Pacific Rim: A Study of International HRD Issues in Singapore" (A. Ahad M. Osman-Gani, Thian-Ser Toh, Wee-Liang Tan) examines the training provided by companies in Singapore for their operations in the Asia-Pacific region and provides insight into the companies' training curriculum. "Russia and China in Transition: Implications for Human Resource Development (HRD)" (John A. Niemi, Kevin Owens) examines the transition of Russia and China from a centralized economy to a market economy against the background of prior approaches in adult education and training; implications are the incorporation of the special strengths of each culture as opposed to wholesale adoption of Western practices. "Relationships between Organizational Climate and HRD Practices: A Comparative Study of American and Chinese Firms in Taiwan" (Hsin-yi Chen, Oscar G. Mink) examines the differences in organizational climate and HRD practices in U.S. and Chinese firms in Taiwan and explores the relationship between organizational climate and HRD practices. "Decoding Cultural Knowledge: Cross-Cultural Implications for Performance Analysis" (Carol D. Hansen, Elaine I. Metzger) uses Sackman's cultural knowledge frame to organize a review of representative research; comparative differences in work definitions and rules theoretically support variance in how organizational meaning and behavior are culturally linked. "Embracing the Humanism of Africa in the Practice and Thought of Human Resource Development" (Susan A. Lynham) studies two key issues in the HRD profession: (1) HRD is at a crossroads that will demand new answers and models of organization, management, learning and leadership; and (2) there is a need to incorporate the humanistic spirit of the African people into productive organization--an endeavor that may provide insights into the first issue. (KC)

The six papers in this collection were presented at three sections of the Division of Regional Activities: (1) "A la recherche d'Approches adaptees aux Besoins en Documentation des Africains (In Search of an Approach Adapted to the Information Needs of Africans)" (Touria Temsamani Haji, Morocco); (2) "People's Libraries: An African Perspective" (Philip van Zijl, South Africa); (3) "Community Resource Centres and Their Contribution to the Development of an Alternative Public Library Model in South Africa" (Mary Nassimbeni); (4) "Growth of Libraries Since the Beginning of India's Civilization" (M. K. Jain); (5) "User Education in Chinese Academic Libraries: A Study of Current Programs in Taiwan" (Ellen F. Liu); and (6) "La biblioteca publica como centro de desarrollo cultural comunitario: una experiencia de conceptualizacion (The Public Library as a Cultural Center for the Community: An Experience of Conceptualization)" (Myriam Mejia, Colombia). (MAB)

This section focuses on several studies presented at a conference on international management. The article, "The Impact of Trade Liberalization Policies on National Patters of Corruption and Software Piracy," focuses on the impact of trade liberalization policies on national patterns of corruption and software piracy. "Repetition of Foreign Market Entry Forms: Managerial and Organizational Drivers," studies the repetition of forms of entry in a foreign market by taking into account not only organizational factors but also the managerial risk determinants of such repetitions. "Foreign Expansion Under Uncertainty: A Strategic Real Options Perspective," investigates the expansion of 30 of the largest global manufacturing companies in 6 industries in China over the last 20 years.

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

These papers come from a 2001 conference that explored language policy issues at the global, U.S. national, and California regional levels. There are 15 papers in five sections. Section 1, "National Language Policy," includes (1) "Language and Globalization: Why National Policies Matter" (Chester D. Haskell) and (2) "Real World Language Politics and Policy" (Joseph Lo Bianco). Section 2, "Language Policy, Migration, and Indigenous Peoples," includes (3) "Immigrant Integration: The Ongoing Process of Reform in France and Quebec" (James Archibald) and (4) "Education Language Policies in Francophone Africa: What Have We Learned from Field Experiences?" (Hassana Alidou and Ingrid Jung). Section 3, "National Security and Language Policy," includes (5) "The Language Crisis in the United States: Language, National Security and the Federal Role" (Richard D. Brecht and William P. Rivers); (6) "Meeting Current and Future Language Needs of the German Public Sector, with Special Emphasis on Defense" (Herbert Walinsky); and (7) "Heritage Languages and the National Security: An Ecological View" (Bernard Spolsky). Section 4, "Linguistic Rights and Language Policy," includes (8) "Linguistic Rights, Language Planning and Democracy in Post-Apartheid South Africa" (Neville Alexander); (9) "The Other Languages of Multicultural Europe: Perceptions, Facts and Educational Policies" (Guus Extra); (10) "Quebec's Language Policy: Perceptions and Realities" (Guy Dumas); and (11) "Language Policy for Multicultural Japan: Establishing the New Paradigm" (John C. Maher). Section 5,"Language Policy and Foreign Language Education," includes (12) "Foreign Language Policies in Europe, with Special Reference to the Roles of the Council of Europe and the European Union" (John L.M. Trim); (13) "Fish Bowl, Open Seas and the Teaching of English in Japan" (Yoshida Kensaku); (14) "Language Policy and Planning in Tunisia: Accommodating Language Policy" (Mohamed Daoud); and (15) "English Language Education in China" (He Qixin). (Papers contain references.) (SM)

These proceedings contain presentations and summaries of papers presented at a Wheat Competitiveness Conference. They begin with two presentations--"The Wheat Prototype Study within an Overall Conceptual Framework of Competitiveness" (James Langley) and "U.S. Competitiveness in the World Wheat Market: A Prototype Study" (Jerry Sharples). The 23 summaries of contributing reports are divided into four groups. Papers in the section on aggregate analysis of export supply and demand in world wheat markets are "Patterns and Trends in World Wheat Competitiveness" (Mathew Shane), "Measuring Economic Competitiveness in Trade" (Peter Perkins), "Revealed Competitive Advantage for Wheat" (Thomas Vollrath), and "Potential Growth in the World Wheat Market: The Impact of Factors Underlying Demand" (Mervin Yetley). The section on major factors affecting supply, demand, and trade on world wheat markets contains "Forces That Could Expand U.S. Wheat Exports: Estimates from a World Wheat Trade Model" (Jerry Sharples, Praveen Dixit), "Shortrun Impact of U.S. Macroeconomic Policy on the U.S. Wheat Market" (Mark Denbaly), "The Value of the Dollar and Competitiveness of U.S. Wheat Exports" (Stephen Haley, Barry Krissoff), "Protection and Liberalization in World Wheat Markets" (Nicole Ballenger, Cathy Jabara), "International Transportation and the Competitiveness of U.S. Wheat Exports" (Kay McLennan), "Enhancing the International Competitiveness of U.S. Wheat through Agricultural Research" (Ira Branson, Yao-chi Lu), "The Green Revolution for Wheat in Developing Countries" (Gary Vocke), and "Variability in Wheat Land Values of Major Exporting Countries" (John Sutton). In the section on wheat export markets and factors affecting supply, demand, and trade are "Summary of Export Markets" (John Sutton, Ron Trostle) and these summaries: "The U.S. Wheat Market" (William Lin, Robert McElroy), "The Canadian Wheat Market" (Pat Weisgerber, et al.), "The Australian Wheat Market" (Paul Johnston), "The French Wheat Market" (Mark Newman), and "The Argentine Wheat Market" (Jorge Hazera). In the section on wheat import markets and factors affecting supply, demand, and trade are "Summary of Import Markets" (James Langley, Gene Mathia) and these summaries: "The Mexican Wheat Market" (Myles Mielke), "The Brazilian Wheat Market" (Edward Allen), "The Conduct of Wheat Marketing in North Africa" (George Gardner, David Skully), "The Dynamics of China's Wheat Trade" (Frederic Surls), "The Soviet Wheat Market" (Emily Moore), and "The East European Wheat Market" (Robert Cummings). Other contents include a conference summary and comments by review panels of trade and university economists. (YLB)

These papers from the World Education Workshop on minority education present the question of minority education in its many guises around the world. Basic objectives of the workshop include bringing together people concerned with the polycultural and international dimensions in the preparation of professional educators, promoting recognition of a global perspective as a viable approach to many contemporary issues, and collecting materials that could be shaped into instructional curricula. The major presentations discuss minority education as it is defined and dealt with in Latin America, the Middle East and India. The 19 shorter papers discuss aspects of minority education in Wales, Israel, Turkey, South Africa, Africa, India, the Philippines, Peoples Republic of China, and the United States; discuss minorities as defined by race, color, religion, immigrant status, socioeconomic status, language, military and civilian status; and discuss the processes and programs that the recognition of minority rights necessitates. A list of the workshop participants is included. (JH)

These proceedings begin with the schedule, conference committee membership lists, and detailed agenda of the 1997 conference of the Academy of Human Resource Development, which explored the future of human resource development (HRD). Presented next are papers on HRD from scholars affiliated with organizations from 12 countries. The papers are grouped by the conference's 34 symposium topics: university instruction in HRD; evaluation in HRD; strategic HRD; international HRD perspectives; informal workplace learning; enhancing team performance; research issues in HRD; adult learning in the workplace; changing organizational forms; instructional technology; work analysis and expertise; work force issues facing HRD; essential competencies for internal and external organizational development consultants; transfer of learning; learning organization practices; university HRD programs; HRD and performance outcomes; contextual learning issues; organization development and change; integrity in HRD; assessing the learning organization; leadership and executive development; advancing the profession through journals; charting the future of HRD; measurement and research tools; the purpose and place of HRD; global HRD; motivation to learn and perform; enhancing individual readiness; linking HRD practice and research; career issues in organizations; performance improvement processes; management development; assessing employee skills; and individual learning issues. (MN)

Eleven papers are presented from the International Round Table on Vocational Training and Employment. Introductory materials are the program and list of participants. The papers are as follows: "Evolution de la Formation Professionnelle en Afrique et Contribution du Ciadfor au Cours de la Derniere Decennie" (in French); "Educacion, Empleo y Formacion Profesional en Venezuela" (Rita Pucci de Liprandi, in Spanish with an English summary, "Vocational Education and Training in Venezuela"); "Labour Policies, Employment and Training: An Overview of the Fondazione Giacomo Brodolini" (Leonello Tronti); "Vocational Training and Employment in Czechoslovakia" (Jaromir Coufalik); "Review of Vocational Training Programmes of Selected Developing Economies of Asia-Pacific Region" (A. M. A. H. Siddiqui); "Country Paper--Arforghe (Tunisia)" (Abdessalem Ajmi); "Current Vocational Training in Latin America" (Joao Alexim); "Vocational and Technical School in China and Prospects of International Cooperation" (Y. N. Chen); "Interaction between Secondary Education and Productive Work in China" (Qian Tang); and "Education and Training for Employment in the United States of America" (Ray Ryan). (YLB)

This document results from a seminar held to initiate a dialogue on the ways and means of strengthening research capacity in developing countries. The seminar participants hoped to take stock of the economic and social changes that nations around the world have witnessed in this decade. These changes have engendered shifts in educational research priorities, in the ability of individuals and institutions to undertake educational research, and in the role that educational research is assigned by the state. Divided into two sections, the first section documents the proceedings of the seminar, including a summary of the discussions that followed the formal presentations, and the recommendations for further action on educational research issues. The second section of the book contains several of the papers submitted to the seminar. This sections provides an up-to-date, comprehensive picture of educational research in developing countries. The individual research papers include one on general background of educational research in developing countries. Two papers on Africa are included, "Educational Research Priorities in Sub-Saharan Africa" (Katherine Namuddu) and "Educational Research Networking: The ERNESA Experience" (Changu Mannathoko). Three papers deal with Asia, "Educational Research in Southeast Asia" (Arfah Aziz); "Educational Research in China: An Overview of the Current Situation" (Zhou Nanzhao); and "Challenging the North-South Paradigm: Educational Research in East Asia" (Cheng Kai-ming). The last part contains two papers, "Educational Research in Latin America: Notes on Trends, Challenges, and Needs" (Jacques Velloso) and "Educational Research in the Caribbean" (Faith Wiltshire; Lucy Steward). The volume includes two appendices: (1) the seminar agenda and (2) the list of participants and representatives. (DK)

This paper is about the politics of technological progress as it is being played out among a loose network of Ghanaian makers. It unpacks how the practice of 'making' unfolds as a site for positioning the self and the nation within a global imaginary of techno futures. The paper argues, first, that 'making' in Ghana is emblematic of a crossroads of imaginative possibilities for technological design and production, and second, that this marks a distinct turn in the politics of technological progress, particularly when situated against ongoing econo‐political negotiations between the Global south, the West, and China. [ABSTRACT FROM AUTHOR]

Based on the visual and textual analysis of China Pictorial magazine in two historical periods (1964-1976 and 2000-2016), this study identifies six key genres of China's representations of Africa and explores how they have been shaped by the changing global geopolitics. This study finds that, different from western way of seeing Africa, China has presented a general positive image of Africa, especially during the Maoist era. The effort to romanticize Africa in the socialist era is conceptualized as a "socialist gaze" which functions as a counter-representation of the "colonial gaze". By re-historicizing China's representations of Africa since the Maoist era, this study aims to expand our understanding of south-south media flow and the Cold War media history. [ABSTRACT FROM AUTHOR]

The reason for the G8's 2005 historic pledges of assistance to Africa is traceable to China's rising status across the African continent. China's fortunes have been tied in no small way to Africa's significant economic gains over the past few years. For centuries, Africa has been within the West's sphere of influence. The West fought against Soviet attempts to neutralize that influence during the Cold War. Rather than military offensivesâ?”in the form of proxy wars in Africa against the Sovietsâ?”the strategy of choice these days is likely to be diplomatic offensives in Africa against China, hence, the historic 2005 G8 pledges for Africa. Neither world-systems theory, power-transition theory, nor a global class analysis is sufficient to explain and predict the emerging Sino-G8 competitive scramble for Africa. Combining the elements of the perspectives, however, captures some of the key contradictory and complementary dynamics of competition and cooperation. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]