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Each issue of this annual newsletter focuses on a particular area of the Kettering Foundation's research. The 2013 issue focuses on citizens and the importance of the choices they make in politics. In many ways, politics is about choice--not only among policies and candidates in elections, but also among the many actions to address and solve problems. Two difficulties stand out: (1) Too often, people are on the sidelines of the political system. They don't make any choices, or they choose by not choosing at all; and (2) Simply being involved won't result in good choices unless people make informed and wise decisions about what they should do. Kettering research is both about what motivates people to become involved and about what helps them make sound decisions. The articles in this newsletter describe a variety of experiments in how naming and framing problems encourages deliberation. These experiments, and others, offer critical insights into how citizens can get off the sidelines of the political system and make sound choices about their shared future. Individual articles include: (1) Getting Off the Sidelines and Making Good Choices (David Mathews); (2) Deliberative Opportunities in Everyday Political Talk (Amy Lee and Erika Mason-Imbody); (3) Public Deliberation from the Jury Room to Initiative Elections (John Gastil); (4) Issue Guides and Issue Frameworks (Brad Rourke); (5) Learning Exchanges with Centers for Public Life (Alice Diebel and Randall Nielsen); (6) A Public Voice: A Long-Running Experiment Bears Promising Fruit (David Holwerk); (7) Reinventing Hampton (Connie Crockett); (8) Learning Exchanges with Professional Organizations (Phillip D. Lurie); (9) Public Learning in Public Schools: How Networks of Teachers and Public Partners Can Support Civic Learning (Stacie Molnar-Main, with Libby Kingseed); (10) Active Citizenry in Cartagena de Indias, Colombia: A Case of Citywide Deliberation, Collective Acting, and Civic Capacity Building (Germán Ruiz and Ileana Marin); (11) Online Deliberative Decision Making (Amy Lee); and (12) Folk Politics (Randall Nielsen).

This Spanish- and Portuguese-language bulletin presents articles on matters of tolerance, and the lack of it. Among the topics covered are the similarities and differences between projects and organizations that promote tolerance, methods of teaching tolerance, four different projects that combat violence, and some ways in which such projects cooperate. Following an introduction, the articles are as follows: (1) "Bases for Social Tolerance: Different Focuses, a Common Goal"; (2) "The Body, the Emotions and Language: Fundamental for Social Tolerance"; (3) "Mexico: Dimensions of Violence: Indigenous Children Who Live in the Streets"; (4) "Building and Sharing Follow-up Initiatives: A Proposal for Coordination among Central American Organizations"; (5) "Brazil: Domestic Violence in Childhood" (in Portuguese); (6) "Colombia: The Family: Between Community Life and Violence"; and (7) "Spain: The Challenge of Intercultural Tolerance." The bulletin concludes with a list of relevant resources. (BH)

This document consists of the three 2001 issues of The Bernard van Leer Foundation's "Early Childhood Matters," a periodical addressed to practitioners in the field of early childhood education and including information on projects funded by the foundation. Articles in the February 2001 edition focus on fathers and include: (1) "Fathers Matter Too" (Jim Smale); (2) "The Changing Roles of Fathers" (Wim Monasso); (3) "Involving Fathers in Community-based Early Childhood Programs: A Report from Israel and the Palestinian Autonomous Region" (Farid Abu Gosh); and (4) "Men in Families: Exploring the Impact of Men and Reproductive Health and Choices in Mexico." The June 2001 issue focuses on children's rights and the U.N. Convention on the Rights of the Child. The articles include: (1)"Rights from the Start: ECD and the Convention on the Rights of the Child" (Feny de los Angeles-Bautista); (2) "Moving Promises to Action: A Critique of the CRC from an ECD Perspective" (Robert G. Myers); (3) "Early Childhood Development Programmes and Children's Rights" (Caroline Arnold); and (5) "We Are Also Human Beings: A Guide to Children's Rights in Zimbabwe." Articles in the October 2001 issue deal with the Effectiveness Initiative, a study of how programs respond to and overcome obstacles, including: (1) "The Effectiveness Initiative in Mozambique" (Laura Pujol); (2) "Honduras: The Madres Guias of La Huerta" (Liliana Godoy R); and (3) "Kenya: From Objective Outsider to Objective Insider--An Experiential Case of Give and Take" (Peter Mwaura). Each issue includes information on foundation publications and announcements related to foundation activities. (KB)

Recognizing the need to identify the level, nature, and impact of Early Childhood Care and Development (ECCD) programs on children and their families, this theme issue of "Coordinators' Notebook" seeks to complement and further the international efforts at collecting information on ECCD for use at national and international levels. Following the introduction, a review article, "In Search of Early Childhood Indicators" (Robert G. Myers), outlines some of the general questions about indicators, with special reference to ECCD indicators, and offers 16 possible indicators for debate, strongly emphasizing that these need to be critically reviewed across different settings. The indicators are organized in the following categories: (1) coverage, access, and use; (2) program quality; (3) political will as shown in policy and financing; (4) costs and expenditures; and (5) status of or effects on children and parents. A second article summarizes activities of the Consultative Group on ECCD related to indicator development: a review of instruments and measures, construction of a child development profile, and a search for ECCD indicators in five countries. The findings of these five national-level case studies, conducted in collaboration with the Consultative Group on ECCD on the review and development of ECCD indicators, are then presented for Namibia, Nepal, Jamaica, Philippines, and Colombia. The work on reviewing, development, and sometimes field-testing indicators provides a platform for useful discussions around ECCD. Case studies highlight the need to build capacities within countries to enable them to carry out the development of appropriate indicators at country/sub-country levels. The journal's regular feature, "Network Notes," reports on activities, meetings, and the calendar of the Secretariat and of the Partners of the Consultative Group on ECCD. (KB)

This ERIC Digest reports on the origins, purposes, and methods of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study. In 1993, the General Assembly of the IEA decided to carry out a two phase study of civic education. The goal of the two phase study was to identify and examine in a comparative framework the ways in which young people are prepared for their roles as citizens in democracies and societies aspiring to democracy. Both phases of the study were designed to provide information regarding 15 questions of interest to policymakers and educators. The three content domains covered in the study were: (1) democracy, democratic institutions, and citizenship; (2) national identity and international relations; and (3) social cohesion and diversity (including an understanding of discrimination). Phase 1 of the study was more qualitative and used interviews with experts on civic education, analyzed curriculum frameworks, national standards, and textbooks, and gathered information from focus groups. Twelve common themes were identified including: (1) there is a common core of content topics across countries; and (2) social diversity is an area of concern in nearly all countries participating in the study. Phase 2 of the study will analyze test data from 120,000 students aged 14 and 17-18 from the participating countries. The test instrument includes items about democratic principles, citizenship, political engagement, fact based instruction, and classroom climates. Teacher and school questionnaires also are to be administered. The release of the Phase 2 report will be in early 2001. (JH)

This theme issue of the Bernard van Leer Foundation's "Newsletter" is devoted to approaches to working with disadvantaged children up to 3 years of age. An introduction describes the crucial period from before birth to 3 years, noting that although the mother's body provides the an essential part of the environment, other easily identifiable (and avoidable) factors can cause problems. Providing training programs and information can help reduce risks. It also notes that child development can vary from culture to culture. Intervention can be guided by theory, but it is important to recognize that most theory originates in the United States or Europe and should not be assumed to be universally valid. The remainder of the newsletter consists of descriptions of intervention approaches and programs for disadvantaged children in: (1) France; (2) Peru; (3) Israel; (4) The Netherlands; (5) Romania; (6) El Salvador; (7) Zimbabwe; (8) England; (9) the United States; (10) Scotland; (11) Malaysia; (12) and Columbia. One essay discusses various child development theories, including those of Piaget, Vygotsky, Bronfenbrenner, and Brazelton. (TM)

The publication is a half-yearly journal for adult education in Africa, Asia, and Latin America. Issue 42 includes the following: "Adult Education for Self-Reliance in Community Health Education Programmes" (Kweka); "Promoting Good Nutrition" (Mangvwat); "Incorporating Health-Improvement Activities in Adult Education Programmes in Nigeria" (Momodu); "The Need To Develop Critical Thinking Skills in a Core Training Programme for Primary Health Care Workers" (Cornielje); "Democracy and Adult Education in Tanzania" (Mushi); "Role of Voluntary Action in a Contemporary Context" (Tandon); "Make It Global--Make It Local but Always Do It Democratically" (Vio Grossi); "Literacy Skills as Building Bricks for Trade Union Democracy" (Ireland); "Micro-Enterprise in the Informal Sector of Managua and the Long Road to Vocational Competence" (Overwien); "Experience of a French Adult Educator" (Adebisi); "Managing Tutors in Distance Education" (Tong); "A Learner-centered Approach to Training the African Manager" (Ronan); "European Adult Education"; "Development Education in Germany" (Hager, Niemann); "Volkshochschulen and International Contacts" (Durste, Fenner); "Adult Education and Lifelong Learning"; "Indigenous Education and Social Organization" (Tamayo); "A Letter to a Television Network and Its Response" (Samlowski); "A Concept for Bilingual Intercultural Education for Indigenous Women" (Jauregui); and "The Political Challenge of Indigenous Education in Latin America" (Prado). A supplement to issue 42 is titled "An Introduction to Indigenous Education in East Africa" (Ocitti). Issue 43 begins with the history of the Institute for International Cooperation of the German Adult Education Association and a description of the institute's 1993 activities. The following articles are included: "Development-Oriented Adult Education Balancing between Impoverishment and Emancipatory Learning Processes" (Hildebrand); "Policy and Practice of Literacy" (Hinzen); "Migrants and Ethnic Minorities" (Leumer); "New Challenges in Development Education" (Apel, Niemann); "Current Action for the Promotion of Women in the European Union" (Plesser-Loper); "What Comes First and What Comes Second" (Samlowski); "Adult Education in Transition in Central Europe, the CIS [Commonwealth of Independent States], and the Baltic States" (Strewe); "Trends in the Development of Adult Education as a Profession" (Duke); "The European Dimension of Adult Education" (Sussmuth); and "Learning in Civil Society" (Tandon). International cooperation and international developments in adult education are illustrated by 22 documents from 1960-1994. Appendixes include abbreviations and lists of the Institute's publications. (YLB)

These two issues of a half-yearly journal for adult education cover Africa, Asia, and Latin America. Number 40 consists of 35 articles on 4 themes: Multicultural dimensions; environmental learning; cooperation and partnership with Eastern Europe; and women and training. Articles include: "It Is Time to Understand that the World Belongs to All of Us" (Mane); "The Bensheimer Kreis Demands: Give Priority to Fighting the Causes for Large Refugee Movement!"; "Western Man--A Master of Detail But Blind to the Whole" (Willamo); "A Critical View of Environmental Education" (von Sanden, Evia); "Polish and German Coexistence" (Samlowski); "Adult Education in the Process of Rebuilding the Economy" (Marcinkiewicz); and "Systematizing Gender-Based Interventions: The Mindanao Experience" (Polestico). Number 41 consists of 22 articles on 3 major themes: indigenous peoples and learning; development and community participation; and adult education and training. Articles include: "What Is a True Indigenous School?: Indigenous Societies of Brazil and Their Schools" (Grupioni, Ferreira); "Literacy, Language, and the International Year for the World's Indigenous Peoples" (Brennan); "The Idiofa Peasant's Participation in Rural Development--A Lawsuit against the State" (Lowola); "To Collaborate in Order To Promote Laws in Rural Areas and Fight against Injustices"; (Mulunda, Ntashushwa); "What Brings about Changes in the Local Community" (Koineh); "Eradication of Illiteracy of Women and Girls in Vietnam" (Van); and "Expanding Training Delivery for Job Generation" (Gamerdinger). (YLB)

Providing basic reference materials, this issue of "Children in the Tropics" consists of a revised and completed version of the 1982 issue on the development of children from birth to 6 years of age. Contents present a broad picture of the physical and mental development of children under 6 and formulate a number of recommendations about how to provide help and support for such children. Section I concerns child development. Section II discusses the education of young children in terms of child development and play, the child and the development of communication, and the child and expression. Section III focuses on health monitoring and education for young children, exploring different types of caretaking for young children, education for parents, and the educational program approach to learning. Section IV indicates some landmarks for the monitoring of child development which are based on experiences in Colombia. Provided are guidelines for monitoring the development of children under 6, a growth chart, and a pediatric grid for sensory assessment. Concluding materials include technical notes on the observation of young children and guidelines for building a short-term learning program. Supplementing the discussion are examples, technical notes, diagrams, and drawings which are intended as practical tools for specialists. (RH)

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