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1. Letters from Abroad. Occasional Paper Series 9

Author: Bank Street Coll. of Education, New York, NY., Levine, Linda, Casper, Virginia, Futterman, Donna, Casper-Futterman, Evan, Adcock, Holley, Penberg, David, Levine, Linda, Casper, Virginia, Futterman, Donna, Casper-Futterman, Evan, Adcock, Holley, Penberg, David, and Bank Street Coll. of Education, New York, NY.
Abstract: What counts as knowledge and whose knowledge counts? When does going away help shape a clearer sense of home, and when does it not? How does living abroad change our perspectives as teachers and learners? The educators who have contributed to this Occasional Paper share a formidable combination of purpose, curiosity, courage, and self-awareness. Reflecting on their choices to live and work in other parts of the world, they offer a provocative range of personal and professional explanations for seeking our the strange and unknown. Their letters from abroad reveal a genuine interest in what matters to others, a capacity to describe people and environments with intriguing detail, and a willingness to reveal themselves as inexpert newcomers. As these essays make clear, no preparation is ever sufficient because what happens always diverges from and exceeds our expectations. Risk-taking and error are inevitable, as integral to each story as the exhilarating discoveries that travel affords. Most important, we learn how these educators came to value the experience of "otherness" in themselves as well as in those they met. Today, we are more mindful than ever of the need for global awareness, understanding, and engagement. "Letters from Abroad" is designed to highlight what some Bank Street colleagues have sought, found, and questioned while working far from home. The editors of the Occasional Papers Series hope these missives from foreign shores will inspire others to set out on explorations of their own, explorations in which they resist the temptation to make the strange familiar and enjoy, if only for a short while, the way that the familiar itself may become strange. After an introduction by Linda Levine, the essays comprising this paper are: (1) What We Bring with Us and What We Leave Behind: Six Months in Post-Apartheid South Africa (Virginia Casper, Donna Futterman, and Evan Casper-Futterman); (2) There and Almost Back Again (Holley Adcock); and (3) Living in the World (David Penberg).
Published: 2002

2. Learning To Compete: Education, Training & Enterprise in Ghana, Kenya & South Africa. Education Research Paper.

Author: Department for International Development, London (England)., Afenyadu, Dela, King, Kenneth, McGrath, Simon, Oketch, Henry, Rogerson, Christian, and Visser, Kobus
Abstract: A multinational, multidisciplinary team examined the impact of globalization on education, training, and small and medium sized enterprise development in Ghana, Kenya, and South Africa. The study focused on the following issues: developing a learner-led competitiveness approach; building learning enterprises; education for microenterprises and macroeconomic growth; and training for self-employment and competitiveness. The study documented the importance of learning-led competitiveness and identified obstacles to development of learning enterprises in all three countries. The following are among the 12 recommendations offered to national governments and international agencies with development concerns: (1) insert learning-led competitiveness into development debates; (2) understand the implications of globalization better; (3) address the range of barriers to development of learning enterprises; (4) consider interenterprise linkages and the role of learning therein; (5) place learning-led competitiveness at the heart of small enterprise development policy; (6) broaden the universal primary education vision; (7) construct a curriculum for competitiveness; (8) improve public training's ability to support competitive self-employment; (9) empower training providers to be more market responsive; and (10) emphasize skills transfer from large to small firms. (The bibliography lists 139 references. Brief profiles and addresses of the research team members and a list of project papers are appended.) (MN)
Published: 2001

3. Current Business and Economics Driven Discourse and Education: Perspectives from around the World. BCES Conference Books, Volume 15

Author: Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, Niemczyk, Ewelina, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, Niemczyk, Ewelina, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
Abstract: This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education--Perspectives from Around the World (Johannes L. van der Walt). Part 1: Comparative Education & History of Education: (2) Economics and Comparative and International Education: Past, Present, Future (Charl Wolhuter); (3) Spontaneous Responses to Neoliberalism, and Their Significance for Education (Johannes L. van der Walt); (4) Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations (Harold D. Herman); (5) Commodity versus Common Good: Internationalization in Latin-American Higher Education (Marco Aurelio Navarro Leal); (6) Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa (Obed Mfum-Mensah); and (7) Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany (Octaviano García Robelo and Ileana Casasola Pérez). Part 2: Teacher Education: (8) Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives (Jana Kalin, Renata Cepic, and Barbara Šteh); and (9) The Internationalization of Teacher Education: Different Contexts, Similar Challenges (Bruno Leutwyler, Nikolay Popov, and Charl Wolhuter). Part 3: Education Policy, Reforms & School Leadership: (10) Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England (Gillian L. S. Hilton); (11) Government Policy in England on the Financing of ITT: Value for Money or a Waste of Resources? (Gillian L. S. Hilton); (12) The Roles of Teacher Leadership in Shanghai Education Success (Nicholas Sun-keung Pang and Zhuang Miao); (13) Capitalism and Public Education in the United States (Peter L. Schneller); (14) STEM Education Policies and their Impact on the Labour Market in Latvia (Rita Kiselova and Aija Gravite); (15) Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme (Corene De Wet); (16) Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools (Vimbi Petrus Mahlangu); (17) Influence of International Organisms in the School Management Autonomy as an Education Policy (Amelia Molina García, José Antonio Sáenz Melo, and José Luis H. Andrade Lara); and (18) The Reorganisation of the Curriculum in Educational Cycles in Codema College: A Positive Step (Claudio-Rafael Vasquez-Martinez, Felipe González-Gonzalez, Francisco Flores, Josefina Díaz, Jose-Gerardo Cardona-T., Hector Rendon, Jorge Chavoya, Sandra-Milena Gutiérrez-Cardenas, María-Ines Álvarez, Joaquín Torres-Mata, Erik-Moises Betancourt-Nuñez, María Morfín, Miguel Álvarez, and Carlos Anguiano). Part 4: Higher Education, Lifelong Learning & Social Inclusion: (19) Training Middle Managers of South African Public Schools in Leadership and Management Skills (Sharon Thabo Mampane); (20) The Higher Education Policy of Global Experts Recruitment Program: Focused on China (Hanna Kim); (21) Job Motivation and Job Satisfaction among Academic Staff in Higher Education (Gordana Stankovska, Slagana Angelkoska, Fadbi Osmani, and Svetlana Pandiloska Grncarovska); and (22) Comparative Analysis of English Language Student's School Paths at a Mexico University (Octaviano García Robelo, Jorge Hernández Márquez, and Ileana Casasola Pérez). Part 5: Law and Education: (23) Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions (Elizabeth Achinewhu-Nworgu); (24) Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education (Elizabeth Achinewhu-Nworgu); and (25) Legal Understanding of "Quid Pro Quo" Sexual Harassment in Schools (Vimbi Petrus Mahlangu). Part 6: Research Education: (26) Burke's Dramatism Framework: A Lens to Analyse Bullying (Lynette Jacobs); (27) Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research? (Juliana Smith and Rosalie Small); and (28) Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland (Anna Czyz). Part 7: Educational Development Strategies in Different Countries and Regions of the World--National, Regional and Global Levels: (29) Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level (Oksana Chigisheva, Anna Bondarenko, and Elena Soltovets); (30) Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics (Tatiana Korsakova and Mikhail Korsakov); (31) Psychological Counseling Services in the Universities of Russia and the West (Elena Kirillova, Boris Kuznetsov, Vasiliy Aleshin, and Evgeniy Vodolazhskiy); (32) Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (on the Example of the Image of Human Head) (Svetlana Melnikova and Ludmila Petrenko); (33) Short Cycle Higher Education Development in Latvia (Intra Luce); (34) Peculiarities of Teaching Medical Informatics and Statistics (Sergey Glushkov); and (35) The Role of Social Practice for the Development of Educational and Professional Standards (Irina Bobyleva and Olga Zavodilkina). Part 8: Key Directions and Characteristics of Research Organization in the Contemporary World: (36) Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited (Galina Zashchitina and Natalia Moysyak); (37) On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines (Lyudmila Dyshaeva); and (38) Terrorism as a Social and Legal Phenomenon (Anna Serebrennikova and Yekaterina Mashkova). Individual papers contain references. [For Volume 14, Number 1, see ED568088. For Volume 14, Number 2, see ED568089.]
Published: 2017

4. Subsidies and Levies as Policy Instruments to Encourage Employer-Provided Training. OECD Education Working Papers, No. 80

Author: Organisation for Economic Cooperation and Development, Muller, Normann, and Behringer, Friederike
Abstract: This paper provides an overview of the available information concerning selected policy instruments intended to promote employer-provided training, including the stated rationale and objectives, the target groups and operational design as well as a at a summary of the evaluative evidence regarding their operation. The analysis focuses on policy instruments providing financial assistance or incentives, specifically, subsidies (including tax incentives and grants) and levy schemes that devote a least some share of their resources to continuing training. Training leave regulations are considered only to the extent that they can be treated as a form of subsidy or a levy scheme, depending on the main financing mechanism involved. Instruments that focus solely on improving the quality of training or enhancing transparency in the training market are not addressed. In addition to offering a description of different instruments, the paper discusses the strengths and weaknesses (or risks and opportunities, respectively) of different types of instrument or particular elements of instrument design. It also specifies principles of successful instrument design that have been put forth in the literature and concludes with some remarks regarding the choice of policies. Training funds in combination with levy schemes in OECD and non-OECD countries are appended. Individual sections contain endnotes. (Contains 1 figure and 1 table.)
Published: 2012
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5. Scaling up Corporate Social Investments in Education: Five Strategies That Work. Global Views. Policy Paper 2012-01

Author: Brookings Institution and van Fleet, Justin W.
Abstract: Scaling up good corporate social investment practices in developing countries is crucial to realizing the "Education for All" and "Millennium Development Goals". Yet very few corporate social investments have the right mix of vision, financing, cross-sector engagement and leadership to come to scale. Globally, 67 million children are not enrolled in primary school, over 200 million are in school but not mastering basic skills such as reading, and many millions more complete post-primary education without the skills needed to participate in society or the local economy. Overcoming these challenges will require swift and bold action by many actors, including governments, multilateral organizations, donors and civil society. Corporations can use their core assets to generate shared value for business and society by helping get children into school, setting a strong learning agenda and scaling up what works in education. This policy paper looks at what works and what is not working in corporate efforts to further education in developing countries. (Contains 54 endnotes.)
Published: 2012

6. School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10

Author: University of London, Development Education Research Centre (DERC), Link Community Development (United Kingdom), Bourn, Douglas, and Cara, Olga
Abstract: Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.
Published: 2013

7. Secondary Education in Africa: Strategies for Renewal. World Bank Presentations at the UNESCO/BREDA-World Bank Regional Workshop on the Renewal of Secondary Education in Africa (Mauritius, Africa, December 2001). Africa Region Human Development Working Paper Series.

Author: World Bank, Washington, DC. and Mastri, Lawrence
Abstract: 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)
Published: 2002

8. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)

Author: International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
Abstract: 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.
Published: 2014

9. Distance Education in Southern Africa Conference, 1987. Papers 2: Issues in Education and Distance Education.

Author: South Africa Univ., Pretoria. and Adey, David
Abstract: Eighteen papers from the University of South Africa's Conference on Distance Education are presented on issues in education and distance education. They include: "Distance Education in Africa's Educational Development: The Case of Ghana" (Joe K. Ansere); "Distance Education: A Solution to the Economic Problems of Education in Southern Africa" (M.G. Andrew); "The University of Transkei and Distance Education" (Norman M. Hodge); "Perspectives on the Role of Distance Education in a Curriculum for Continuing Professional Education" (C.A. Kapp); "Responsibilities of Academic Staff" (Tim Moelwyn-Hughes); "'Distance Education' at a Residential University" (S.J.P. du Plessis): "Distance Education in Developing Countries: The Ecology of Development or the Need for Context Sensitivity" (Anton Muller); "Education in an Information Society: Implications for Teaching in South Africa" (Jacques Steyn); "The Explosion in Student Numbers: Some Moral and Pragmatic Considerations" (J.C.G.J. van Vuuren); "Psychic Aspects of Distance Education" (Trysie Grobler); "Art History in Africa: A Look at Course Content" (Lize van Robbroeck); "'Forget and Forgive Her Sex': Integrating Women Artists with Art History" (Marion Arnold); "Generating a Creative Future: Strategies for the Teaching of Creativity within the Context of Distance Education Systems" (Nina Romm, Norma Romm); "Non-Formal and Functional Distance Education in Southern Africa" (Hennie Swanepoel); "Taking a Positive View of the (Dis)advantages of Distance Teaching: Reading Skills, Writing Skills and Theory of Literature" (Ina Grabe); "Continuing Education as a Function of a University for Distance Education" (L.P. Calitz); "The Possible Role of Distance Teaching in the Education System of South Africa" (D.C. Badenhorst); and "Accountability in Distance Education" (E.A. Coster) (LB)
Published: 1987

10. Distance Education in Southern Africa Conference, 1987. Papers 4.2: Professional Education and Practical Training at a Distance.

Author: South Africa Univ., Pretoria. and Adey, David
Abstract: Fifteen papers from the University of South Africa's Conference on Distance Education are presented on professional education and practical training. They include: "The Art Work: From Concept to Realization" (Leon du Plessis and Koos van der Watt); "Distance Education for Industrial, Professional, and Practical Training" (Jacob van der Westhuizen); "From Theory to Practice: Educating for Vocational Excellence" (T.J. van Heerden); "Professional Development in Vocational Courses such as Social Work with Special Reference to Laboratory Work" (J.J. Jacobs); "The Role of Distance Education in Post Graduate Studies of Education in the Republic of South Africa" (G.S. Harley); "Practice Teaching in Special Education--A Challence for Distance Education" (H.M. Gerber); "Accountable Teacher Training in University Distance Education" (P.L. de Jager); "The Development of Educational Management as a Field of Study at UNISA" (Chris van Wyk); "Teaching Preprimary Teachers through Distance Education" (H.M. Grobler); "A Strategic Approach to Management Education in a Distance Teaching Environment" (E.W. Neuland et al.); "Teaching Accounting by Teletuition" (J.G. Huisamen); "Teaching Auditing in a Distance Education Environment" (H.J.S. Vorster et al.); "Teletuition in Undergraduate Legal Education" (W.J. Hosten); "Towards Integration in Legal Education: An Introduction to Practice" (Joan Church); and "The Teaching of the Practical Component of Physics in Distance Education" (E.C. Reynhardt). (LB)
Published: 1987

11. Distance Education in Southern Africa Conference, 1987. Papers 4.1: Professional Education and Practical Training at a Distance.

Author: South Africa Univ., Pretoria. and Adey, David
Abstract: Fifteen papers from the University of South Africa's Conference on Distance Education are presented on professional education and practical training. They include: "Essential and Professional Education of Physics Teachers in Poland" (Kazimierz A. Badziag); "Vocational Teaching at a Distance: The New Zealand Perspective" (Dave Nicoll); "Principles and Practices in Distance Education" (Faith B. Collins); "Providing a Reality Base for Your Qualification" (Johan Herholdt); "The Role of Private Correspondence Colleges in the Fields of Tertiary Business Education in South Africa" (Theuns Gerber); "The Necessity for Distance Teaching in the In-Service Education of Teachers in Southern Africa" (R.M. Yule); "The 'Distance' Implications of Cooperative Education at Residential Universities as a Strategy to Ensure Effective Education for the Professions" (A.J. Havenga); "Career-Oriented Technikon Training (Technikon Programmes) by Means of Distance Teaching, with Special Reference to Laboratory, Practicals, and In-Service Training" (Z. van Dyk); "The Development of a Computer Package for Distance Education Accounting Students" (D.E. Wolvaardt et al.); "The Development of Distance Education for Traffic Police" (M.G.T. Cloete); "Professional Development in Vocational Courses such as Social Work with Specific Attention to Field Instruction" (R.C.W. van Bijon); "Beyond Professional Training: Developing Mental Health Leadership" (discussion: W.J. Jordaan, P. LeRoux, G. Rodemeyer, F.J.A. Snyders); "Teaching Cataloguing and Classification by Correspondence" (M.S. van der Merwe);"The Practical Component in the Education Programme of Students in Library and Information Science at UNISA" (Wanda Thomas); and "The Contribution of Distance Education to the Development of the Nursing Profession in Southern Africa" (Charlotte Searle). (LB)
Published: 1987

12. Distance Education in Southern Africa Conference, 1987. Papers 3.1: Media and Technology in Distance Education.

Author: South Africa Univ., Pretoria. and Adey, David
Abstract: Fifteen papers from the University of South Africa's Conference on Distance Education are presented on media and technology. They include: "Video Education: What Went Wrong and Why It Is Tomorrow's Teacher If Used Correctly" (William M. Smith); "Formative Evaluation of ETV Programmes" (Aliza Duby); "Distance Education for South African Adult Learners: The Role of Educational Technology" (Jeff Wolfson); "The Role of Radio and Television in Distance Education" (Anina Maree); "The Potential of Sound Cassettes in Distance Education" (Johan Freysen); "The Use of Satellites for Distance Education: A New Model for South Africa" (I. Ural); "Community Information for the Functionally Illiterate in South Africa by Means of Audio Cassettes" (A.P. du Plooy); "The Botswana Experiment: The Feasibility of Communication Technology in a Distance Learning Innovation in Southern Africa" (R. Kenneth Jones, Kathlene Higgins); "The Use of Audio-Cassettes in Distance Education" (Andre I. le Roux); "The Telephone at UNISA" (C.C. Herbst); "UNISA and Beltel: A Marriage of Convenience?" (Calvyn Potgieter); "The UNISA Beltel Project" (Jean-Paul Genot); "Communication Media and Distance Education (Media Design: An Integral Part of Course Design)" (C. Potgieter); "Supplying Library Materials to Undergraduate Students of a Distance Teaching University" (N. Shillinglaw); and "Post-Graduate Students and the Library at a Distance Teaching University" (Robert Poller). (LB)
Published: 1987

13. The Next Stage of Development of eLearning at UFH in South Africa

Author: International Association for Development of the Information Society (IADIS), Wright, Graham, Cillers, Liezel, Van Niekerk, Elzette, and Seekoe, Eunice
Abstract: This paper is a review of eLearning using Blackboard as a Virtual Learning Environment (VLE) to identify the future development of the VLE within the Faculty of Health Sciences at the University of Fort Hare. The paper uses a case study approach to identify problems associated with the implementation of VLE's in Sub-Saharan Africa. Problem-Based Learning (PBL) and Case-Based Learning (CBL) are both based on a constructivist learning model that is used in many Health Faculties to underpin undergraduate and postgraduate education. All over the developed world, Higher Education Institutions (HEI) have introduced online learning systems, and this has been repeated in Sub-Saharan Africa during the last decade alongside student-focused curriculum designs. The challenges of producing harmony between the classroom and electronic learning environments are discussed within the case study. The paper concludes that there is a need to explore the tools and applications available to enable student focused and initiated interfaces with "Blackboard Learn" to support the implementation of an environment suitable for PBL and CBL. [For the complete proceedings, see ED579335.]
Published: 2017

14. Glocal Education in Practice: Teaching, Researching, and Citizenship. BCES Conference Books, Volume 17

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

15. Learning for the Natural Environment: The Case against Anthropocentrism

Author: Horsthemke, Kai
Abstract: The world (Africa in particular) is in a progressive state of environmental crisis, caused by global warming, loss of biodiversity, human overpopulation, pollution, massive deforestation and desertification, urbanization and many other environmental problems and risk factors. For several commentators and theorists, part of the solution resides in the provision of pertinent and adequate education, including environmental education. The present paper briefly examines the history of environmental education, internationally and in South Africa, and some of its most prominent current trends and issues, before critiquing its general orientation. Arguing against what appears to lie at the heart of environmental education and literacy, namely anthropocentrism (ideas like "education for sustainable development"), the paper urges a radical rethinking of its central concerns and modus operandi, in terms of facilitating learning for the natural environment. In other words, in order to live up to its promise of contributing towards life beyond the twenty-first century, such learning must include the realization that nature matters in and for itself. "The architecture of moral status (adapted from Horsthemke, 1993)" is appended. (Contains 4 footnotes.)
Published: 2009

16. The Impact of Open Licensing on the Early Reader Ecosystem

Author: Butcher, Neil, Hoosen, Sarah, Levey, Lisbeth, and Moore, Derek
Abstract: The Impact of Open Licensing on the Early Reader Ecosystem examines how to use open licensing to promote quality learning resources for young children that are relevant and interesting. Research in early reading tends to focus on traditional publishing value and supply chains, without taking much consideration of new approaches and solutions emerging from the digitization of content and the impact of open licences. Production innovations considered include content creation models, storybook management and storage, and printing and distribution. all of which are evolving rapidly as new technologies are developed and applied. This paper also describes and assesses how major players in the early reader ecosystem impact on the production and utilization of quality resources. These include publishers, NGOs, libraries and literacy organizations, and donors. In addition, because cost models for open licensing any resource are different from commercial publishing, this report examines how open licensing and cost recovery can be effectively addressed in order to promote the long-term sustainability of local content creation, production, and utilization. Finally, this paper offers a detailed set of implications for early literacy content creation and utilization in low-income countries, which should underpin the development of creative ways to deliver books to young children. The following are appended: (1) List of interviewees; (2) Key components of early literacy; (3) Unpacking the components of the early literacy reader value network; (4) Demand and supply of early reading material; (5) Changes in the publishing industry; and (6) Examples of early literacy distribution initiatives.
Published: 2016

17. Institutionalizing International Influence: The Context for Education Reform in Africa.

Author: Samoff, Joel
Abstract: Perhaps because educational achievement often has been associated with elite status, the organization and focus of education nearly everywhere in the modern era reflects international influences, some more forceful than others. In this era, with few exceptions, the direction of influence is from European core to southern periphery. Institutional arrangements, disciplinary definitions and hierarchies, legitimizing publications, and instructional authority reside in that core, which periodically incorporates students and professors from the periphery, many of whom may never return home. Noting that education convergence in the current era has been marked by both imaginative innovations and the even more striking commonalities across diverse settings, this paper considers the general theme of international influence in education reform and explores the context for education reform in Africa, particularly South Africa. The paper discusses 20th-century education reform and the commonalities across national settings that have most intrigued scholars of comparative education. It describes the context for education reform, and socialist disarray and United States triumphalism, along with the resuscitation of modernization theory. The paper also considers the changing roles in the United Nations system, aid dependence, international education currents, education as investment, education as production, and education as delivery system. It discusses different aspects of education in contemporary Africa, the role(s) of research, and South African "uniqueness." The paper concludes by outlining the challenges for those involved in reforming education in South Africa, in particular teacher education. Contains 49 notes and 86 references. (BT)
Published: 1998

18. Learning from Experience: Policy and Practice in Aid to Higher Education. CESO Paperback No. 24.

Author: Buchert, Lene, King, Kenneth, Buchert, Lene, and King, Kenneth
Abstract: This monograph contains 14 papers on the role of higher education in the developing world stimulated by discussion of that issue in "Higher Education: The Lessons of Experience" (World Bank, 1994). The first two papers offer background on the World Bank paper: "World Bank Traditions of Support to Higher Education and Capacity-Building: Reflections on 'Higher Education: The Lessons of Expereince'" (Kenneth King) and "Shaping the World Bank's Higher Education Paper: Dialogue, Consultation and Conditionality" (Alison Girdwood). The next three papers explore related fundamental issues: "The Implications of Globalisation for Higher Education" (Noel F. McGinn); "Higher Education-Business Partnerships: The Dilemma of Competitiveness and Equity" (Wim E. Biervliet); and "The Challenge to the Liberal Vision of Universities in Africa" (David Court). The next four papers address World Bank reform areas: "Redefining the Role of Government in Higher Education: How Realistic is the World Bank's Prescription?" (Keith Watson); "Diversifying the Funding of Tertiary Institutions: Is the Bank's Agenda the Right One?" (Christopher Colclough); "Institutional Diversification of Higher Education" (Peter Williams); and "Responding to Ambiguity: A Critique of the World Bank's Analysis of Quality Assurance, Responsiveness and Equity" (H. R. Kells). The next three papers present empirical perspectives on the World Bank paper. They are: "Higher Education in India at a Cross-roads" (Jandhyala B. G. Tilak); "A Chinese Model of Higher Education? Lessons from Reality" (Kai-ming Cheng); and"Equity, Access and Excellence in South Africa Higher Education" (Pundy Pillay). The final two papers look at other policies and practices in aid to higher education and are "The Power of Knowledge: A Comparison of Two International Policy Papers on Higher Education" (Berit Olsson) and "French Aid and the Crisis of Higher Education in Francophone Africa" (Francois Orivel). (Many papers contain extensive references.) (JB)
Published: 1995

19. Proceedings of the CIAE Pre-Conference (61st, Las Vegas, Nevada, November 4-6, 2012)

Author: American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
Abstract: 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.
Published: 2012

20. Proceedings of the 2011 CIAE International Pre-Conference (60th, Indianapolis, Indiana, October 30-November 1, 2011)

Author: American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
Abstract: The 2011 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 30-November 1, at the Hyatt Regency, Indianapolis, Indiana. This publication presents the papers presented during the proceedings. These are: (1) Adult Education as a Panacea to the Menace of Unemployment in Oyo State, Nigeria (Samuel Adesola); (2) Proverbs as Foundations of Lifelong Learning in Indigenous African Education (Mejai B.M. Avoseh); (3) The Challenges of Raising an Ideal African Family in America (Mejai B. M. Avoseh, Gbenga Fayomi, and Abimbola Simeon-Fayomi); (4) Re-Thinking Faculty Development in Higher Education: Lessons from the Developing World (John M. Dirkx); (5) Intercultural and Cross-Disciplinary Perspectives of Non-Traditional Adult U.S. Students on Globalisation (Emmanuel Jean Francois); (6) Continuing Professional Development for Teachers in Rural Siberia (Wendy Griswold); (7) A 2011 International Shortened Version of the History and Philosophy of Andragogy (John A. Henschke); (8) Transitioning Law Enforcement Training from Teacher Centered to Learner Centered: A Caribbean Context (Yvonne Hunter-Johnson and Waynne B. James); (9) Adult Education Programs and HIV/AIDS Awareness in Sub-Saharan Africa (Alex Kumi-Yeboah and Waynne James); (10) Not so Universal: East Asian Doctoral Students' Perspectives on Critical Reflection at U.S. Universities (Hyun Jung Lee); (11) Girls Follow Me! Issues and Challenges of Non-Formal Mentoring of Female Academics in a Nigerian University (Simeon-Fayomi Bolanle Clara and Fayomi Abimbola Olugbenga); (12) An Analysis of the Literacy Competence and Highest Schooling of Mine Workers in South Africa (Antonie Christoffel Smit and Andile Mji); and (13) Uses for Instruments Designed to Measure Intercultural Sensitivity Competencies: A Comparative View (Melanie L. Wicinski). Individual papers contain tables, figures, footnotes and references. [For the 2010 proceedings, see ED529427.]
Published: 2011

21. Literacy, Knowledge and Development: South-South Policy Dialogue on Quality Education for Adults and Young People

Author: UNESCO Institute for Lifelong Learning (UIL) (Germany), Singh, Madhu, and Castro Mussot, Luz-Maria
Abstract: This publication contains the results of the conference "South-South Policy Dialogue on Quality Education for Adults and Young People" that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. This publication contains the following papers: (1) Adult Learning: Situation, Trends and Prospects (Chris Chinien); (2) Brazil's National Programme for Adult and Youth Education (Ricardo Henriques and Timothy Ireland); (3) India's National Adult Education Programme (Satish Loomba and A. Mathew); (4) Mexico's National Adult Education Programme (Luz-Maria Castro-Mussot and Maria Luisa de Anda); (5) South Africa's National Adult Education Programme (Morongwa Ramarumo and Vernon Jacobs); (6) Adult Literacy and Learning in Bangladesh: The UNESCO and NGO Experience (Ahmadullah Mia and Wolfgang Vollmann); (7) Thailand's National Programme of Adult and Youth Education (Roong Aroon and Wilaipan Somtrakool); (8) A System of Quality Education for Adults and Youth in China (Yuquan Qiao); (9) Adult and Youth Education in Nicaragua (Nydia Veronica Gurdian and Elizabeth Navarro); (10) Challenges for the Construction of a Policy for Quality Adult and Youth Education in Guatemala (Ilda Moran de Garcia and Otto Rivera); (11) Namibia's Adult Literacy and Learning Programme (Beans Uazembua Ngatjizeko); (12) Mozambique's Literacy and Adult Education Programmes: A Sub-sector Strategy (Ernesto Muianga); (13) Educating Adults and Youth in Tanzania: Complementary Basic Education (COBET) and Integrated Community-Based Adult Education (ICBAE) (Basilina Levira and Valentino Gange); (14) The Context of Literacy Development and Adult Education in Angola (Juao Romeu and Luisa Grilo); and (15) Adult Education in the Arab Region (Seham Najem, Aicha Barki and Nour Dajani-Shehabi). Also included are: (1) Index of Persons; (2) Index of Subjects; and (3) Index of Subjects by Country. Individual papers contain figures, tables, footnotes and references. [This paper was created with the Mexican National Institute for Adult Education (INEA).]
Published: 2007

22. Differing Standards of Education and Their Impact on International Exchanges: A Comparison of the United States and South Africa

Author: Bangura, Abdul Karim
Abstract: With the rise of globalization, education has become increasingly important throughout the world. It is through education that most children develop vital social and mental skills that help them later in life to become successful in the working world. The way a country runs its affairs and how it relates to other countries are based largely on how its youth are educated. Most people realize the need for education; but as long as they see a school building with teachers, they think something productive is happening behind the building walls. This is not always the case. Education varies throughout the world, and the differences in educational standards do more to explain cultural differences than anything else. Thus, the differing standards of education in the United States and South Africa call for a need to standardize the education curricula internationally. This paper shows, through qualitative analysis, what specific differences in standards of education cause people in various countries to act as they do in functioning in the global system. Through archival research of data sources on the educational systems in South Africa and the United States, and examining how these countries act toward others, a relationship between education standards and intercultural communication is shown. This helps to explain how the different standards of education affect international communication.
Published: 2004

23. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2018 International Pre-Conference (67th, Myrtle Beach, South Carolina, September 30-October 2, 2018)

Author: American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Avoseh, Mejai B. M.
Abstract: 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.
Published: 2018

24. The Future of Workforce Development--A Global Perspective.

Author: Twigger, Anthony J.
Abstract: Recent research has identified trends in the training systems of 13 countries in Africa (Egypt, Mauritius, South Africa); the Arab States (Bahrain, Jordan); Asia (Australia, Fiji, Malaysia); Eastern Europe (Albania, Slovenia); Western Europe (Ireland, Portugal); and the Mediterranean region (Malta). The trends identified are legislation; councils/boards and authorities; national qualifications frameworks; skill standards and certification; workplace learning; and governments overtly promoting training quality assurance. Research suggests that human resource management practices are changing in response to the forces creating the new business environment. The forces include changes in the structure of production; turbulent business environment; and greater customer awareness. Three key and mutually reinforcing requirements for connecting business challenges and management development are clarification of the twin purposes of developing managers to deliver the current business model and develop future business models; development of effective strategic management and business, organization, and management review processes to connect business strategies with organization and management requirements; and management of the learning. (Four examples illustrate the integration of the trends into "bundles" of other activities to facilitate maximum effect. They involve high performance working; linking economic and human resource development; knowledge management; and skills recognition.) (YLB)
Published: 2002

25. Politicization and Democratization of Adult Education. Models for Adult and Lifelong Learning.

Author: Wayne State Univ., Detroit, MI. Office of Adult and Lifelong Learning Research., Ntiri, Daphne W., Ntiri, Daphne W., and Wayne State Univ., Detroit, MI. Office of Adult and Lifelong Learning Research.
Abstract: This book contains four papers, each a chapter, that share in the discourse of Paulo Freire and provide varying perspectives on the ways to advance social transformation and achieve a politically literate citizenry as a democratic enterprise. The following four papers are included: "Exploring the Limits of Participatory Democracy: Prudent and Decisive Use of Authority in Adult Education" (Ian Baptiste); "Adult Learning and American Political Debate: Achieving Political Literacy Today" (Ronald Aronson and Karen McDevitt); "A Delicate Balancing Act: Adult Education in South Africa" (James B. Stewart); and "Democratization and Adult Education in Africa" (Kassu Gebremariam). An introduction by the editor, Daphne Ntiri, provides an overview of the papers and the viewpoints of the research. Each paper contains a list of references. (KC)
Published: 2001

26. IFLA General Conference 1991. Division of Regional Activities: Section of Africa; Section of Asia and Oceania; Section of Latin America and the Carribean. Booklet 8.

Author: International Federation of Library Associations and Institutions, The Hague (Netherlands).
Abstract: 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)
Published: 1991

27. Pan-African - Mediterranean Migrations: Implications for Education and Society

Author: Napier, Diane Brook
Abstract: The purpose of this study was to examine features of the contemporary migrant and refugee flows across Africa northward to the Mediterranean and then to European countries (sometimes called the "new mass migration" and also migrant flows southward to South Africa. In addition, the purpose was to examine dimensions of response and adaptation in receiving countries, also the interconnections between sending- and receiving countries. In the post-colonial era, a variety of political, economic, and other societal forces combined to generate increased and more frequent flows of people seeking a better life, worldwide. Migrations of Africans are part of this global phenomenon, with manifold implications for source countries in Africa and for receiving countries in Africa and Europe. This consideration of issues is framed in the context of contemporary globalization theory and migration theories including social capital theory and push-pull theory. Implications and challenges for education and society in receiving countries such as France and South Africa, and in African sending countries, are summarized, drawing on contemporary research and debate on the issues in education and other sectors of society and on policy-practice research. Prominent themes in the research literature are highlighted, including language issues, policy responses, demographic shifts and trends, transnational family relationships, labor market issues, and educational ramifications. The impacts of refugee influxes on intermediate destinations such as the Canary Islands, Ceuta and Melilla, and Istanbul are also considered. The study results indicate that Pan-African -- Mediterranean migrations have generated a significant new landscape of interconnectedness across the macro-region and that the challenges and responses in European countries--the target destinations of the northward migrations--have counterparts in South Africa--the south-end target destination for many desperate migrants and refugees. Current recommendations are for multiple levels of response to tackle crucial issues in education and wider society, including in-country improvement of conditions but also joint responsibility between sending- and receiving countries in Africa and across the Mediterranean to Europe. There is a need for more research on the specific experiences of desperate migrants in the macro-region to expand understanding of the full extent of this contemporary migration phenomenon and its ramifications. (Contains 2 figures.) [The original version of this paper was presented at the IV Mediterranean Society of Comparative Education (MESCE) Conference, Rabat, Morocco, 8 -10, November 2009.]
Published: 2011

28. Understanding ICT Integration in South African Classrooms. Research: Information and Communication Technologies

Author: Wilson-Strydom, Merridy, Thomson, Janet, and Hodgkinson-Williams, Cheryl
Abstract: Integration of ICT into teaching and learning has risen on the South African education agenda, particularly with the release of the White Paper on e-Education in 2003. This empirical paper draws on survey data from the evaluation of the Intel[R] Teach to the Future programme in South Africa to reflect on ICT integration in South African classrooms. The article highlights the complexity of ICT access and reflects on both stages and types of ICT integration. Factors affecting ICT integration in South African classrooms are discussed, as are learner and educator responses to technology integrated lessons.
Published: 2005

29. Language Policy: Lessons from Global Models (1st, Monterey, California, September 2001).

Author: Baker, Steven J.
Abstract: 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)
Published: 2002

30. Making Global Connections: The Virtual Classroom Project

Author: Mark Lewental and Michael E. Kress
Abstract: During the spring of 2004, the College of Staten Island (CSI) undertook an exciting project to connect our campus in New York City with three international partners in China, Turkey and South Africa using internet based videoconferencing. Based on a model developed by East Carolina University and funded by the State Department, the plan was to travel to each of the partner universities and set up the curricular and technical groundwork for the upcoming semester (Fall 2004). The College partnered with Shanghai Television University (China), University of Port Elizabeth (South Africa) and Kadir Has University (Turkey). A team comprised of a content expert and a technical lead, traveled to each University and met with their counterparts to develop the curriculum and deploy the technology to create the "virtual classroom". This project is described in detail in this article. (Contains 7 notes.) [For complete proceedings, see ED490133.]
Published: 2005

31. Current Research in European Vocational Education and Human Resource Development. Proceedings of the Programme Presented By the Research Network on Vocational Education and Training (VETNET) at the European Conference of Educational Research (ECER) (3rd, Edinburgh, Scotland, September 20-23, 2000).

Author: WIFO (Research Forum Education and Society), Berlin (Germany)., Manning, Sabine, and Raffe, David
Abstract: These 24 papers represent the proceedings of a program presented by the research network on vocational education and training (VET). They include "School-Arranged or Market-Governed Workplace Training?" (Ulla Arnell-Gustafsson); "Prospects for Mutual Learning and Transnational Transfer of Innovative Practice in European VET" (Alan Brown, Jens Bjornavold); "Powerful Learning Environments in Vocational Education" (Elly de Bruijn, Trudy Moerkamp); "Searching for the Meanings of Learnings at Work" (Kaija Collin); "Induced Labor Mobility Through Continuing Vocational Training" (M'hamed Dif); "Expectancies and Realities--Evaluations and Research on Engineering Students' Experiences of Their First Semesters" (Elinor Edvardsson-Stiwne, Dan Stiwne); "International Dimension in Dutch VET" (Wil Van Esch); "Demand of Education as a Strategic Demand in a Context of Job Rationing and Job Scarcity" (Benedicte Gendron); "Learning and Work Experience" (Toni Griffiths, David Guile); "Alternance and Workplace Training: Interns' Experiences" (Marcelle Hardy, Carmen Parent); "FLEX-VET Project in Finland: Vocational Training Including Mechatronics and the Training Needs of the Finnish Metal Industry" (Lilli Heiskanen, Pauliina Jokinen); "Learner/Manager's Uncertainty of Their Capacity for Innovative Problem Solving: Information-and-Communication Technology Based Solution" (M.E.A. Holmes, S.A. Geertshuis, D. Clancy, A. Bristol); "'Key Qualifications'--A New Framework for Analyzing the Modernization of Vocational Qualifications and Curricula" (Pekka Kamarainen); "What Can We Learn from Dually Oriented Qualifications?" (Sabine Manning); "End User Computing at a South African Technikon" (Cecille Marsh); "New Deal and the Colleges" (Ken Marsh); "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); "Special Features of the Finnish Labor Market and Challenges for Education" (Anne Rouhelo, Tarita Ruoholinna); "Factors Influencing Learners' Perceptions of the Quality of Computer-Based Learning Materials" (Sally Sambrook); "Exploring Capacity-Building" (Terri Seddon); "European Strategies for Reforming Initial Vocational Education" (Marja-Leena Stenstrom, Johanna Lasonen); "Human Resource Development (HRD) in Learning-Oriented Organizations in Belgium, the Netherlands, and the United Kingdom" (Saskia Tjepkema, Martin Mulder); "Factors Influencing Change in a Scope of Individual VET Qualifications" (Petr Vicenik, Maarit Virolainen); and "What Works in Enhancing HRD Effectiveness?" (Ida Wognum). (YLB)
Published: 2000

32. Minority Education in Global Perspective.

Author: Connecticut Univ., Storrs. School of Education., Snyder, Patricia A., and Stone, Frank A.
Abstract: 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)
Published: 1972

33. Towards a Transformative Political Economy of Adult Education: Theoretical and Practical Challenges.

Author: Wangoola, Paul, Youngman, Frank, Wangoola, Paul, and Youngman, Frank
Abstract: This book contains 15 chapters, some of which are based on papers presented at an international workshop in Africa that brought together a diverse group of participants who shared a commitment to adult education for social transformation. The papers are organized in six sections. Following the first section, "A Transformative Political Economy of Adult Education: An Introduction" (Frank Youngman), the second section, "Theoretical Perspectives," contains two papers: "Towards a Transformative Methodology of Political Economy in Adult Education: A Critical Third World Feminist Perspective" (Marjorie Mbilinyi) and "State and Civil Society in the Perspective of Adult Education in Latin America" (Cesar Picon). "The International Context" is the topic of the third section, which contains three chapters: "The Nature of Imperialism in the 1990s and the Implications for Adult Education" (Hussein Mukasa); "Adult Education and the Political Economy of Global Economic Change" (Budd Hall); and "Adult Education for Export" (Ettore Gelpi). The fourth section, "Class, Gender, Race, and Ethnicity," contains the following two chapters: "Race, Gender, Class, and the Practice of Adult Education in the United States" (Phyllis Cunningham); and "Class, Race, and Ethnicity in Adult Education in Africa" (Dani Wadada Nabudere). Three "National Case Studies" are contained in the fifth section: "Towards a Political Economy of Adult Education and Development in Botswana" (Frank Youngman); "The Political Economy of Adult Education in Zimbabwe: A Case Study" (Taka Mudariki); and "A Political Economy of Adult Education in Comparative Perspectives: Canada, Mexico, and Tanzania" (Carlos Torres, Daniel Schugurensky). The final section, "Adult Education for Social Change," includes four chapters: "Adult Education for Global Social Change: Feminism and Women's Movement" (Angela Miles); "Gender and Adult Education: Training Gender-Sensitive and Feminist Adult Educators in South Africa--An Emerging Curriculum" (Shirley Walters); "Alternative Forms of Organization and Social Action: Implications for Adult and Community Education" (Paul Wangoola); and "Conclusion" (Paul Wangoola). The book includes information on contributors and is indexed by author and subject. (KC)
Published: 1996

34. Academic Freedom 3: Education and Human Rights.

Author: World Univ. Services, London (England)., Daniel, John, Daniel, John, and World Univ. Services, London (England).
Abstract: This collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet (John Billington), Iran (Shahrzad Mojab), and Palestine (Penny Johnson and Emma Naughton). The third part, on Europe and North America, offers: "Access to Education for Refugees and Asylum Seekers in the Countries of Western Europe" and includes studies of Kosova (Peter Gstettner) and the United States (James North). In part 4, "Latin America and the Caribbean," papers on Haiti (Roody Edme) and Peru (Sinesio Lopez Jimenez) are presented. Two appendixes provide the text of the Lima Declaration on Academic Freedom and Institutions of Higher Education and the Kampala Declaration on Intellectual Freedom and Social Responsibility. (Each paper contains references.) (JDD)
Published: 1995

35. Establishing Partnership in Technical and Vocational Education. Co-operation between Educational Institutions and Enterprises in Technical and Vocational Education. A Seminar for Key Personnel from Africa and Asia (Berlin, Germany, May 2-12, 1995).

Author: United Nations Educational, Scientific, and Cultural Organization, Berlin (Germany).
Abstract: This report contains materials from a seminar designed to assist in the coordination between educational institutions and enterprises in preparing people for, and maintaining them within, the world of work. Chapter 1, Introduction, describes the International Project on Technical and Vocational Education (UNEVOC); it contains the greeting addresses (Hans Kroenner, Herbert Burk, Klaus Huefner) and highlights seminar objectives, report contents, and results. Chapter 2, Cooperation between Educational Institutions and Enterprises in Technical and Vocational Education: African Experiences, provides abstracts and presentations of seminar participants: "South Africa: The National Training Strategy Initiative" (R. Eberlein); "The ESKOM Approach" (R. Verster); "Nigeria: The Perspective of an Educational Institution" (F. A. Odugbesan); "Nigeria: The Perspective of an Employer" (B. A. O. Popoola); "Uganda: Cooperation Links" (E. Lugujjo, B. M. Manyindo); "Uganda: Realities of Cooperation--Uganda Polytechnic Kyambogo" (A. J. J. Rwendeire, B. Manyindo); "Uganda: Pilot Project on Cooperation" (E. Lugujjo, B. Manyindo); "Swaziland: Cooperation" (L. B. Lukhele); "Swaziland: Connecting Schools and Enterprises--A Model for Secondary Vocational Education" and "Swaziland: Enhancing Cooperation" (C. B. S. Mndebele, L. B. Lukhele); "Kenya: Cooperation in Technical and Vocational Education" (B. W. Kerre). Chapter 3 is comprised of a presentation on Asia: "Dual, Cooperative Training Systems--An Alternative for Advanced Developing Countries in Asia?" (Manfred Wallenborn). Chapter 4, International Cooperation--Contributions of International and German Experts, contains both presentations and abstracts of presentations: "A Comparison of the Main Types of Vocational Training Systems" (W. D. Greinert); "A Critical Analysis of Some Prerequisites and Features of the German Dual System" (J. Iwanowitsch); "Standards in Vocational Training--Development of Vocational Curricula in Germany" (H. Tutschner); "BIBB [German Federal Institute for Vocational Training]--Common Address for Technical and Vocational Education" (U. Laur-Ernst); "Pilot Schemes: The Example of Women in Male Dominated Vocations" (B. Wolf); "Training of Trainers by the German Institute for Vocational Training (BIBB)" (R. Selka); abstract of the International Labour Office study, "Toward Strategic Training Partnership between the State and Enterprises" (A. Mitchell); and "Some Guidelines for Enhancing Cooperation with Enterprises" (J. Reichling). The chapter concludes with "Sector Concept--Vocational Training of the Federal Ministry for Economic Cooperation and Development." Chapter 5 offers "Conclusions and Recommendations from the African Group." Appendixes include the agenda; program; "Guidelines for Case Studies" (R. Barry Hobart); and the UNESCO Convention on Technical and Vocational Education. (YLB)
Published: 1995

36. Adult Education. The Quality of Life. ASPBAE Courier No. 52.

Author: Asian - South Pacific Bureau of Adult Education.
Abstract: This issue of the "Courier" examines the quality of life as it can be improved by adult education, especially in the countries of Asia, Africa, and the South Pacific. It also looks at the need for women's education. The following six articles are included: (1) "The Future of the Family" (Federico Mayor); (2) "Her Words on His Lips: Gender Popular Education in South Africa" (Shirley Walters); (3) "Literacy among Women in India" (Nishat Farooq); (4) "Second Cycle Development Problems and the Role of Adult Education: A Case Study of Sri Lanka" (Mohottige U Sedere); (5) "Rural Nonformal Education in China" (Dong Mingchuan); and (6) "The Adult Basic Education Society of Pakistan" (Vincent A. David). (KC)
Published: 1991

37. E-Learn 2015: World Conference on E-Learning. Proceedings (Kona, Hawaii, October 19-22, 2015)

Author: Association for the Advancement of Computing in Education, Ho, Curtis, and Lin, Grace
Abstract: The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2015: World Conference on E-Learning" took place in Kona, Hawaii, October 19-22, 2015. This year's E-Learn conference again covered many different topics from the ever-present MOOCs to learner analytics to more rare topics such as personal innovativeness and semantic text theme generation. There are over 300 papers covering these topics in the proceedings. The following are the award papers presented at the conference: (1) Implementation of the Inverted Classroom Model for Theoretical Computer Science (Karsten Morisse); (2) Students' Conceptual Understanding of Leadership in a Global World: Learning via a Web-based Simulation of Political and Economic Development (Seungoh Paek and Daniel L. Hoffman); (3) Ready to Practice? Learning Skills Using Digital Simulated Patients (Nataly Martini, Ashwini Datt, Anuj Bhargava, and Craig Webster); (4) Mobile Learning for Students with and without Disabilities in K-12 Educational Setting (Jingrong Xie and James Basham); and (5) Using ADDIE to Design Online Courses via Hybrid Faculty Development (Michelle Read, Gwendolyn Morel, and Danyelle Hennington). [For the E-Learn 2014 proceedings, see ED602926.]
Published: 2015

38. Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Rigorous Impact Evaluations

Author: Conn, Katharine
Abstract: The aim of this dissertation is to identify effective educational interventions in Sub-Saharan African with an impact on student learning. This is the first meta-analysis in the field of education conducted for Sub-Saharan Africa. This paper takes an in-depth look at twelve different types of education interventions or programs and attempts to not only present analytics on their relative effectiveness, but to also explore why certain interventions seem to be more effective than others. After a systematic literature review, I combine 56 articles (containing 66 separate experiments, 83 treatment arms, and 420 effect size estimates), and I use random-effects meta-analytic techniques to both a.) evaluate the relative impact of different types of interventions and b.) explain variation in effect sizes within and across intervention types. When I examine the relative pooled effect sizes of all twelve intervention areas, I find that interventions in pedagogical methods (changes in instructional techniques) have a higher pooled effect size on achievement outcomes than all other eleven intervention types in the full sample (e.g., school management programs, school supplies interventions, or interventions that change the class size or composition). The pooled effect size associated with these pedagogical interventions is 0.918 standard deviations in the full sample (SE = 0.314, df = 15.1, p = 0.01), 0.566 in the sample excluding outliers and including only randomized controlled trials (SE = 0.194, df = 11, p = 0.01), and 0.228 in a sample that includes only the highest quality studies (SE = 0.078, df = 5.2, p = 0.03). These findings are robust to a number of moderating factors. Using meta-regression, I find that on average, interventions in pedagogical methods have an effect size over 0.30 standard deviations (significant at the 5% level) greater than all other intervention areas combined, even after controlling for multiple study-level and intervention-level variables. Beyond this average effect, I show that studies that employ adaptive instruction and teacher coaching techniques are particularly effective. Further, while studies that provide health treatments or school meals have on average the lowest pooled effect size, I show that if these studies are analyzed using cognitive assessments (tests of memory and attention), health treatments actually produce a relatively large pooled effect size of 0.176 standard deviations (SE = 0.028, df = 2.18); this is particularly true of studies that either prevent or treat malaria. In addition, this meta-analysis examines the state of current education impact evaluation research in Sub-Saharan Africa and highlights both research gaps as well as differences in study design, methodology, and reporting of metrics by academic field. I find that the bulk of the research in this area comes from the field of economics (62%), followed by the fields of education (23%) and public health (15%). Further, the majority of this research has been conducted in a set of six countries: Kenya, Nigeria, South Africa, Uganda, Burkina Faso, and Madagascar, while rigorous evaluations of education programs have never taken place in others. Moreover, topics currently under rigorous study are not necessarily representative of the major issues facing many Sub-Saharan African school systems today. For example, there are no impact evaluations of multi-grade or multi-shift teaching and only one evaluation of a bilingual education program. This meta-analysis thus recommends a shift in the impact evaluation research agenda to include both a broader geographic and topical focus, as well as an increased emphasis on improvements in pedagogical methods, without which other interventions may not reach their maximum potential impact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Published: 2014

39. Private Universities and Public Funding: Models and Business Plans. Policy Commentary

Author: Universities UK (England) and King, Roger
Abstract: The growth of private higher education has come as a surprise to most governments, which have tried to catch up in their regulatory and funding policymaking. In China, Malaysia and South Africa they have given legal recognition to previously disallowed private higher education and this has helped to fuel its subsequent growth. Some governments encourage private higher education in order to help to meet the rising demand for higher-level qualifications, and also to provide their "public service" counterparts with further challenges to improve their market responsiveness and overall efficiency and effectiveness. Such private entities tend to be highly reliant on income from tuition fees and similar student charges for their business models and lack the capability or funds to engage in research, a function increasingly confined in most countries (other than the United States) to well-established public universities. In the United States, reliance on tuition fee income and other student charges has led to persistent violations by for-profit providers, such as paying admissions tutors a commission to enrol students who have little or no ability to benefit from the education provided. This has led to a toughening of federal rules. In the United States, private institutions include some of the longest-established and most prestigious universities, such as Harvard, Stanford and Yale, and this is also the picture in Japan and Chile. They possess large research and endowment funds and do not depend on tuition fees as their only or primary source of income. Long-established private universities of this kind have been rarely "for-profit", at least in a formal sense. Government regulation usually requires them to adopt a charitable-like "non-profit" structure in order to obtain tax advantages, even if they are business-like and quite commercial in their operations. These not-for-profit institutions cannot be organised to benefit private interests, their assets must be permanently dedicated to charitable purposes, and net earnings cannot be distributed to owners or shareholders. While international expansion of private higher education is occurring, most such provision is local, not least because local regulation and control remain significant barriers to such growth, even where individual countries' regulatory environment becomes more favourable. This paper explores different categories of private providers and their characteristics: not-for-profit private higher education institutions and for-profit institutions, including various types of for-profit institutions. (Contains 8 endnotes.)
Published: 2008

40. Child Sexual Abuse in Sub-Saharan Africa: A Literature Review

Author: Lalor, Kevin
Abstract: Objective: This article reviews the English-language literature on child sexual abuse in sub-Saharan Africa (SSA). The focus is on the sexual abuse of children in the home/community, as opposed to the commercial sexual exploitation of children. Methods: English language, peer-reviewed papers cited in the Social Sciences Citation Index (SSCI) are examined. Reports from international and local NGOs and UN agencies are also examined. Results: Few published studies on the sexual abuse of children have been conducted in the region, with the exception of South Africa. Samples are predominantly clinical or University based. A number of studies report that approximately 5% of the sample reported penetrative sexual abuse during their childhood. No national survey of the general population has been conducted. The most frequent explanations for the sexual abuse of children in SSA include rapid social change, AIDS/HIV avoidance strategies and the patriarchal nature of society. Child sexual abuse is most frequently perpetrated by family members, relatives, neighbors or others known to the child. Conclusions: There is nothing to support the widely held view that child sexual abuse is very rare in SSA--prevalence levels are comparable with studies reported from other regions. The high prevalence levels of AIDS/HIV in the region expose sexually abused children to high risks of infection. It is estimated that, approximately 0.6-1.8% of all children in high HIV-incidence countries in Southern Africa will experience penetrative sexual abuse by an AIDS/HIV infected perpetrator before 18 years of age.
Published: 2004
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41. Africa and Applied Linguistics.

Author: Association Internationale de Linguistique Appliquee, Stuttgart (West Germany)., Makoni, Sinfree, Meinhof, Ulrike H., Makoni, Sinfree, Meinhof, Ulrike H., and Association Internationale de Linguistique Appliquee, Stuttgart (West Germany).
Abstract: This collection of articles includes: "Introducing Applied Linguistics in Africa" (Sinfree Makoni and Ulrike H. Meinhof); "Language Ideology and Politics: A Critical Appraisal of French as Second Official Language in Nigeria" (Tope Omoniyi); "The Democratisation of Indigenous Languages: The Case of Malawi" (Themba Moyo); "Classroom Code-Switching in Post-Colonial Contexts: Functions, Attitudes and Policies" (Gibson Ferguson); "A Pilot Study of Supplemental Instruction for At-Risk Students at an Historically Black University (HBU) in South Africa" (Constance Zulu); "Using Historical Data to Explain Language Attitudes: A South African Case Study" (Ian Bekker); "Discourse, Culture, and the Law: The Analysis of Crosstalk in the South African Bilingual Courtroom" (Pulie Thetela);"Language and the Law: Who Has the Upper Hand?" (Vivian de Klerk); "Dysphemisms in the Language of Nigeria's President Olusegun Obasanjo" (Yisa Kehunde Yusuf); "Managing 'Face' in Urban Public Transport: Polite Request Strategies in Commuter Omnibus Discourse in Harare" (Pedzisai Mashiri); "Popular Malagasy Music and the Construction of Cultural Identities" (Zafimahaleo Rasolofondraosolo and Ulrike H. Meinhof); "'I Want to Be Like a Human Again': Morbidity and Retained Ability in an Alzheimer Sufferer" (Stanley G. M. Ridge, Sinfree Makoni, and Elaine Ridge); and "Doug Young: A Profile" (Rochelle Kapp). (Papers contain references.) (SM)
Published: 2003

42. Literacy for Sustainable Development in the Age of Information. Language and Education Library 14.

Author: Rassool, Naz and Rassool, Naz
Abstract: This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) (MN)
Published: 1999

43. South Africa's Future: Can South Africa make the transition to a non-racial democracy?

Author: Jost, Kenneth
Subjects: DEMOCRACY, CONSTITUTIONS, NEGOTIATION, ELECTIONS, COALITION governments
Abstract: After four decades of domestic unrest and international condemnation, South Africa has jettisoned its policy of racial apartheid and started down the path to a non-racial democracy. Under a new, interim constitution -- adopted after three years of difficult negotiations -- the country's black majority will vote for the first time in national elections scheduled for April 27. Nelson Mandela, the once-imprisoned leader of the African National Congress, is all but certain to be chosen president of a five-year coalition government. But an alliance of white and black conservatives may boycott the election. Political violence also casts a shadow over the campaign. And observers question whether an ANC-led government will be able to meet the expectations of its newly enfranchised constituency. [ABSTRACT FROM AUTHOR]
Published: 1994

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