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The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]

Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.

In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their gender identities. As such, not only is intervening in pre-primary education necessary, but also measures at the primary and secondary levels are key to eradicate gender stereotypes and promote gender equality. Based on the analytical framework developed by the OECD Strength through Diversity project, this paper provides an overview of gender stereotyping in education, with some illustrations of policies and practices in place across OECD countries, with a focus on curriculum arrangements, capacity-building strategies and school-level interventions in primary and secondary education.

Social and emotional learning (SEL) strengthens students' abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one's potential, resilience, creativity, perseverance, problem solving, and caring about the welfare of others, among them. All students need SEL, but newcomer and refugee students may have particular challenges requiring SES. The beginning of this paper examines the current situation of refugee and newcomer students in OECD countries, SEL, its frameworks and skills and how they apply to newcomer and refugee students. The paper concludes with an examination of SEL policies and practices for newcomer and refugee students in OECD countries.

There is debate over whether Asian American students are admitted to selective colleges and universities at lower rates than white students with similar academic qualifications. However, there have been few empirical investigations of this issue, in large part due to a dearth of data. Here we present the results from analyzing 685,709 applications from Asian American and white students to a subset of selective U.S. institutions over five application cycles, beginning with the 2015-2016 cycle. The dataset does not include admissions decisions, and so we construct a proxy based in part on enrollment choices. Based on this proxy, we estimate the odds that Asian American applicants were admitted to at least one of the schools we consider were 28% lower than the odds for white students with similar test scores, grade-point averages, and extracurricular activities. The gap was particularly pronounced for students of South Asian descent (49% lower odds). We trace this pattern in part to two factors. First, many selective colleges openly give preference to the children of alumni, and we find that white applicants were substantially more likely to have such legacy status than Asian applicants, especially South Asian applicants. Second, after adjusting for observed student characteristics, the institutions we consider appear less likely to admit students from geographic regions with relatively high shares of applicants who are Asian. We hope these results inform ongoing discussions on the equity of college admissions policies.

The aim of this research was to assess how the COVID-19 global pandemic impacted overseas school partnerships in 2020, through to January 2021. It was undertaken with teachers involved in the British Council Connecting Classrooms through Global Learning (CCGL) programme to provide insight into how and why partnerships have been impacted. It also looks at what these teachers perceive to be the challenges that make it difficult for schools to maintain partnerships in a time of global crisis and provides examples of how schools have overcome these challenges. Online questionnaires were used to collect both qualitative and quantitative data and were distributed to teachers in UK using a network of British Council Local Advisors. 52 questionnaire responses were collected and analysed to explore the impact of the global pandemic on overseas school partnerships.

Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.

This working paper identifies OECD countries' interests in digital innovation in education by analysing their policy papers on digital education. Many OECD countries have adopted a specific strategy on digital education, or integrated the topic in a generic strategy on digital innovation as such. The ideas that are expressed in the strategies differ greatly; some are work in progress, others contain bold envisions of the future. There is a high awareness among OECD countries of the benefits of digitalisation, and the role of government to support digital innovation in education. This paper covers and documents countries' policy focus before the 2020 coronavirus crisis.

This ETF Issues Paper on the Future of Work and Skills is the first attempt to collect and analyse existing information and data on the skills demands of the future in ETF partner countries, and to explore responses for better managing the transition (transformation) towards an inclusive future for the benefit of individuals and societies. Thus, the paper analyses the impact of global developments on skills demands in ETF partner countries in order to support their discussions on the policy reforms required for managing the transition to the future. Rather than making a detailed analysis of each individual country, the paper reviews the general trends across the four regions of the ETF's partner countries: South Eastern Europe and Turkey (SEET), Eastern Partnership (EaP), Southern and Eastern Mediterranean (SEMED) and Central Asia.

Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]

In the United States, developing "human capital" for both economic and social benefit is an idea as old as the nation itself and led to the emergence of world's first mass higher education system. Now most other nations are racing to expand access to universities and colleges and to expand their role in society. Higher education is growing markedly in its importance for building a culture of aspiration and, in turn, the formation of human capital, the promotion of socioeconomic mobility, and the determination of national economic competitiveness. This paper outlines a convergence of approaches toward building what I call "Structured Opportunity Markets" (SOM) in higher education--including diversified providers and expanding enrollment and program capacity. Increasingly, higher education systems in developed and developing nations, and in some cases, supranational entities such as the European Union and emerging cooperation among nations in South East Asia, will move to most if not all of the components of SOM, in part influenced by a global process of policy transfer. Those nations and regions that do not pursue major components of SOM will be compelled to present rational arguments in both domestic and international forums as to why they are not adopting some aspects of the model. The paper concludes by arguing that while the US offers structural and operational models for many evolving national higher education systems, the EU offers important insights on how to pursue higher education reform in the modern and increasingly competitive global context. (Contains 6 footnotes.)

There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)

This publication is one of two prepared for a South Asian colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. This volume includes four papers presented at the conference. The papers present an analytical view of both policy and practical measures on teacher education. The first paper, "The Professional Development and Training of Teacher Educators" (Elwyn Thomas) examines recruitment, training, and career development in teacher education. The second paper, "Teacher Education: The Quest for Quality" (Motilal Sharma), looks at issues in teacher education in Asia, including World Bank involvement and regional cooperation. The third paper, "A Critique of Policy and Practice in India and Bangladesh" (Adarsh Khanna), analyzes preservice and inservice teacher education in India and Bangladesh, the chief strengths of the Indian and Bangladesh systems, and the importance of aid agency projects. The fourth paper, "Initial Teacher Training in Pakistan" (Haroona Jatoi), explores preservice and inservice teacher training in Pakistan. (Individual papers contains references.) (ND)

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.)

Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital. Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings. This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility. (Contains 53 footnotes, 1 figure and 6 tables.)

In Europe and Central Asia, the poor face three problems: (1) the education system as a whole does not work well, and hence fails to meet their needs; (2) the private cost of education has risen, so that "education," as a commodity, competes with other consumption goods in shrinking household budgets; and (3) the perceived benefits of education (in terms of higher wage earnings) are still low, thereby undermining long-term incentives to invest in education. This paper shows the discrepancy between Central European and former Soviet Union countries in the contribution of "education" in explaining wage earnings inequality. The discrepancy can be explained by factors such as the degree of private sector development and the flexibility of the labor market. Although there remains a"taste" for education in Europe and Central Asia, there is also a risk that low-income groups drop out of the education system and irreversibly fall into poverty. (Contains 27 notes, 7 figures, 9 tables, 4 annexes, and 82 references.) (Author/BT)

"Engaging Young Australians with Asia" is a national policy statement which supports "The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century." These goals promote understanding of the value of cultural and linguistic diversity, and possessing the knowledge, skills and understanding to contribute to, and benefit from, such diversity in the Australian community and internationally. The "Statement" identifies the broad knowledge, understandings, values and skills required to engage with Asia in the context of existing policies and practices in teaching and learning. It is based on the understanding that, across all learning areas, studies of Asia and Australia will achieve a status comparable with other studies traditionally included in the curriculum. "Engaging Young Australians with Asia" has been prepared by the Asia Education Foundation (AEF) and builds on "Studies of Asia: A Statement for Australian Schools" (Second Edition, 2000). It reflects the significant work undertaken since 1993 by all education jurisdictions and schools across Australia in integrating the study of Asia across learning areas, including Asian languages. It draws on this experience to outline six interlinked elements for education jurisdictions, schools and teachers which are optimal to assist all Australian students gain such essential capabilities from their schooling. These elements are: teaching and learning, curriculum resources, teacher professional learning, engaging parents and community, teacher education and quality assurance. The statement integrates responses from a widely representative consultation of school education stakeholders including parents, business leaders, education sectors, classroom practitioners, school principals, curriculum leaders, teacher educators and Asian Studies academics. (Contains 16 footnotes.)

COVID-19 has caused considerable disruption to education around the world. Disadvantaged and marginalised learners are being particularly hard hit. Naturally, throughout the pandemic, the focus of much attention has been on how to open schools safely with a preoccupation with the hygiene and social distancing considerations. A shift is noticeable and welcome. With schools in many jurisdictions reopening partially or fully there is a growing interest in the immensely important area of recovering the lost learning that has occurred while learners have been away from face-to-face education. This report documents an analysis of policy and grey literature. It is one output from the first phase of our collaboration and links are made to two other outputs: (1) A rapid evidence assessment (REA) of the academic literature; and (2) An overarching summary paper drawing out key messages and introducing the next phase of the collaboration. [This report is written with assistance from Anna Riggall, Ella Page, Elnaz Kashefpakdel and Sonia Guerriero. For the companion report, "Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment," see ED615066.]

Becoming "Asia literate" is a pivotal part of the federal government's "Education Revolution". The federal government asserts that "equipping young Australians with the knowledge and skills to communicate and work with our regional neighbours...such skills must be a core element of an Australian school curriculum" (Gillard, 2008), especially in a climate of globalisation. Cultural intelligence, as suggested here, is of economic value, as intercultural knowledge and understandings are vital to preparing an Australia workforce that is globally competitive, and in particular, can capitalise on the economic opportunities available in Australia and region. There are, however, increasingly problematic issues surrounding the implementation of curriculum that fosters intercultural understanding between Australia and Asia, the presence of which ultimately questions how teacher-educator programs can prepare graduates to engage effectively in crossing such cultural borders. Using curriculum documents and a selection of teacher education, this paper explores how the concept of being "Asia literate" resides in current federal government policy, and in particular, it explores the tensions around the development of an "Asia literate" curriculum in terms of ideological differences with traditional Eurocentric approaches to education and what is known about effective cultural education. It then identifies and discusses the challenges for teacher-educator programs to equip graduates to realise these curriculum needs. The dilemma of introducing "another" or "other" culture without enforcing unnecessary division or creating insurmountable borders is complex. In light of this, Said poses a critical question: "Is the notion of a distinct culture (or race, or religion, or civilisation) a useful one, or does it always get involved either in self-congratulation (where one discusses one's own) or hostility and aggression (when one discusses the "other")?" (p.325-326) Fostering intercultural understanding is crucial to becoming "Asia literate", however an approach that implicitly or explicitly promotes a division between cultures and communities is problematic, especially as the "National Statement for Engaging Young Australians with Asia in Australian Schools", approved by the Ministerial council on Education, Employment, Training and Youth Affairs in 2005, highlights that: "our future is inextricably linked to the strength of the relationships and understandings that we forge with Asian countries" (AEF, 2006). On the basis of this analysis, the paper identifies and addresses three key implications for teacher educators in the context of the federal government's "Asia literate" policies. First, it investigates what knowledge base teachers need to ensure cultural awareness development of students immersed in "Asia literate" curriculum. Then, it explores how teacher educator programs can prepare teachers for this challenge. The paper closes with reflections on what import existing teacher educator programs place on the "Asia literate" focus, as available in current programs, and raises questions on the implications of the representation and circulation of "Asia literate" knowledge in the tertiary setting. (Contains 1 note.)

As the world seeks to build back better into a new era of green and equitable economic growth, tertiary education systems are at the heart of the big transformations required throughout economies and societies. Tertiary education is vital for the development of human capital and innovation. Strategic and effective investments in tertiary education can serve every country - from the poorest to the richest - by developing its talent and leadership pool, generating, and applying knowledge to local and global challenges, and participating in the global knowledge economy. Effective tertiary education sectors ensure that countries have well-trained doctors, nurses, teachers, managers, engineers, and technicians who are the main actors of effective education and health service delivery and public and private sector development. Decades of insufficient and ineffective investment in postsecondary education and the advanced skills developed through higher learning opportunities have only exacerbated global equity gaps. This paper describes the approach of the World Bank to support the development of effective, equitable, efficient, and resilient tertiary education systems and institutions. It discusses and illustrates five principles that guide the Bank's financial and policy advisory support to STEER tertiary education systems toward optimizing their contribution to equitable and green growth: (i) building diversified Systems, (ii) investing smartly in new Technologies, (iii) ensuring Equity in access and financing, (iv) achieving Efficiency in resource utilization, and (v) acquiring Resilience in service delivery so that learning continues.

The publication recounts two symposiums on Arts Education that took place in Hong Kong and New Delhi, India in January 2004 and March 2005 respectively. Two sections include papers covering the current situation of arts education in Asia and plans for the future. The first part has an introduction to culture and arts education in Asia, the vision and opportunities. It continues with a summary of outcomes from Asia region meetings on arts in education. A case is then made for mainstreaming the arts in Asian education, illustrated by four case studies. The final section discusses influencing policy and actions for reform in various countries in the region. Section two provides a glimpse into the future of arts education. Two papers discuss research on arts education outcomes and an evaluation framework; a further two focus on action plans and initiatives. An annex contains (1) an appeal from UNESCO Director General Koichiro Matsuura for promotion of arts education and creativity at school as part of the construction of a culture of peace; (2) papers presented at the symposia; (3) list of participants; and (4) reference resources. (Contains 7 tables.) [The Asian regional symposium on Arts Education, "Measuring the Impact of Arts in Education," was a cooperative effort between the Office of the UNESCO Regional Advisor for Culture in Asia and the Pacific and the Hong Kong Institute of Contemporary Culture (HKICC). The symposium on Arts in Asian Education, "Transmissions and Transformations: Learning through the Arts in Asia," was a joint effort between the Office of the UNESCO Regional Advisor for Culture in Asia and the Pacific, and the India International Centre-Asia Project (IIC-Asia Project).]

In the last 6 years, 27 countries have emerged anew in Europe and Central Asia (ECA). Many countries have moved away from having a single political party manage the state and its economic apparatus. This paper aims to answer whether educational mechanisms can lower social tension and help achieve social cohesion in these countries, and how these mechanisms are defined and measured. The paper also examines the experience to date with the social utility of education mechanisms. It briefly reviews concepts of institutional and organizational economics so that the economic implications of education's social cohesion functions can be understood. Origins of public schooling are reviewed to place the educational challenges in the ECA region in historical context. The paper reviews the experience to date in the ECA region in meeting the challenges of social cohesion and hence the economic development of the 27 nations in the region. Contains 13 notes, a bibliography, informational materials on the various countries, and the "National Core Curriculum" for Hungary. (BT)

This paper, commissioned for the development of the national report, "National Excellence: A Case for Developing America's Talent," analyzes the policies and practices for educating high-ability students in Japan, Taiwan, and China. It reports on studies over the past 11 years of East Asian children's academic achievement. In the first section, the report looks at governmental policies and practices concerning the education of three types of students: (1) those who display high levels of intelligence, (2) those who are talented in the arts, and (3) those who are high academic achievers. Special programs both in and out of school are described. In the second part, the report describes the characteristics of students who have participated in the authors' studies and compares their performance and personal characteristics with those of American peers. Discussion focuses on students who demonstrate high levels of cognitive ability and on students who display exceptional ability in mathematics. The paper notes that programs for gifted and talented children in East Asia are new; the majority, especially in China and Taiwan, established only during the last decade. Japan supports no programs specifically for gifted students prior to the high school level. There is a greater emphasis of East Asian cultures on effort, rather than ability. (Contains 16 references.) (DB)

The Asia-Pacific region hosts the largest number of refugees and displaced people in the world, and is the place of origin for nearly half of all international migrants. However, data related to the unique language-in-education needs of refugee and migrant children in and from this area is sparse. The report aims to create a stronger knowledge base to support Member States as they formulate education policies that are responsive to the needs of such children. It aims to: (1) Examine how linguistic diversity and human mobility intersect and impact minority, migrant and refugee children's access to quality, inclusive education; (2) Link policy priorities to promising practices, based on international frameworks and lessons learned from successful programmes; and (3) Recommend steps for improving language-in-education policies and their implementation. [Funding for this paper was also provided by UNICEF's East Asia and Pacific Regional Office (EAPRO).]

"Education for All" (EFA) identifies goals and targets and translates these into indicators which are used to evaluate progress and influence flows of external financing. The search for evidence based policy depends on measures of performance that can link cause and effect and that represent real gains in progress towards desired outcomes. However, the indicators widely used for access to education have serious problems. Gross and Net Enrolment Rates (GERs and NERs) are widely used to assess participation, but their changing values can provide misleading signals to policy makers. Grade specific enrolment and completion rates may be better but are silent on issues of quality and achievement. Gender Parity Indices (GPIs) foreground differences related to children's sex but often aggregate and conceal underlying patterns of participation (by age, location, household income) and may make invisible seriously unequal numbers of boys and girls in populations. The Education for All Development Index (EDI) suffers from being a highly aggregated composite index which is difficult to interpret and of limited use since changes over time are often within its margins of error. This paper selects some of the key indicators used for EFA and offers an analysis of their strengths and weaknesses. Improved target setting with better indicators is needed which gives a more nuanced understanding of what indicators do and do not measure. (Contains 5 tables and 5 figures.)

The digital transformation is, to varying degrees, taking place in European Training Foundation (ETF) partner countries also. The ETF aims at helping its partner countries reap the benefits of the opportunities offered by the digital transformation and address the related challenges. This paper presents the ETF's position on, and approach to, digital skills and competence, and digital and online learning in vocational education in partner countries.

Papers from national seminars in five countries documenting the literacy practices that have developed through time include: "Preface" (Medel-Anonuevo); "Introduction"; "Illiteracy Eradication in Vietnam; Past Achievements and Orientation for Development in the New Stage" (Mac); "Brief Situationer of Women's Literacy in Bangladesh" (Huq); "Bangladesh Government Literacy Initiative: The Integrated Nonformal Education Program (INFEP)" (Rahman); "Brief Situationer of Women's Literacy in India" (Dighe); "Literacy Policies and Programs for Women in the Philippines"; "History of Literacy Efforts and Current Policies on Women's Literacy" (Sese); "Engendering Adult Literacy" (Clarke); "Educational Strategies for Women--A Case Study of Mahila Samakhya, Banda" (Samakhya); "The Literacy Program of Friends in Village Development Bangladesh (FIVDB)" (Khandakar); "Models of Literacy Program in Nepal"; "Linking Total Literacy to Universal Elementary Education" (Rampal); "Two Views on Literacy Strategies in India" (Priyam, Sundaraman); "Innovations in Literacy Practice in Nepal"; "Case Study of Bihar Mahila Samakhya" (Sujita); "Some Notes on Non-formal Education for Women in Thailand" (Leesuwan); "German Government Organization for Technical Cooperation/Basic Education for Afghan Refugees--Female Literacy" (Adam); "The Education Forum's Literacy-Numeracy Program" (Sipin); "Some Tips in Doing Literacy Work" (Doronila); "Maori Development Committee of the Adult Reading and Learning Assistance" (Grey); "Korean Research Institute for Women's Life" (Chan); "The Literacy Circle" (Sundaraman); "Development of Methods and Instructional Materials for Women in Bangladesh" (Kabeer); "On Language and Indigenous Knowledge"(Doronila); "Language and Representation" (Rampal); "Development of Literacy Learning Materials for Women" (Thong); "Choice of Words for Literacy Curriculum and Materials"; "Analysis of Total Literacy Campaign Primers" (Patel); "Incorporating Health Education in Literacy Efforts" (Sundaraman); "The Content of Functional Knowledge in Literacy Programs for Women in Vietnam" (Thai, Bui); "Impact of Literacy on Women in India" (Dighe); "Concerns on Literacy Practices in Bangladesh"; "Theory and Practice of Women's Literacy in Bangladesh: Problems and Issues" (Latif); "Women's Empowerment Strategies in Post-Literacy Campaigns--Some Experiences from Tamil Nadu" (Sudha); "Problems of Literacy Programs in Nepal"; "Summary of the Main Points Raised in the National and Regional Seminars"; "The Challenges Ahead" (Ramdas); and "Summary of the Main Issues Discussed in the Second Day of the Regional Seminar" (Doronila). (MN)

The key role that language and language policy play in relation to education, culture, and multiculturalism was emphasized throughout the plenary and workshop discussions of the 43rd Session of the International Conference on Education, convened by UNESCO in September, 1992. This paper reports the roundtable discussions of this meeting. The chapter by William F. Mackey examines differences among these three concepts in context, content, and the constraints that their treatment imposes on national and/or educational policy. Ayo Bamgbose describes policy options for language policies in basic education in Africa and argues that the need to associate language policy more closely with educational objectives is key when considering policy options. Mary Clay uses case study examples to show the effects that some language policies have had on language learning. Children's literacy in Latin America is discussed in a chapter by Emilia Ferreiro. Official recognition of plurilingualism in the Asian region and language policy is the focus of the chapter by D. P. Pattanayak. Brian V. Street provides a social anthropological view of literacy and culture, describes new approaches to the study of literacy and policy implications of these approaches, and details ethnographic examples of what people actually do with literacy in their everyday lives. (JP)

Not much is known about the ways in which assessment data have actually been used in education policy to date. Understanding the role of assessments in informing system-level decision-making is a first step towards helping stakeholders improve the design and usefulness of assessments. Moreover, this understanding can help to further discussions about how assessment data can best be used to inform policy and practice and to evaluate the effectiveness of policy reforms. This paper presents results from a systematic review of 68 studies that examined the link between participation in large-scale assessment programs of students' learning and education policy in 32 countries in the Asia-Pacific region. Included studies either identified specific cases of assessment results being used by policymakers to inform education reform in their systems, or identified specific cases when assessment results had no impact on education policy in specific education systems. The review classified the available evidence to address the questions: (1) What types of assessments have impacted education policy in the region? (2) What are the intended uses of assessments? (3) How are assessment data used in education policy?; (4) What education policies have been informed by assessments? (5) What factors influence the use of assessments in education policy? [The review was conducted by the Australian Council for Educational Research (ACER) through its Centre for Global Education Monitoring (GEM) and the Centre for Education Policy and Practice. It was a joint activity with the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP), for which the United Nations Educational, Scientific and Cultural Organization (UNESCO) Bangkok serves as Secretariat.]

This article examines the educational policy responses by five western countries/regions to the "Asian economic miracle" in the 1990s. It begins by stating that the idea of the global economic context has assumed considerable importance in the current educational thinking and debates. It then shows that Asia has been thematized in the west as a challenge that must be accommodated as a matter of significant economic interests. The country/region specific analyses, in the aggregate, demonstrate that "educating for location" has been the driving force behind the policy to become Asia-literate. This instrumental approach is suggested as having a limiting influence on the sustainability of the policy initiatives. This paper underlies the need for a greater effort to make the proposed literacy reform educationally relevant and valid. Additionally, the recent events of 9/11 and the Bali bombings may have the effect of exacerbating the process.