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Learning analytics is a domain that has been constantly evolving throughout recent years due to the acknowledgement of its importance by those using intelligent data, learner-produced data, and analysis models to discover information and social connections for predicting and advising people's learning [1]. Learning analytics may be applied in a variety of different cases, but their role in understanding the multilingual requirements of users of learning portals is of an outstanding significance. As the adaptation of existing portals in multilingual environments is a cost- and time-consuming aspect of the development of a portal, the outcomes of learning analytics may provide the requirements on which further multilingual services of a portal will be built, ensuring their efficiency. This paper aims to identify and interpret the behavior of users from developing countries in a multilingual learning portal using the log files of the portal by applying the methodology defined in a previous work by Stoitsis et al. [2] The paper also aims to identify the aspects that should be studied by future related works by focusing on specific regions and countries that exhibit special interest for further adaptation of the portal to additional multilingual environments.

Basic education is commonly regarded as a state responsibility. However, in reality, non-state providers (NSPs) have always been involved in basic education service delivery, and there is often a blurring of boundaries between state and non-state roles with respect to financing, ownership, management, and regulation. In recent years, the focus on the role of non-state providers (NSPs) has intensified within the context of the move towards achieving Education for All (EFA). The paper considers this shift, with particular attention towards service delivery to "underserved groups", defined as those for whom access to affordable government services of appropriate quality is most problematic. In some cases, this refers to particular sub-groups of a population within a country. In other cases (notably fragile states), it can refer to large sections of the country's population. The paper indicates the wide range of NSPs that exist to serve different underserved groups. It notes that NSPs are commonly viewed as having a comparative advantage over state provision--in terms of quality, cost-effectiveness, choice, accountability to citizens etc. However, in reality there is very limited robust analysis to support some of these claims. The paper then considers the ways in which non-state providers engage with the state in education service delivery, including with respect to contracting, policy dialogue, and regulation--and the role that donors play in this relationship. The paper concludes that relations between NSPs and the state are not straightforward given the range of different providers involved in education service delivery, with those serving the better-off tending to dominate engagement with government. This can be at the expense of smaller-scale, informal providers aiming to support those otherwise under-served by government provision. As such, the paper argues that there is a need for greater, and more constructive, engagement between NSPs and the state to ensure collaboration benefits the underserved, and so assists in moving towards the achievement of Education for All. Selected education indicators are appended. (Contains 15 footnotes, 1 figure, 6 tables, and 6 boxes.) [Abstract modified to meet ERIC guidelines. This paper was commissioned by the UK Department for International Development (DFID) Policy Division as part of a study on non-state providers in the water, sanitation, education and health sectors.]

This final report on an international conference of nine high population developing countries on education for all (EFA) begins with a declaration of goals by the representatives of each of the nine nations represented. Participating nations were Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. After a scene setting discussion at the beginning of a pre-summit session when delegates considered the analysis and synthesis paper prepared by United Nations Education, Scientific and Cultural Organization (UNESCO), they spent the rest of the three day conference taking part in four panel discussions that centered on the main themes of the forthcoming Delhi Declaration with which the document opened. Before the conference, delegates had been presented with background papers on the themes that were enlarged upon by panelists from the United Nations agencies and representatives and ministers of the 9 states. The panel topics were: (1) mobilization, people's participation and decentralization for Education For All (EFA) (United Nations Children's Fund (UNICEF)); (2) external and internal financial resources for EFA (India); (3) girls' and women's education, women's empowerment, and population issues (United Nations Population Fund (UNFPA)); and (4) education and society (UNESCO). A special panel was convened by the host country for the large Indian contingent to take advantage of discussions with eminent guests that was based on the new initiative, the District Primary Education Programme. The 9 countries agreed to work in collaboration on a distance education initiative, both to enhance training of teachers and other personnel, and to better reach neo-literates and marginalized groups. Appendices include a detailed program and a list of participants. (DK)

This study reports on innovative alternative approaches to children's education in 12 developing countries. These approaches are examined with reference to their flexibility regarding time and place of learning, age of pupils, relationship with formal education systems, relevance and functionality for the actual situation of learners, and ability to meet national and local development goals and learning needs. Findings indicate that nonformal education (NFE) makes use of a wide range of learning sites and that these sites are in keeping with the lifestyles of learners whenever possible. NFE generally demands fewer hours for its program of basic or primary education than the formal equivalent. Classes for children who must work are timed to correspond to their needs. A confidence-building drop-in approach is used to reintegrate street children. Class size varies from small learning groups to large group instruction involving more than 50 pupils. Curricula of NFE vary considerably. A typical curriculum includes instruction in language, elementary mathematics, social science, games, social and human values, and relevant vocational and life skills. Methods of instruction include teacher-centered and self-learning methods. NFE will need accreditation, evaluation, pre-service and in-service teacher education, and funding as the system is improved. (29 references) (RH)

This final report contains the proceedings and other materials from a workshop to provide training experience in literacy follow-up materials development to participants from UNESCO member states in the Asia and Pacific region. Focus is on practical agricultural training for adults. The proceedings discuss the objectives of the workshop and summarize the following: opening addresses, orientation to the workshop, paper presentations and discussions, group work, planning of national follow-up activities, and closing. Recommendations of the workshop are listed. Chapter I consists of six presentations: "Horticulture and Animal Raising in Vietnam: Problems and Needs" (Tuyen); "Training in Vocational Agriculture: Experiences of the Department of Non-Formal Education, Thailand" (Choomnoom); "Development and Production of Literacy Follow-up Materials in the Field of Agricultural Vocational Training" (Hoang); "How To Develop Effective and Attractive Literacy Follow-up Materials" (Sharma); "UNESCO Report: Education for Human Development" (Sakya); and "ACCU Report: ACCU's Regional Cooperative Literacy Programs in Asia and the Pacific--Literacy Materials Development and Personnel Training." Chapter II reports on the field survey, development, and field testing of materials by three groups during the workshop. The three group reports are provided. Chapter III contains the reports of 18 countries (Afghanistan, Bangladesh, Bhutan, Cambodia, China, India, Indonesia, Iran, Laos, Malaysia, Maldives, Mongolia, Nepal, Pakistan, Papua New Guinea, Philippines, Thailand, and Vietnam) and plans of follow-up activities for nine (Afghanistan, China, Indonesia, Maldives, Mongolia, Papua New Guinea, Philippines, Thailand, and Vietnam). An appendix provides general information, schedule of the workshop, list of participants, and opening speeches by Dao, Sakya, and Miyamoto. (YLB)

This publication reports on a Regional Workshop held in New Delhi, India, in January 1980, to study major trends in the development of educational goals in Asia. Discussed at the workshops were educational goals, policies, and problems; how belief systems and ethical values affect educational goals; and the role of regional and international cooperation. Representatives from the following countries attended the sessions: Bangladesh, China, India, Indonesia, Japan, Malaysia; Nepal, Pakistan, Philippines, Republic of Korea, and Thailand. The first part of the publication presents an overall review of educational goals and their translation into policies and programs based on reports from the 11 participating nations. The second part contains the reports from the 11 individual countries. In defining the various stated goals of education, the country papers very often present a mixture of moral, religious, political, social, economic, and cultural goals. Moral goals expect education to develop a human being with all humane qualities. National security and solidarity are the prime concern of most of the countries. Cultural goals appear to fluctuate between moral and religious and social goals. There is considerable stress on developing social equalities through education as an instrument of social transformation. There is an overwhelming desire on the part of all the countries to link education with economic development. One of the major goals is to strengthen the base of vocational and technical education to produce the needed skilled manpower and labor force. In most of the countries political goals, followed by economic goals are the determinants of educational policy making, while spiritual and moral values occur more to provide for political ends. Two educational goals for which concrete policies have been generated are equality of educational opportunities and education related to employment. (Author/RM)