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Ten years ago in the Harare Declaration, heads of government from across the British Commonwealth committed to upholding critical commonwealth-held values. While initially focusing on Human Rights Education, the Commonwealth Secretariat set about enabling member governments to promote greater awareness, education, and training supporting democracy, human rights, and respect for individual freedoms. In 2002, the Commonwealth Secretariat's Education Department undertook a deeper level of study of the education institutions which, through their programs, are seeking to further this initiative and to assess lessons learned and to determine the future. The Ministries of Education of two Caribbean small states, Trinidad and Tobago and Guyana, both with issues of multiculturalism, diversity, and ethnicity high on the political agenda, have supported a Secretariat-driven initiative to enable information gathering on citizenship education in school-based and non-formal education forums. Following identification of and interviews with potential partners, a search conference activity in both states was conducted, culminating in a draft Caribbean Action Agenda for Citizenship Education to solidify and deepen the thrust. This paper discusses the impact of state size on the education system; citizenship education as cultural values transmission; issues of context vs. curriculum content; Jamaica: socioeconomic challenges to education; Montserrat; and impact of environmental hazards. The paper finds that the future of the Citizenship Education Initiative must consider the context, milieu, and environment in which the curriculum is taught. It is important to approach the dissemination of the initiative from the perspective of the learner rather than the teacher. (Contains 12 notes.) (BT)

Increased awareness of the importance of girls' education within Malawi and internationally resulted in the implementation of many changes in girls' education during the 1990s. By 1997, the number of girls enrolled in primary school was twice the level in 1990, and girls' share of enrollment increased from 45 to 48 percent. Malawi improved girls' enrollment by using a broad combination of strategies. Tuition fees for girls were waived. The number of school facilities was increased, most notably in rural areas, and all new schools were equipped with latrines, the absence of which had discouraged girls' attendance. School uniform requirements were dropped, lowering family expenses. New secondary schools were increasingly "day" schools, as opposed to traditional boarding secondary schools. Many new female teachers were encouraged to enter the school system. A scholarship program for girls was instituted to boost secondary level enrollment. The policy of permanently expelling girls who became pregnant was revised to allow girls to return to school a year after birth. The timing of female initiation ceremonies was adjusted to take place during summer vacation instead of during the school year. The primary school curriculum was revised, with careful attention paid to gender images, and a training program has sensitized teachers to gender biases and provided classroom techniques for overcoming them. (Contains 36 references.) (TD)

Between 1990 and 1998, Balochistan, a poor, rural, and underdeveloped province in Pakistan, undertook a major restructuring of its public education system aimed at increasing girls' access to schooling. Strategies included establishing more girls' schools, appointing local female teachers, providing special inservice training for female teachers, and increasing the number of female administrators at both the senior policy and local management levels. By 1998 there was a 159 percent increase in girls' enrollment in primary classes and a 241 percent increase in girls' primary schools. An important element in the success of this effort was the productive partnership between Balochistan's education department, nongovernmental organizations, and international donors. Strong political will was required to improve primary education, especially for girls. Political leaders used the conditionalities of international donors as leverage to push through difficult reforms. In addition, involvement of parents at every stage of local initiatives strengthened government and community partnerships. This report begins with a brief review of education conditions prior to 1990 and in the early years of the reform program, then looks at three major reform objectives: restructuring management, improving educational quality, and involving communities in expanding primary education for girls. In each area, challenges to achieving the objective and reform strategies to overcome these challenges are examined. The study concludes with a discussion of current reform initiatives in Balochistan, factors behind the successes to date, and the outlook for the future. (Author/TD)

This study was undertaken to provide a guide to better policy and practice for teachers on the implementation of science and technology education for all by focusing on the role of Science Teachers' Associations (STAS). The study had the following objectives: to survey national policies on science and technology, to identify virile STAS in several countries, to trace the origin and visible role of STAS especially in Africa, to show the relationship of the STAS with the government with respect to formulation of policy about science and technology, to show how national policies get to teachers, to evaluate how well national policies have responded to the felt needs of the African community, and to provide a framework that would lead to science and technology education for all. It was concluded that in general, STAS have been found to influence science and technology education through curriculum development efforts, textual materials production, teacher training programs, and participation in the formulation of science and technology policy. Nine appendices include: a list of African primary science programs, Nigerian core curriculum for primary science, and a list of International Council of Associations for Science Education (ICASE) member organizations. Contains 51 references. (JRH)

This publication reports on an African regional workshop in Nigeria on training science, technology, and mathematics teachers (STME). The workshop focused specifically on trends in recruitment and evaluation of academic and professional STME teaching staff in colleges of education and on initial training and inservice training for STME teaching staff in colleges of education. After a background summary and introduction to the workshop, the report includes outlines of texts of nine papers: (1) "Trainers of Trainers in STM: Framework for Discussion" (S. T. Bajah); (2) "Training Needs for STM Tutors" (Bryan Wilson); (3) "Do We Practice What We Preach? or Should We Change Our Practice or Our Sermon?" (Mike Savage); (4) "Interactive Teaching in Primary Science" (R. A. Hodzi); (5)"Science and Technology Education and Society: Bridging the Gap" (J. A. Anamuah-Mensah); (6) "Video and Teacher Education: Primary School Science Video Teacher Education in Malawi" (Harold F. Gonthi); (7) "Participating in Science Education Research" (Gilbert O. M. Onwu); (8) "Science Camps for Children: A Model for Curriculum Renewal and Change" (Shaaban S. Mohammed); and (9) "Project 2000+: Declaration." Appendices include a workshop program, the chairman's opening address, a goodwill message, a list of participants, and workshop evaluation results. (Some papers contain references.) (ND)

This publication reports on the Commonwealth Secretariat UNESCO Regional Roundtable, which was held in Penang, Malaysia as a follow-up to the 1992 Colloquium on Alternatives in Initial Teacher Training, held in Colombo, Sri Lanka. There were 28 participants from Bangladesh, India, Maldives, Pakistan, Sri Lanka, Indonesia, Malaysia, Philippines, and Thailand. This report includes an interim statement identifying critical issues related to the quality of teacher training in these countries including the process of change, improving teacher performance, and the quality of teacher educators. Action plans of the five nations participating in the previous colloquium were presented and are described in this report. These projects addressed: (1) strengthening the organizational framework of teacher institutions and related activities; (2) alternative strategies for initial teacher training; (3) development of resource centers; (4) professional development of teacher educators and managers; and (5) social mobilization and awareness as a means of improving teacher training. Appendices include a list of participants and details of the country action plans, including rationale and objectives, activities, and expected outcomes for each project. (ND)

This report is a case study of the shortage of science and mathematics teachers in Nigeria. The paper begins with a discussion of the Nigerian educational system, including the place of science and mathematics in the school system, and the shortage of science and mathematics teachers. Programs undertaken to increase the number of science and mathematics teachers and the program outcomes are described. These include: a regional crash program for training Junior Science Masters; establishment of a national Emergency Science School to prepare sixth form students for university education; the Universal Primary Education (UPE) program, UPE teaching training institutions; Sandwich Associateship Programmes in University Institutes of Education; creation of special science schools in the states; introduction of remedial science programs at some universities; the "Winning More Students for Science" Program at Lagos State University; and several inservice training programs throughout the country. Also described are activities and products of a May, 1992, Regional Workshop in Science, Technology and Mathematics Education in Nigeria organized by the Commonwealth Secretariat. Statistical graphs are included in appendices. (Contains 10 references.) (ND)

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. The papers in this volume focus on innovations and alternative strategies designed to improve quality in teacher education at preservice phase. The publication is in five sections. The first four sections were prepared by the respective national Ministries of Education. Section 1 is on Bangladesh and includes an overview of literacy and primary education and a discussion of provisions for initial training of teachers, the funding of education, and problems and remedies. Section 2, on India, includes a brief history of India's educational system, a review of key issues in the National Policy of Education, a discussion of issues facing Indian educators in the nineties, and several data tables. Pakistan is the focus of section 3 which looks at historical perspectives on teacher training, training of elementary and secondary teachers, qualifications for teacher educators, innovations in teacher training, analysis of teacher training programs, financing of teacher education, and recommendations for future development. The fourth section is on Sri Lanka and covers inservice and preservice teacher education, successful innovations in teacher training, problems and issues, and statistical information. The final section is an overview by Beatrice Avalos which summarizes the educational context and the characteristics, issues, and alternatives of teacher education in general and in each of the four countries. (Individual sections contain references.) (ND)

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 monograph reports on the Planning Meeting of the Commonwealth Project on Improving the Quality of Science and Mathematics Education at the Basic Level which focused on the role of higher education. The purpose of the meeting was to make recommendations for improving the preparation and training of science and mathematics teachers for the first 9 years of education and of trainers of science and mathematics teachers. The report summarizes the meeting discussions on the following topics: curriculum and curriculum change; the education of teachers; inservice education of teachers (INSET); problems in teaching and teacher education; improving the education of teachers and teacher educators; proposals for gathering and disseminating information about INSET programs; and a strategy and action plan for developing INSET guidelines. Brief descriptions of several INSET programs are included. Four recommendations resulted from the meeting: (1) policies on education and professional development of teacher educators should be reviewed; (2) the proposed programs of overlapping and sustained INSET for teachers and teacher educators should be implemented; (3) steps should be taken to identify key personnel to take part in such INSET programs at all levels; and (4) national committees on basic science and mathematics teaching should be established to collect and review existing INSET materials and to prepare for regional and local workshops and INSET programs. Appendices include a list of consultants at the meeting, a list of documents prepared for the meeting, and draft suggestions for content guidelines. (Contains 11 references.) (ND)

This publication reviews staff development in higher education as a key to reversing the deterioration of universities in developing nations and to fostering self-reliance and attaining institutional ideals. Part 1 describes the crisis in higher education in developing nations and considers expansion, supply of academic faculty, localization of staff, staff retention, new universities and disciplines, postgraduate studies, and women in higher education. Part 2 looks at staff development including challenges in academic development, professional and career development, instructional development, management skills, changing technology, and organizational environment and support. Key issues are faculty shortages and poor instruction for students. Part 3 describes policy directions for staff development. Part 4 reviews the structure and organization of staff development activities which include national and regional arrangements, networks, funding, and monitoring. Part 5 describes what staff development providers who responded to a survey have done to meet challenges in their field. Part 6 reviews international aid in staff development and covers north south relations, international assistance programs, and the impact of donor assistance. Part 7 draws together principal findings and outlines directions in staff development taking into consideration the needs specific to developing nations. In particular the chapter discusses key factors, the nature and scope of staff development, policy focuses, policy development and institutionalization of staff development, program structure and organization, funding, delivery mechanisms, and donor assistance. (Contains 69 references.) (JB)

This book is designed to help people who want to know whether distance education is useful for them. It suggests what questions to ask in considering whether distance education makes sense in a particular context and examines the different ways in which it can be organized. Chapter 1 considers who it can teach, what it can be used for, and how well it works. Chapter 2 looks at the resources a new distance education program demands: financial support, staff, communication services, provision of face-to-face support, educational support from other schools and colleges and other parts of government, and political backing. Chapter 3 focuses on the services to be provided to students. It deals with the necessary functions of a distance teaching institution, teaching methods, the production of materials, the work of writers, students and tutors, and the award of credit. Chapter 4 addresses the choice of an organizational and administrative structure. Six organizational models are described and compared. Chapter 5 considers the cost of distance education, including fixed and variable costs, calculating a budget, comparison of costs with those of conventional education, and funding. Chapter 6 deals with planning: who should do the planning, what needs to be done in the planning phase, what staff is needed, what is left for the development phase, and how long it will take. Contains 11 references. (YLB)

Case studies on ministries of education were sought from states with populations under 1.5 million and displaying a wide range of economic, geographic, and cultural diversity. The introduction has six main sections: (1) information on definitions and the contents of the book; (2) an account of other Commonwealth Secretariat initiatives on education in small states; (3) literature on education in small states; (4) literature on public administration in small states; (5) the applicability and limitations of the work; and (6) an outline on the structure of the book. A 73-item bibliography follows the introduction. The 14 country studies in the book are grouped in 5 sections by their geographical location in the world: (1) Africa (Botswana, The Gambia, and Seychelles); (2) Asia (Brunei Darussalam and Maldives); (3) Caribbean (Barbados, Dominica, Guyana, Montserrat, and St. Lucia): (4) Europe (Jersey and Malta); and (5) South Pacific (Kiribati and Solomon Islands). In most cases, the authors of the case studies were administrators in ministries of education, dealing on a day-to-day basis with the issues that they address. Among the group of statistical indicators that precedes each case study is the Human Development Index based on average life expectancy, adult literacy, and the power to buy commodities for satisfying basic needs. Dispersed within the book are 19 figures and 27 tables. A list of acronyms precedes the case studies and an index concludes the publication. (MLF)

Most models for public administration have been developed in the context of medium-sized or large states and are not necessarily appropriate for small states (states with less than 1.5 million people). This book focuses on small states and identifies common features in small-state economies, societies, and politics. Several differences exist in the framework of public administration for small states. The most common differences are in areas of personal relationships, government pervasiveness, and links between politicians and bureaucrats. The priorities and formal organization of Ministries of Education may vary, and an evaluation of these variations helps individuals to understand how to effectively organize priorities for specific states. Management aspects, including decision-making styles, dissemination of information, ways to allow for staff absences, the building of teams, and management of interministry link are all important in effective management of small states. Among the first problems encountered in small states is job definition in situations where staff are expected to hold multifunctional roles. Appraisal systems, training plans, and training strategies are outlined in order to combat restricted career paths. Most small states are members of at least some regional bodies as well as of broader international organizations. The implications of work with these organizations are shown from the viewpoint of the small Ministry of Education. (61 references) (LAP)

Identity and diversity in all its forms present major challenges to countries seeking to best equip citizens with the skills to participate effectively in their diverse societies. This investigation into citizenship education in Trinidad and Tobago produced information about: the type, nature, and variety of programs being offered; the topics covered in these programs; the approaches and methodologies being used; and the groups that participate in the programs. It also highlighted the fact that government and civil society organizations are involved in citizenship education. Additionally, the investigation provided opportunities for individuals and organizations to identify the challenges of being a citizen in the multi-ethnic, multi-cultural, and multi-religious society of Trinidad and Tobago. Participation in the search conference which collected information for the study, provided opportunities for individuals and organizations to share concerns about their work. Primary data were collected in a questionnaire given to organizations in the sample, in meetings, and in face-to-face and telephone interviews. Among the concerns and issues identified and discussed were: values, identity, difference and diversity, inequalities; citizenship and the good citizen; democracy and governance; the socio-economic situation and its impact on citizens; the ideology and structure of the education system; and the content, delivery evaluation and impact of citizenship education programs. A list of participants at the Search Conference is appended. (BT)

Identity and diversity in its forms present major challenges to countries seeking to best equip citizens with the skills to participate effectively in their diverse societies. An exploratory study was conducted using the search conference methodology to explore the extent to which government and non-government education programs promote and support citizenship education in Guyana. The target population selected comprised mainly those education programs developed at the central level for delivery across the country, as well as religious and non-government organization programs. The study focused only on identifying aspects of citizenship education reflected in the programs. Findings suggest that citizenship education is promoted through a variety of modes, strategies, and conventions directly and indirectly, overtly and covertly, and more or less delivered universally across the country. The multi-faceted approach to the promotion of citizenship education as presented by the various organizations commanded a high level of collaboration among and between government and non-government agencies. There also seems to be strong support from development agencies, especially United Nations International Children's Education Fund and Canadian International Development Agency. Results suggest, however, that there is not enough cross-fertilization and sharing of experiences to enable cost-sharing and efficient use of available resources. The main issues emanating from the Search Conference were: need for a clear articulation of policy on citizenship education; continuation of the integrative process; importance of sustainability of projects; increased focused and expanded public awareness, advocacy, and public education programs; inclusiveness of the physically challenged; and recognition of religion as a tool for acquiring appropriate values attitudes and tolerance in concert with citizenship. (Contains 17 references.) (BT)

This book presents information from the Commonwealth Ministers of Education's Ninth Conference in Nicosia, held in Cyprus in 1984, that addressed strategies to (1) increase resources for the development of education in developing countries, and (2) make better use of existing resources for educational needs. The book's main intent is to present some of the practical issues and choices that any authority contemplating setting up a student loan program must face, and to bring to the attention of policy makers the experience of student loan schemes already operating. Chapter 1 discusses the case for introducing student loan programs. Chapter 2 covers policy choices and contains discussions on policy decisions in designing a student loan programs including 10 crucial decisions and the advantages and disadvantages of different models. Chapter 3 shows how a computer model can be developed to examine the implications of alternative choices. Chapter 4 provides more details of actual experience, including experiences from both developed and developing countries and particularly highlighting activities in Colombia, Barbados, and Hong Kong as case studies of countries which have established student loan programs. Contains an 18-item bibliography. (GLR)

Public pressure for expansion of secondary and higher education has forced governments of several developing countries to urgently seek ways to meet this demand. Many of these countries have been hard hit by debt and high world interest rates. At their 1984 conference, Commonwealth Ministers of Education requested the Secretariat to examine ways to improve use of existing resources for education, and to find alternative sources of finance. To meet this request, the Secretariat drew up a program of workshops. This document is the chief product of a workshop held in the Caribbean to discuss cost-effective teaching of secondary school prevocational subjects. Thirteen chapters are divided into four sections: (1) Preliminary Issues; (2) Making Efficient Use of Expensive Components; (3) Generating Extra Resources; and (4) Conclusions. A choice is offered between two main policy objectives: whether practical subjects are regarded as part of general education preparing students for life, or whether they are considered prevocational, or even vocational, giving specific skills and leading straight into particular occupations in the world of work. Particular attention is paid to the special facilities, equipment, staffing, and class sizes usually required by practical subjects. A list of suggested readings is included. (LAP)

This book compares small schools in various countries with large ones and offers cost effective strategies for small schools. Part I focuses on social, economic, and educational issues related to small schools. Small schools are beneficial to their communities as centers of social development. In addition, small schools have a more cooperative environment than large schools, and student achievement is usually as good or better. On the negative side, small schools may have a limited curriculum and less qualified teachers. Part II offers suggestions for operating small schools effectively. Economically viable teaching groups can be formed through multigrade classes and biennial and triennial intakes. Staffing small schools involves consideration of minimum staff numbers, the types of teachers needed, and provision of teacher training. Central administration support can be provided through systems for sharing resources among small schools, school broadcasts, and correspondence courses. Part III discusses the decision to make schools larger. Catchment areas can be expanded through boarding and bussing. Schools can also be made larger by raising enrollment rates, constructing "straight-through" (K-12) schools, or dividing the population more rationally between schools in a catchment. Part IV concludes that circumstances vary widely, and that education authorities must weigh the advantages and disadvantages of small schools for themselves. This document contains an annotated bibliography of further readings. (KS)

One critical area of concern for governments of small states is the provision and administration of examinations at the end of the secondary school cycle. The problems, faced by all states, of assuring that assessment and certification are carried out fairly, are compounded for small states by the additional difficulties associated with their limited human and financial resources. A pan-Commonwealth workshop on Examinations in Small States was held to bring together key actors in the field from public and private sectors. Deliberations of the workshop focused on issues such as personnel and infrastructure for the delivery of examinations, international recognition and national priorities, innovative ways of testing, and the use of technology in the administration of examinations. There were 62 participants from 25 countries, most of whom represented the examination departments of ministries of education, and many of whom came from member states of the British Commonwealth. With respect to examinations at the end of the secondary cycle, small states use one or a combination of three models: national examinations, regional examinations, or examinations prepared in larger countries. This report on the Workshop is divided into the following sections: (1) "Introduction"; (2) "Conceptual Framework"; (3) "Country Presentations"; (4) "Regional Examination Systems"; (5) "Technical Issues"; (6) "School Based Assessment"; (7) "Security Issues"; (8) "Recognition of Qualifications"; (9) "Developing a Credit System"; and (10) "Conclusion." The issues and concerns raised were quite similar in most countries. Equity issues were a concern for most, as were questions of credibility, cost effectiveness, logistics, and confidentiality. Five appendixes list sponsors, present the program and a description of the Association of Commonwealth Examination and Accreditation Bodies, and contain a workshop evaluation form. (SLD)

This document delineates an evaluation framework developed for the Commonwealth Scholarship and Fellowship Plan (CSFP) of Great Britain. Three separate instruments were recommended: (1) a report that describes the plan, highlights the past year's activity, and summarizes important data; (2) a triennial report that incorporates a modified version of the data sets of the current year's annual report, analyzes longer-term trends, and responds to the needs of ministers of education and administrators; and (3) a centralized tracking system for scholars that permits evaluation of the long-term impact of the plan. The report identifies data requirements needed for CSFP evaluation, along with data management and reporting issues. An evaluation framework chart identifies evaluation issues, indicators, and data sources relevant to program objectives (achievement of the plans's overall objectives and objectives pertinent to evaluating the effectiveness and efficiency of operations and outcomes of the awarding countries and nominating countries). Appended materials include definitions of terms of reference, a bibliography, a list of organizations consulted, a list of acronyms and abbreviations, suggested contents for the annual and triennial reports, suggested data fields for the CSFP alumni database. (SW)

In October and November of 1990, Ministers of Education from Commonwealth nations attended a conference in Barbados. The theme of the conference was improving the quality of basic education. Before the conference, the Commonwealth Secretariat prepared an issues paper that served as a background document for the conference. The issues paper comprises the first part of this publication. Issues discussed include: (1) quality in education; (2) the problem of defining and measuring quality in basic education; (3) educational policies relating to teacher training, curriculum, student assessment, and the organization of educational systems; and (4) school improvement. After the conference, papers submitted by 48 of the participating countries were summarized in an overview document. This document, which comprises the second part of this publication, discusses national experiences in improving educational quality, and international cooperative efforts. The national experiences concern: (1) the structure and organization of educational systems; (2) curriculum, learning materials, and assessment; (3) pre-service teacher education, in- service teacher training and teacher support; (4) efficiency and decentralization of management, and the process of improving administrative supervision; (5) the role of education in communities; and (6) issues of finances and resources. (BC)

This document details the development of a Science and Technology Roadshow for girls, that moves from city to city, region to region, carrying the message to girls about opportunities for them in scientific and technical careers. The objectives of the roadshow were twofold: (1) to show women and girls that they could succeed in many more areas of employment if they sought the appropriate qualifications and training in science and technology; and (2) to make an impact on the attitudes and myths that prevent girls and women from taking advantage of today's opportunities in science and technology. This document contains both a report of the roadshow and a manual on how to conduct a roadshow. The report section contains the objectives, participants, roadshow organization, a description of the program, and a discussion on publicity. The manual section includes: (1) starting preparations; (2) preparation of resource material; (3) selecting and inviting the participants; (4) preparing for and running technical activities; (5) exposure to computers; (6) organizing competitions; (7) organizing a career guidance clinic; (8) arranging study visits; (9) opportunities for discussion; (10) publicity; (11) documentation; and (12) evaluation. Appended are a copy of the program of activities and a list of the student participants and their addresses. (KR)