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The International Bureau of Education (IBE) is an academic institute directed toward empowering educational activities in the field. Since 1969, the IBE has been an integral part of the United Nations Educational, Scientific and Cultural Organization (UNESCO), while retaining wide intellectual and functional autonomy. In 1999, the IBE became the UNESCO institute responsible for educational contents, methods, and teaching/learning strategies through curriculum development. Currently, the IBE works toward achieving Education for All, aiming to ensure that Education for All contributes to living together in peace, to development, and to justice. This overview and strategy booklet contains 12 sections: (1) "World Trends and Educational Challenges"; (2) "New Educational Models Required"; (3) "How to Promote Curriculum Development Processes That Improve the Quality of Education"; (4) "Curriculum as a Tool for Educational Change"; (5) "Making an International Contribution to Educational Quality; (6) "Education and the Interests of Humanity"; (7) "Role of the IBE within the Framework of the UNESCO Medium-Term Strategy"; (8) "IBE Strategy of Capacity Building for Curriculum Development"; (9) "IBE Strategy of Disseminating Innovations and Analysing Trends"; (10) "IBE Strategy of Facilitating and Promoting Dialogue for Policy-Making"; (11) "Country Co-operation on Curriculum Development"; and (12) "Curricula and HIV/AIDS." (BT)

This volume addresses the dual problems of providing rapid educational responses in global conflict and crisis situations and assessing the role of education in the root causes of these conflicts. Education and training are key components of international relief responses to emergencies resulting from conflicts. Even more important, rehabilitation and reconstruction processes are now seen as "windows of opportunity" to redesign educational systems in view of fostering stability and promoting peace. This report summarizes the conclusions of an international workshop that brought together researchers, national education officials, and representatives of donor agencies in an attempt to address these concerns. The group focused on four case studies chosen to represent crisis situations of different natures. The case studies featured Cambodia, Colombia, Palestine, and Sierra Leone. The general objectives of the workshop included: (1) re-situate current educational concerns pertaining to conflict and crisis situations in a socio-historical perspective; (2) identify the different types of conflict situations (causes, nature of conflict, duration, resolution) and the role of education at various phases before, during, and after such conflicts; and (3) exchange views among national researchers, government officials, and representatives of both public and private development aid agencies on their respective analyses of the role of education and training in crisis situations and the appropriateness of current intervention strategies. The report includes references, statistical and tabular data on each country, and a list of conference participants. (MJP)

Although it is true that education is an investment, there are risks associated with relying too strongly on the metaphor of education as investment. The main problems with the investment metaphor are as follows: (1) it pushes aside the notion of education as a consumption good that people want for its own sake; (2) the human capital approach can cast a shadow over forms of learning unable to prove adequately that they are a profitable investment; and (3) the measures used for input and output in analyses of the relationship between education and economic performance are problematic. Education should be viewed not as an investment in human capital but rather as an investment in social capital. It may be argued that, rather than fostering a system of lifelong learning, the expansion of higher education (especially initial higher education) has merely concentrated resources on the initial phase of education at the expense of later opportunities, which is neither an effective nor a socially equitable way of allocating resources. To get closer to a learning society, the current preoccupation with the supply of education must be replaced with closer attention to the factors influencing the demand for education. (Contains 11 references.) (MN)

This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, "Humanitarianism and Politics," examines prevailing understandings of humanitarianism and politics. Chapter 2, "Humanitarian and Political Actors," outlines the major actors in today's crises. Chapter 3, "Getting the Relationship Right," provides examples of different ways of responding to these crises. Chapter 4, "Looking to the Future," suggests changes in approach in response to crises. Chapter 5, "Implications for U.S. Policy," presents challenges to U.S. policy. The book concludes that humanitarian action needs to be clearer about its possibilities and limitations while politics needs to be infused with humanitarian dimensions. The volume includes an annotated reading list and a set of discussion questions for classroom use. (EH)

Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators. (CK)

A study described youth programs sponsored by 17 major national adult service organizations, including the traditionally male groups, mainline women's groups, and minority service organizations. Specific focus was on developmentally appropriate, community-based services for at-risk adolescents, aged 10 to 15. Information was collected through in-depth telephone interviews. Surveys were supplemented by examining annual reports, program newsletters, and training materials. Findings indicated that adult service clubs performed a variety of sometimes conflicting and contradictory functions. They could be categorized according to the degree to which affiliates are autonomous and the degree to which there is a hierarchy and a system of formal communication between the national office and local clubs. Adult service clubs did not conceive of early adolescence as a specific age category; programs were not generally targeted to at-risk, young adolescents. Recommendations to strengthen activities in this area included the following: promotion of awareness of at-risk, early adolescents; program development and cross-fertilization; evaluation; eradication of the vestiges of exclusivity; and further study. (Profiles of the 17 organizations are provided. Each profile touches on the following areas: volunteers, nature of program development, and youth programs--national programs, local programs, public policy, collaborations, and publications. The interview questionnaire and 13-item bibliography is appended.) (YLB)

Investigates the nature of social beliefs and commitments during the college years in relation to developmental orientations as measured by the Dakota Inventory of Student Orientations. Results support Creative-Reflective scale scores as predictive of commitment to the more humanitarian issues such as race and women's rights, whereas Achieving-Social scores predict environmental concern. (Contains 21 references, 9 tables and an appendix.)

A formal review was conducted to assess the efforts made by federal agencies to implement the 1983 Emergency Jobs Appropriations Act (EJAA). (The EJAA provided emergency supplemental appropriations to provide productive employment for jobless Americans, to hasten or initiate federal projects and construction of lasting value to the nation, and to provide humanitarian assistance to indigent persons.) The review, which examined the way that 18 different federal agencies implemented the EJAA, indicated that the agencies were generally taking appropriate actions to implement the Congressional mandate expressed in the bill. It was determined that the ability of agencies to obligate Title I EJAA funds quickly was dependent, in large measure, upon the types of programs involved, with welfare-type, grant-in-aid program funds being obligated more quickly than funds for facility construction, renovation, and maintenance. By the end of 1983, a total of $933 million or about 43 percent of the Title I funds were obligated. Because no uniform, comprehensive reporting requirements exist for the number, nature, or duration of jobs created with EJAA funds, data in this area were incomplete. It appeared, however, that the agencies examined have generally allocated funds in accordance with the targeting provisions of the act. (MN)

Numerous advocacy groups concerned with "death with dignity" have formed in response to medical advances which extend the process of dying. Natural death legislation and the Living Will are but two examples of suicide advocacy for the terminally ill. These groups are emerging world-wide and range from conservative insistence on passive refusal of treatment to radical suicide advocacy and the establishment of new voluntary euthanasia societies in several countries. Suicidologists and suicide-prevention workers need not regard these groups as inimical to suicide prevention; the two kinds of groups can make important contributions to each other's work. Data gathered by suicidologists and those with clinical experience in suicide prevention may be able to determine the point at which, in the normal stages of dying, the terminally ill person may be most likely to attempt or commit suicide. However, suicide advocacy suggests that sometimes such attempts should not be interfered with, since effective suicide prevention in these cases may mean forcing an individual to stay alive in intolerable circumstances. Both suicide prevention and suicide advocacy are basically humanitarian-oriented; this commitment to the interests of individual human beings provides the basis for accommodation between the two. (Author/NRB)

The paper describes methods and results which were obtained when systematically identifying important aspects of the future of organized camping, through the combination of "expert" opinion as well as "grassroots" input. The futures forecasting technique used was scenario writing, a well-thought story to describe a future state of affairs. Four perspectives on the future were written regarding conservative, humanistic, pessimistic, and optimistic views of the future of organized camping. A random sample of 270 camp directors were invited to respond to questions about the four scenarios. The respondents were asked to read the scenarios and answer several brief questions about their reaction to the stories. The 95 respondents included 42% who were affiliated with agency camps, 16% affiliated with church camps, and 33% with private independent camps. Sixty-five percent of the respondents represented resident camps with 12% involved in day camping, and 19% involved in both. The scenario which the directors said was most likely to occur was the conservative view to which 44% responded. The optimistic view received 39%, with humanistic and pessimistic receiving 7% and 4% respectively. The optimistic scenario was chosen to be the ideal for the next 10-15 years. The appendix contains the four scenarios. (ERB)

The University of California (UC)and the California State University (CSU) were called upon by the legislature to implement Human Corps programs of community service by students on each of their campuses. The California Postsecondary Education Commission was directed to report on efforts by colleges and universities across the country to encourage volunteerism and to review and comment on the Human Corps activities at UC and CSU. Information describing current activities are described rather than evaluated. A report about Human Corps activities is attached, and CSU activities are discussed in detail. Generalizations about its programs include the following: there is a serious commitment to the purpose and objectives of the Human Corps (made obvious by the considerable activity on the campuses); financial resources are being sought from multiple public and private sources to support the Human Corps program efforts; the cost of monitoring Human Corps activities will likely fall to the state; and in less than a year, the development of the Human Corps at UC and CSU has been impressive. An appendix provides a copy of Assembly Bill 1820 (Vasconcellos, 1987). Tables are included. Attachments comprising two-thirds of the document include information on campus programs, contacts, and taskforces, as well as a 35-page draft report of the CSU Task Force on Civil Service Internships (July 1987). (SM)

Traces the rationale for the development of unique talents to William James (1902) and suggests a relationship between this process and the maturity of one's ethos. Curricular opportunities to stimulate gifted students to use their creativity productively to make their world a better place are discussed. (Author/CR)

Traces the development of, and responses to, the sex/race analogy as a rhetorical strategy of the Women's Liberation Movement (WLM). Although originally conceived as a legitimating strategy, the analogy had serious flaws, especially for women of color. Nonetheless, the analogy remains popular, albeit, in a somewhat restructured form. (MJP)

Provides a concise and fascinating overview of the historical development of international efforts responding to incidents of atrocities and oppression. Traces this humanitarian impulse from the mid-19th century, through the League of Nations, to the current United Nations. Considers the limitations and potentialities of current endeavors. (MJP)

Discusses the lessons that can be drawn from the attempted implementation of the International Convention on the Elimination of All Forms of Racial Discrimination (ICERD). Examines the role of ICERD in Yugoslavia, Rwanda, and Burundi. Assesses those situations and states where ICERD was most and least effective. (MJP)

Describes a college-level course that uses classic texts, such as Plato's "The Republic" and Thomas More's "Utopia," to consider concepts related to the "good society." Expands this initial approach to include consideration of a postmodernist perspective. This perspective encourages consideration of texts and ideas outside of the Western tradition. (MJP)

Maintains that, in World War II Europe, a tiny minority of Christians attempted to protect and stand up for the persecuted Jews. Asserts that their selflessness, courage, and compassion stand out in stark contrast to the indifference shown by most European Christians. Discusses characteristics of those who demonstrated this altruism. (CFR)