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1. The Management of Curriculum Change and Adaptation in the Gulf Region. Final Report of the Seminar (Muscat, Oman, February 17-21, 2001).

Author

International Bureau of Education, Geneva (Switzerland)., Rassekh, Shapour, and Thomas, Jeannine

Abstract

The aim of this seminar was to draw attention to the necessity of a fundamental reform in school curricula to make them more adapted to the diversified challenges of the 21st century and to determine what concrete actions should be taken to achieve this goal. Another objective was the intellectual preparation of countries concerned for constructive participation in the September 2001 International Conference on Education. This final report of the seminar is divided into seven parts and three annexes. Parts 1 and 2 give an overall picture of the state of the art in regard to curriculum development in the face of the tremendous changes taking place at the present time and the multiple challenges education must face at the beginning of a new century. Parts 3 to 6 discuss the events of the Oman seminar, its outcomes, and an evaluation of its achievements. Part 7 reproduces the final recommendations approved by the Plenary of the seminar, including some follow-up actions that should soon be addressed. Annex 1 provides statistics on Gulf education and supporting economy; Annex 2 includes opening and closing speeches; and Annex 3 contains a list of seminary participants. (Author/RT)

Published
2001

2. Perspectives on Literacy: A Selected World Bibliography. IBE Data.

Author

International Bureau of Education, Paris (France)., Librarie du Liban, Beirut (Lebanon)., and Rassekh, Shapour

Abstract

Providing a general view of all of the currents of thought, research, and experiments in the field of literacy worldwide, this annotated bibliography presents abstracts of over 120 books, documents, and articles on the subject of literacy, post-literacy, and adult education. The main message and principal conclusions of each work are included in the abstracts. Focusing on works published in the 1980s, but including important works published since 1965, the bibliography groups the abstracts under 12 headings: The Situation of Literacy/Illiteracy in the World: Statistical Studies; The History of Literacy: The Impact of Literacy Teaching, Past and Present; A General Look at Literacy: Definitions, Theories, Approaches, Strategies and Policies; Comparative Studies; Monographs: Noteworthy Case Studies; The Socio-Economic Aspects of Literacy; Psycho-Pedagogical Aspects of Literacy; Cultural and Linguistic Aspects of Literacy; The Planning, Administration and Evaluation of Literacy; Literacy Methods and Materials; Post-Literacy and Continuing Education; and World and Regional Events in the History of the Struggle against Illiteracy. An introductory section examines the main trends in the study of literacy and illiteracy. A list of recent bibliographies concludes the bibliography. (RS)

Published
1991

3. Some Comments on the Socio-Economic Context of Development and Its Influence on the Evolution of Content of Education during the Next Two Decades.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. and Rassekh, Shapour

Abstract

Influencing the future structure and content of the world's educational systems are: (1) physical constraints; (2) demographic constraints; (3) social structure constraints; (4) economic constraints; (5) employment constraints; (6) financial constraints; (7) political constraints; (8) administration and management constraints; and (9) institutional constraints. Analysis of projected constraints in these areas results in proposals to meet future needs and problems. Reconciliation must be made between the school and other educational institutions (family, media, etc.), and among the school, politics, and the community. Schools should adapt to new societal conditions. Educational programs must transform attitudes to foster the conservation of irreplaceable resources and ecological needs. Developing nations, undertaking universalization of primary education, must make efforts to strike a balance between quantitative expansion and qualitative improvement of education systems. To counter adverse effects of increasing urbanization, education will have to emphasize individual spontaneity, imagination, creativity, and moral and spiritual values of collectivity, and education must further accentuate the value of tolerance toward cultural differences. Schools must develop capacity for responsible participation in public life, ensure equal opportunity in education, and must be aware of the choice between mass education and the education of an intellectual elite. Developing nations will have to formulate scientific and technological policies more systematically, devote more resources to research, and collaborate, to a greater extent, with other countries. (JD)

Published
1980

4. The Contents of Education: A Worldwide View of Their Development from the Present to the Year 2000.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France)., Rassekh, Shapour, and Vaideanu, George

Abstract

The study of the changing content of education forms part of the general thinking on the future of education. This book contains an analysis of case studies of the projected evolution of educational content for the 20-year period (1980-2000) in China, Hungary, the Netherlands, the Philippines, and the United States. relating those changes to global educational trends. At one time, most national curricula were focused on individual subjects and carried out by specialized, relatively independent bodies. A new philosophy is emerging which endows learning with a broader base and greater socio-cultural substance by emphasizing multi-disciplinary interaction and global analysis. Population growth, economic change, socio-political change, cultural change and scientific progress, world problems, and the internal dynamics of educational systems are viewed in regard to their effect on the contents of education from 1980 to 2000. Education is examined both as a dependent and an independent variable in terms of its influence or effect on those factors. The existence of a co-curriculum outside the school and its relationship to the formal educational process is studied. The ability of educational systems to adapt in the face of evolving economic, social, and political pressures, and the difficulties of developing relevant and applicable methodologies for educational transformation are investigated. A list of 334 references is included. (PPB)

Published
1987

5. Educational Administration and Multilevel Plan Implementation: Experiences from Developing Countries. Contributions to IIEP Seminars Held in November 1979, November 1980 and to an IIEP Workshop Held in December 1980.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning., Malpica, Carlos, Rassekh, Shapour, Malpica, Carlos, Rassekh, Shapour, and United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.

Abstract

Eight papers, each presented at one of three conferences sponsored by the International Institute for Educational Planning (IIEP), are published together in this collection. It provides an overview of the current interest in developing nations in the role of administration in educational development, particularly as that role involves the coordination of administrative efforts at different levels (national, regional, local, and institutional) in the furtherance of national educational policy objectives. The papers are: "Decentralisation in Educational Administration: The Third World Perspective" (Anil Bordia); "Regionalisation of Education: Lessons from Some Experiences of Latin America" (J. B. Bernal); "Education and Sectoral Development at Local Level--An Integrated Approach" (S. N. Saraf); "Experience of Educational Microplanning in Peru through Nuclearisation" (G. Ruiz-Duran); "The 'Nuclearization' Programme in Costa Rica" (Carlos E. Olivera); "Multi-level Educational Planning and Administration in India" (M. V. Mathur); "Integrated Planning in Tanzania--The 1972 Decentralization and the 1975 Village Acts" (Omar R. Mapuri); "A Crash Programme in Mass Education: The Experience of Bangladesh" (M. Selim). An extensive introduction places the papers and their subjects in the broader context of IIEP's ongoing research efforts concerning the place of educational administration in the educational planning process. A substantial bibliography of relevant materials is appended. (PGD)

Published
1983

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