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Documenting some of the myriad of voices assembled in Brisbane, Australia in July 1995 for the Second World Congress of the International Drama/Theatre and Education Association, the essays in this book address the central question of the Congress: What can be the role of drama/theatre and education in a rapidly changing world entering a new millennium? In Part 1, the writers share an interest in past and present contexts. Part 2 explores what theatre shares in common with other artistic forms. Part 3 examines the implications of dramatic artistry for the pedagogue. Part 4 unlocks the challenging world of criticism and aesthetics, and proposes frameworks through which educators can discuss and analyze dramatic artistry in education. Papers in the book are: (1) "Healing Power of Theatre" (Dubravka Knezevic); (2) "The Future in Black and White: Aboriginality in Recent Australian Drama" (Katharine Brisbane); (3) "Narrative Performance in a Changing World: The Case of the Storytellers in Kenya" (Ezekiel Alembi); (4) "DRAMA/Drama and Cultural Values" (Gavin Bolton); (5) "Reflections of Practice: Playbuilding with Young People in the Post-Modern Cultural Arena" (Morag Morrison and Madonna Stinson); (6) "The Seminal Politics of Arts Education" (Peter Abbs); (7) "Negotiated Movement: Rebel" (Jane Griffin); (8) "Artistic Education and Cultural Distribution" (Roger Deldime); (9) "Art, Drama and Music: Performances Based on Minimal Actions" (Beatriz Cabral); (10) "Drama and Education: Innovating Curricular Experience in Mendoza, Argentina" (Ester Trozzo de Servera); (11)"The Rude Charms of Drama" (John O'Toole); (12) "From Script to Impromptu: Learning a Second Language through Process Drama" (Shin-Mei Kao); (13) "Multimedia Drama in Cross-Cultural Classroom Education" (Lennart Wiechel); (14) "The Power of the Imagination" (Helen Zigmond); (15) "Discovering Right Actions: Forging Ethical Understandings through Dialogic Interactions" (Brian Edmiston); (16) "Pedagogical Psychodrama" (Sheila D. Maluf); (17) "How to Relate To Knowledge in the Context of Partnership" (Christian Pratoussy); (18) "Revisioning Identity: Drama in the Electronic Age" (Alistair Martin-Smith and Belarie Hyman Zatsman); (19) "Performance Analysis: A Strategy for Understanding Traditional and Contemporary Forms of Performance" (Jacqueline Martin); (20) "Framing the Drama: An Approach to the Aesthetics of Educational Theatre" (Anthony Jackson); (21) "Making Sense of Appearances" (Michel Melin); (22) "Intruders in the Convex Glass: A Consideration of the Way in Which We Find Meaning in Plays" (Andy Kempe); and (23) "Survive" (Henry Paul). (RS)

Commonwealth Ministries of Education were asked to report on how they are undertaking the improvement of the quality of basic education in their respective countries. The papers in this volume focus on: (1) Brunei Darussalam; (2) Canada; (3) Kenya; and (4) Uganda. Charts and statistical data support each country's report. (EH)

There has been a worldwide growth of interest among governments and international agencies in cross-national studies of the quality of education. However, such studies require careful planning, and have far-reaching implications for all concerned. Ministries of education should only become involved if they are prepared to actively engage in designing the studies and managing the impact of the research. In 2004, UNESCO's International Institute for Educational Planning (IIEP) and Germany's Internationale Weiterbildung und Entwicklung (InWEnt) joined forces to hold an international policy forum on "Cross-National Studies of the Quality of Education: Planning Their Design and Managing Their Impact," which was attended by 50 experts from both developed and developing countries. Based on the invited papers presented at the Policy Forum and the intensive discussion about these papers that occurred during the "Open Space Sessions" that concluded the Forum, this book looks at a range of aspects, including what to measure and why, how to pay, and how to deal with the results, be they good or bad. The Policy Forum papers cover three main themes: (1) Background issues; (2) Planning the design; and (3) Managing the impact. They also gave rise to many important Policy Forum messages and recommendations, which have been documented in the final chapter of this book, concerning the guidance that should be given to ministries of education so as to ensure that they derive maximal benefits from cross-national studies of the quality of education. Following Chapter (1) entitled "Introduction: The Origins and Content of the Policy Forum" (Kenneth N. Ross, Laura Paviot, and Ilona Jurgens-Genevois), this book is divided into four parts and 15 chapters. Part I, Background Issues for Cross-National Studies of the Quality of Education, presents: (2) What Is the "Quality of Education"? (A UNESCO Perspective) (Mary Joy Pigozzi); (3) What Monitoring Mechanisms Can Be Used for Cross-National (and National) Studies? (Thomas Kellaghan); (4) What Are the Main Cross-National Studies? (Aletta Grisay and Patrick Griffin); (5) What Is a "Good" Cross-National Study? (T. Neville Postlethwaite); and (6) What Do Ministers of Education "Really Think" about Cross-National Studies? (Saul Murimba). Part II, Planning the Design of Cross-National Studies of the Quality of Education, continues with: (7) What Should Be Measured in a Cross-National Study? (Rainer Lehmann); (8) Whom Should Be Measured in a Cross-National Study? (Pierre Foy); and (9) What Are the National Costs for a Cross-National Study? (Maria Teresa Siniscalco). Part III, Managing the Impact of Cross-National Studies of the Quality of Education, contains: (10) How Can Countries Move from Cross-National Research Results to Dissemination, and Then to Policy Reform? (Case Studies from Kenya and Namibia) (Juliana Nzomo and Demus Makuwa); (11) How Can Countries Use Cross-National Research Results to Address "the Big Policy Issues"? (Case Studies from Francophone Africa) (Jean Marc Bernard and Katharina Michaelowa); (12) How Can a Country Manage the Impact of "Excellent" Cross-National Research Results? (A Case Study from Finland) (Pirjo Linnakyla); (13) How Can a Country Manage the Impact of "Poor" Cross-National Research Results? (A Case Study from Germany) (Jeanne Rubner); and (14) How Can International Organizations Work with the Media to Manage the Results of Cross-National Studies? (A Case Study from the OECD) (Andreas Schleicher). Part IV, Conclusion, presents: (15) The "Main Messages" Arising from the Policy Forum (Kenneth N. Ross, Carola Donner-Reichle, Ingrid Jung, Ulrike Wiegelmann, Ilona Jurgens Genevois, and Laura Paviot). Appended is: List of Participants. An index is also included. (Contains 1 table, 9 figures, and 2 boxes.) [Support for this document was provided by Internationale Weiterbildung und Entwicklung, Capacity Building International, Germany (InWEnt), a grant-in-aid offered by UNESCO, and by voluntary contributions made by several Member States of UNESCO.]

This symposium on assessment and evaluation modeling consists of three presentations. "Training Assessment Among Kenyan Smallholder Entrepreneurs" (George G. Shibanda, Jemymah Ingado, Bernard Nassiuma) reports a study that assessed the extent to which the need for knowledge, information, and skills among small scale farmers can promote effective management of the off-farm enterprises. It recommends business counseling as an integral part of extension education. "Business-Focused Evaluation: A New Collaborative Model" (Valerie Stead) presents a case study of a business-focused evaluation model developed as part of an organizational development intervention for a global semi-conductor company. It assesses the model's value against three principles concerning collaboration, joint ownership, and integration drawn from client and provider needs and current thinking in evaluation research. "Challenges in Measuring and Evaluating Diversity Efforts in Human Resource Development" (T. Marshall Egan) examines challenges faced by practitioners and scholars interested in evaluation and measurement of diversity efforts in organizational contexts. It considers an organizational systems model illustrating the diversity-related interchanges between an organization and the macro environment and examines challenges to measurement and evaluation due to the latency of the diversity, performance, and performance improvement constructs. All three papers include substantial bibliographies. (YLB)

This book contains 13 papers on the socioeconomic development, legal, gender, philosophical, and human rights dimensions of state governance within the context of social, economic, and political processes in Sierra Leone and Kenya. The Political Literacy and Civic Education (PLACE) Project, which was sponsored by the British Overseas Development Administration through the International Community Education Association, is credited with being the book's catalyst. The following papers are included: "Foreword" (S.K. Tororei); "Antecedents of the PLACE Project"; "Conceptualising Civic Education" (S.K. Tororei); "Reflections on Community Education" (Berewa R. Jommo); "Rationale for Political Literacy and Civic Education" (Ekundayo Thompson); "Purpose, Nature, and Scope of Civic Education" (Samuel K. Tororei); "The Development Context of Civic Education" (Ekundayo J.D. Thompson, Margaret Manley); "Civil Society and the Citizen" (Akie Wilson, Joe Sam-King); "Gender, Political Literacy and Civic Education" (Agnes Pessima); "The Constitution of Sierra Leone" (Solomon E. Berewa); "Democracy and the Rights of the Individual" (David G. Thompson); "Political Tolerance--A Prerequisite for Enhanced Democracy in a Multi-Party Environment" (Ahmed Ramadan Dumbuya); "Meaning and Nature of Government" (Walter N. Davies, Peter O. Koroma); "Politics, Political Literacy & Political Participation" (Edward D.A. Turay); "Curriculum for Civic Education" (Ekundayo J.D. Thompson, Joseph Simekha). (MN)

The two studies included in this volume, both dealing with the subject of literacy and sustainable development, are joint winners of the 2004-2005 International Award for Literacy Research, sponsored jointly by the UNESCO Institute for Lifelong Learning, Hamburg, the Swedish International Development Cooperation Agency (SIDA) and the Canadian National Literacy Secretariat with the support of its parent ministry, Human Resources Development. These studies are: (1) Adult Literacy for Sustainable Development: Creating a Knowledge-based Discourse for Action (Harbans S. Bhola); and (2) Luggage for a Journey: From Functional Literacy and Development to Integral Literacy and Sustainable Development (Sofia Valdivielso Gomez). Individual papers contain figures, footnotes and bibliographies.

This volume collects several case studies on the relationship between government and higher education in developing nations in Africa, Asia, and Latin America. In particular these studies ask whether specific forms of government regulation help to solve the crisis of higher education in the developing world better than other forms of regulation. The papers are: "Government and Higher Education in Developing Nations: A Conceptual Framework" (G. Neave and F. van Vught); "Ghana: Relations between Government and Universities" (A. Sawyerr); "Kenya: Management of Higher Education in Developing Countries: The Relationship between the Government and Higher Education" (I. M. Omari); "Tanzania: The State and Higher Education" (J. C. Sivalon and B. Cooksey); "Uganda: Higher Education and the State" (T. O. Eisemon); "People's Republic of China: Autonomy and Accountability: An Analysis of the Changing Relationships between the Government and Universities" (W. Min); "India: Government and Higher Education" (T. Majumdar); "Philippines: The Anatomy of the Government-Higher Education Relationship" (A. Gonzalez); "Singapore: University Autonomy versus State Control: The Singapore Experience" (V. Selvaratnam); "Argentina: The Federal Government and the Universities": (C. Marquis); "Brazil: Higher Education and Government" (S. Schwartzman and L. Klein); "Chile: Government and Higher Education" (J. J. Brunner); "Mexico: Towards State Supervision? Changing Patterns of Governance in Mexican Higher Education" (D. C. Levy); "Conclusion" (G. Neave and F. van Vught). Contains a subject index. Most papers contain references. (JB)

This volume contains papers on strategies and mechanisms for developing, maintaining, and expanding the flow of students into the universities and polytechnics of the British Commonwealth's developing nations and for the extension of exchange between all Commonwealth developing nations. Part 1 contains introductory papers. Part 2 contains papers on academic interchange and institution building. Part 3 presents viewpoints from the Commonwealth nations; Part 4 contains papers on student flows from the post-industrial nations; and Part 5 contains research papers on mobility. The individual papers are: "Active, not Passive: A Commonwealth Agenda for Redirecting Student Flows" (Lalage Bown); "Towards a Commonwealth of Scholars: Developing Foreign Student Flows into Universities of the South" (Lalage Bown); "Trends, Problems and a Commonwealth Project" (Jasbir Singh); "Student Mobility Networks: The Case for a Commonwealth Scheme" (Elizabeth Dines); "Student Mobility and Internationalisation: A Perspective from the English-speaking Caribbean" (Ancilla Armstrong and J. E. Greene); "Academic Exchange: Student Flows, Exchange Schemes and Capacity Building in India" (Karuna Chanana Ahmad and Aparna Basu); "Policy, Expectations and Shortfalls: Nigerian Views and Experiences" (A. Jones Akinpelu); "Against the Grain? Student Mobility from Britain to Commonwealth Developing Countries" (Hilary Callan and Kate Steele); "Internationalising Canadian Universities: Student Mobility to Developing Countries" (Association of Universities and Colleges of Canada); "Academic Exchange Schemes in Malaysia" (Leong Yin Ching); "Two Contrasting African Cases: Kenya and Zimbabwe" (Parvin Walji and Peter Dzvimbo); "World Class Institutions and Student Mobility: The Indian Institutes of Technology" (Jayalakshmi Indiresan); and "Open to Talent: Higher Education in Singapore" (G. Gopinathan). Appendixes contain summary statistical tables on student mobility and a description of the Commonwealth Universities Study Abroad Consortium program. Contains 41 references. (JB)

This volume provides an overview of some of the outstanding features of the work of the Norwegian sociologist and comparative educationist, Jon Lauglo. After an introduction, "'It Ain't Necessarily So!': Theories and Observations in Jon Lauglo's World of Education and Training" (Se-Yung Lim and Klaus Schaack), essays and studies are presented in five sections. Section 1, "Teachers and Social Contexts," includes "Teachers' Social Origins, Career Commitment during University, and Occupational Attitudes"; "Upper-Secondary Teaches in Norway: Organizational Participation and its Correlates"; and "Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries." Section 2, "Technical and Vocational Education and Training," includes"Concepts of 'General Education' and 'Vocational Education' Curricula for Post-Compulsory Schooling in Western Industrialised Countries: When Shall the Twain Meet?"; "Diversified Secondary Education in Kenya: The Status of Practical Subjects and Their Uses after School" (Jon Lauglo and Anders Narman); "Technical Secondary Students in Kenya: Origins, Achievement and Destinations"; and "Vocational Training: Analysis of Policy and Modes--Case Studies of Sweden, Germany and Japan." Section 3, "Control of Education," includes "Soviet Education Policy 1917-1935: From Ideology to Bureaucratic Control"; "Populism and Education in Norway"; and "Forms of Decentralization and Their Implications for Education." Section 4, "The 'Agency' for Education and Social Capital among Immigrant Youth," includes"Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools" and "Social Capital Trumping Class and Cultural Capital? Engagement with School among Immigrant Youth." Section 5, "A Case for Adult Basic Education in Developing Countries," includes "A Case for Renewed Engagement with Adult Basic Education in Africa." (Papers contain references.) (SM)

Two books acknowledge the importance of education in empowering African women and girls, both socially and economically, but differ from the dominant discourse by delving into locally grounded investigations of the dynamics that influence girls' access to education, outcomes, and the nature of the empowerment that education accords them. The scope and limitations of the gender and education discourse are discussed. (SV)

Four lengthy papers and an introduction discuss case studies of regional disparities in educational development in Cameroon, Madagascar, Kenya, Tanzania, and Thailand. In considering the specific political and socioeconomic contexts of these countries, the papers focus on methods of both analyzing the causes of disparities and reducing the resultant inequalities. The introduction by the two editors summarizes the papers and the issues involved. Jean-Yves Martin's paper on Cameroon and Philippe Hugon's on Madagascar examine the sociohistorical causes of regional disparities and discuss the proper geographical unit to use in measuring educational disparities. Kamol Sudaprasert, Vichai Tunsiri, and Ta Ngoc Chau address the problem of data analysis in a paper on Thailand's regional disparities in educational access, social characteristics, and socioeconomic development. Finally, David Court and Kabiru Kinyanjui compare Kenyan and Tanzanian efforts to reduce regional disparities: Kenya attempted to expand its educational system while Tanzania tried to redistribute educational opportunities. (Author/RW)

Reviews Barbara J. King's detailed observations of free-ranging baboons in Amboseli, Kenya; these observations contain a mass of recent research and report studies of divergent theories in primatology and paleontology. King's studies supply direct evidence about primate behavior that conveys information and show how natural information transfer is in social species. (five references) (CK)

This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) (MN)