Search

Issue #50 of the Bank Street Occasional Paper Series, "Learning With Treescapes in Environmentally Endangered Times Learning with Treescapes in Environmentally Endangered Times," is intended to be hopeful. Articles in this issue contribute to the envisioning of new practices and to an architecture of knowledge to waymark a more sustainable route into the future. Trees are vital for the present and future health of the planet, its inhabitants, and ecosystems. They store carbon and breathe out oxygen. Their leaves filter dangerous pollutants. Their branches provide shade and a shelter for a myriad of other beings, allowing diverse species to thrive. They provide cooling, control erosion, and filter water. Articles in this issue include stories from teachers and their students about learning with trees, and descriptions of how engagements with trees can transform research and ways of thinking, feeling, and being. Across multiple pieces, authors reflect on how connecting with trees facilitates greater connection among humans and between humans and the more-than-human occupants of our planet.

This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw.The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education. Following a foreword by Caroline Dyer, the following chapters are presented: (1) Positioning Insider-Outsider Research in the Contemporary Context (Lore Arthur, Elizabeth McNess, Michael Crossley); (2) 'Ethnographic Dazzle' and the Construction of the 'Other': Shifting Boundaries between the Insider and the Outsider (Elizabeth McNess, Lore Arthur, Michael Crossley); (3) Exploring the Concept of Insider' Outsider in Comparative and International Research: Essentialising Culture or Culturally Essential (Anna Robinson-Pant); (4) Constructing the Insider and Outsider in Comparative Research (Peter Kelly) (5) Beyond 'Insiders' and 'Outsiders' in Research for Education Policy-Making? The Discursive Positioning of the Researcher in International and Comparative Education (Nilou M. Hawthorne); (6) Mind the Gap: Reflections on Boundaries and Positioning in Research in International and Comparative Education (Claire Planel); (7) Methodological Challenges: Negotiation, Critical Reflection and the Cultural Other (Nicola Savvides, Joanna Al-Youssef, Mindy Colin, Cecilia Garrido); (8) Insider-Outsider-In Betweener? Researcher Positioning, Participative Methods and Cross-Cultural Educational Research (Lizzi O. Milligan); (9) Multiplicities of Insiderness and Outsiderness: Enriching Research Perspectives in Pakistan (Sughra Choudhry Khan); (10) Outside Inside, Inside Out: Challenges and Complexities of Research in Gypsy and Traveller Communities (Juliet McCaffery); (11) (Re)constructing Identities beyond Boundaries: Revisiting Insider-Outsider Perspectives in Research on International Students (Qing Gu); (12) Investigating Processes Underlying Identity Formation of Second Language Master's Students in UK Higher Education: Insiders or Outsiders (Hania Salter-Dvorak); (13) Coming Alongside in the Co-Construction of Professional Knowledge: A Fluid Approach to Researcher Positioning on the Insider-Outsider Continuum (Ed Wickins, Michael Crossley); and (14) Sharing Insights: How Culture Constructs and Constricts Knowledge (Maroussia Raveaud).

This monograph offers papers presented at the 1998 annual meeting of the British Association for Applied Linguistics. After an introduction entitled "The Pluralisation of Literacy" (Teresa O'Brien), the papers are: (1) "National Literacy Strategies: A Debate" (Jill Bourne, Gunther Kress, Brian Street, and Alison Sealey); (2) "Literacy and Oracy Assessment in an Early Years Intervention Project" (Sheena Gardner and Pauline Rea-Dickins); (3) "The Role of Social Class and Home Literacy Practices in Literacy Proficiency in a Group of Chilean Adolescents" (John Gibbons, Elizabeth Lascar, and Maria Isabel Mizon Morales); (4) "'How Many Bumps Does a Dromedary Have?': Literacies in the EFL Classroom" (Paula Kalaja and Ann Pitkanen-Huhta); (5) "Critical Literacy as Classroom Interaction" (Catherine Wallace); (6) "Authoring in Student Academic Writing: Regulation and Desire" (Theresa Lissis); (7) "Contrastive Rhetoric: New Research Avenues" (Ulla Connor); (8) "The 1998 Reform of German Orthography" (Sally Johnson); (9) "Women's Literacy in a Rural Pakistani Community" (Shirini Zubair); (10) "Issues for a Working Agenda in Literacy" (Gunther Kress); and (11) "Label Literacy: Factors Affecting the Understanding and Assessment of Baby Food Labels" (Guy Cook and Kieran O'Halloran). (Papers contain references.) (SM)

The papers in this document were delivered by scholars from the United States and Canada at the ninth annual Conference on Bengal Studies in 1973. The first two papers discuss the accommodation of Indian literary forms and views of life in the Bengali novel, a foreign literary form adopted in India only in the last century and a half. The third paper analyzes Rabindranath Tagore's play, "Visarjan," while the next three papers are about the changing status of Bengali women since 1850. The seventh paper is a literary analysis of the Bengali Muslim Bardic songs of grief, the eighth paper concerns a Bengali episode which stirred up Hindu-Muslim antagonism, the ninth paper is about the role of language in the creation of Bangladesh, and the tenth paper explores possible changes in the relationship between administration and politics in Bangladesh. The last two papers concern labor and the nationalist movement, and the development of Calcutta. (JM)

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) Botswana; (2) Namibia; and (3) Pakistan. Charts and statistical data support each country's report. (EH)

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

The study presented in this book provides a baseline analysis of the extent to which the primary education system in Pakistan is capable of enhancing or inhibiting children's creativity. It involved 1008 primary schools who participated in a survey, 154 children who took the Torrance Tests of Creative Thinking, and classroom observation in 16 schools as well as documentary an analysis of the education policy documents, curriculum and the official science textbook. The research presents the findings related to the definition of "creativity," and the means used to identify, assess and enhance it as well as the importance and the obstacles faced in doing so. The study finds that while policy documents mention the introduction of creativity in education, and the curriculum lays emphasis on the concept in a comprehensive manner, the designated textbooks and teaching practices do little more than encourage rote memorization and regurgitation of information. The measurement of children's creativity in this study has shown that children have the ability to produce ideas which are at times also original. But they appear to be weaker in other areas such as being able to produce abstract titles, and remaining open to going beyond the "ordinary" in their thinking. This is due to the fact that much of the teaching is only geared towards knowledge acquisition. This research has reinforced the need for a systems view of creativity, in order to provide a more holistic and less distorted view of the phenomenon. Appended are: (1) Questionnaire (Urdu and English versions); (2) Training material for the survey; (3) Torrance Tests of Creative Thinking (English and Urdu versions); and (4) Classroom Creativity Observation Schedule. (Contains 5 figures and 84 tables.)

This research paper addresses the ethical issues facing the construction industry of Pakistan. It forms a framework for ethical standards in the construction industry by recommending concrete measures. These have been based on the identification of ethical issues from the results of comprehensive and in depth research carried out through questionnaire survey, interviews and telephonic survey of various stakeholders in sample projects, employees of each of them and also study of related engineering journals. Although Pakistan Engineering Council (PEC) does provide guide lines on the issue but these are rarely followed in true spirit. The existing standards have been compared with our socio cultural traditions and with ethical standards and practices of developed countries. Finally, a mechanism has been recommended which can deal with most of the ethical issues confronting construction industry of Pakistan. [ABSTRACT FROM AUTHOR]

Small and medium enterprises (SMEs) are normally required to attain dynamic success targets by improvement of their processes, products and services. One way to achieve this could be through quality initiatives and innovation in processes, products and services. In a knowledge based economy, use of quality measures alone may not bring competitive advantage due to severe resource constraints. Therefore, innovation may become a key parameter to define the strategic objectives. This paper focuses on investigating quality initiatives implemented by SMEs and its innovation. Data was collected on these parameters from 38 SMEs and eight measures of innovation were investigated for their importance and use. Pakistani, British and Portuguese SMEs were compared. [ABSTRACT FROM AUTHOR]

This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)

This book, which was prepared in the context of the Fifth International Conference on Adult Education, consists of a summary of the conference workshop "Environmental Education for Adults," 11 papers reviewing promising trends and developments in environmental learning in selected countries and contexts, and an introduction to the 25th International Yearbook on Education. The following papers are included: "Preface" (Paul Belanger); "Introduction" (Walter Leal Filho); "Summary of the Workshop on Lifelong Learning and Environmental Education in Europe"; "Environmental Education and UNESCO (United Nations Educational, Scientific, and Cultural Organization): Some Achievements" (Joachim Knoll); "The Environment: A Unifying Theme for Lifelong Learning and Adult Education" (Walter Leal Filho); "Lifelong Learning and Environmental Education in Poland" (Leszek Jerzak); "Lifelong Learning and Environmental Education in Slovakia" (Geza M. Timeak); "Environmental Careers, Employment and Professional Training in Europe" (Monica Hale); "Environmental Adult Education: Experiences, Problems and Perspectives in the Italian Context" (Antonella Bachiorri); "Adult Education and the Environment in Pakistan" (Farrukh Tahir); "Environmental Education for Adults in the Federal Republic of Germany Seen from the Point of View of 'Lifelong Learning'" (Heino Apel); "Community-Based Environmental Education, School Culture and Lifelong Learning" (Arjen E.J. Wals, Frank P.M.C. de Jong); "Improvement of Environmental Education as a Tool for High Quality Lifelong Learning" (Mauri Ahlberg);"Understanding Human-Earth Relationships through Storytelling and Memory" (Darlene E. Clover); "Adult Learning: A Key for the 21st Century--Environmental Education in the Framework of the Fifth International Conference on Adult Education" (Uta Papen); and "Presentation of the International Yearbook on Adult Education, Volume 25, 'Environmental Education' at the Workshop on Lifelong Learning and Environmental Education in Europe" (Michael Schemmann). Also included are the addresses of the workshop participants. (MN)

This publication presents an overview of the Asia-Pacific Regional Planning Meeting on the Literacy Initiative for Empowerment (LIFE). Countries in Asia and the Pacific that participate in the LIFE initiative are Afghanistan, Bangladesh, China, India, Indonesia, Iran, Nepal, Pakistan and Papua New Guinea. The purpose of the meeting was to assist the participating countries with the organization of preparatory activities for implementing the LIFE initiative following creation of Country Profiles in 2005. This publication includes comments presented during question and answer sessions, plenary discussions and group discussions. The agenda items of the meeting are (1) Global Background and Development of LIFE; (2) Literacy Challenges in the Asia-Pacific Region; (3) Presentations and Discussion in Plenary of Bangladesh and Pakistan Country Papers; (4) Proposed Framework of Support Mechanism for LIFE Implementation; (5) Proposed Guidelines of LIFE Needs Assessment; (6) Country Group Work on Preparation of Draft Country Outlines/Frameworks for Needs Assessment; (7) Panel Presentations and Discussion on Addressing Literacy Needs of Excluded Groups; and (8) Presentation of Draft Country Outlines/Frameworks for Needs Assessments, LIFE Country Plans and Discussion on Follow-up. [Published by United Nations Educational, Scientific and Cultural Organization (UNESCO) Asia and Pacific Regional Bureau for Education.]

The "EFA (Education For All) Global Monitoring Report 2006" estimates that about 100 million children of primary school age, 55 percent of them girls, are not enrolled in primary school. UNESCO Bangkok, the Consortium for Street Children and Childhope Asia initiated the "Promotion of Improved Learning Opportunities for Street Children Project" to facilitate knowledge sharing between organizations and capacity-building of practitioners working with street children. Activities took place during 2004 and 2005 in four countries including Indonesia, Nepal, Pakistan and the Philippines. The resource pack was developed to assist workers working with and for street children. It has four sections. Section I consists of country case studies on Indonesia, Nepal, Pakistan, and the Philippines and a synthesized regional study. Section II contains policy forum reports for advocacy, review of policies and programs, and identifies policy recommendations and commitments. Section III provides a case study on setting up and running a national network for educating street children. Section IV offers training materials, a report from a regional training workshop, and a training need analysis chart. With the extensive coverage of case studies, policy papers, and training modules, the resource pack encourages knowledge sharing on education for street children. It also proactively promotes quality basic education for street children within the region and provides resources to strengthen the expertise of practitioners. The resource pack consists of a booklet and a CD-ROM. Appended are: (1) A brief overview of the Capacity-building and Information Exchange project; (2) Summary of the World Conferences on Education for All; (3) Summary of the Regional Planning Meeting for the Promotion of Improved Learning Opportunities for Out-of-School Children; (4) The Manual on Rights-Based Education; and (5) Toolkit for Creating Inclusive, Learning-Friendly Environments. [This document was published by the UNESCO Asia and Pacific Regional Bureau for Education. Accompanying CD-ROM is not available from ERIC.]

Washington seems to be in a season of worrying--some might say "obsessing"--about the education system in Pakistan. The 9/11 Commission, whose final report has become a fixture on the bestseller lists, has highlighted the links between international terrorism and Pakistan's religious seminaries, or "madaris", and recommended that the United States support Pakistani efforts to improve the quality of the education it offers its young. The The American government, with the U.S. Agency for International Development as the lead agency, plans to spend tens of millions of dollars this year alone on primary education and literacy programs in Pakistan. The international donor community has been active on this front for decades, but has significantly expanded its activities in recent years. But most of all, Pakistanis themselves have raised the alarm and encouraged this newfound interest in their schools. This volume explores an issue that Pakistanis themselves have identified as vital to their national well-being. Essays include: (1) Educating the Pakistani Masses (Shahid Javed Burki); (2) Education, Employment and Economic Development in Pakistan (Ishrat Husain); (3) Challenges in the Education Sector in Pakistan (Salman Shah); (4) Reform in Higher Education in Pakistan (Grace Clark); (5) Against the Tide: Role of The Citizens Foundation in Pakistani Education (Ahsan Saleem); (6) Reasons for Rage: Reflections on the Education System of Pakistan with Special Reference to English (Tariq Rahman); (7) Education Sector Reforms in Pakistan: Demand Generation as an Alternative Recipe (Jonathan Mitchell, Salman Humayun, and Irfan Muzaffar); (8) Report for Congress on Education Reform in Pakistan; (9) Education in Pakistan and the World Bank's Program (Michelle Riboud); (10) The Punjab Education Sector Reform Program 2003-2006; (11) Pakistan's Recent Experience in Reforming Islamic Education (Christopher Candland); and (12) Pakistan: Reforming the Education Sector. An introduction by Robert M. Hathaway is included. Individual papers contain tables, charts, notes and references.

The article presents an essay which integrates approach of studying present-day relations between state and society in Pakistan. The author examines the popular perceptions of the state within an ethnic group that were at the heart of social transitions and political unrest in Sindh since the mid-1980s. It is argued that the popular imagination of the state is linked to a modernist concept of Islamic nationalism.

Chapter 6 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's experience in Peshawar, Pakistan in 1857. It relates the first threats of the mutiny in the city through a prompt action. It conveys the organization of Movable Column, which is composed of reliable troops, at some convenient place in Punjab. Around this time, they decided to leave the city.

Chapter 8 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's experience in Peshawar, Pakistan in 1857. It recounts his experience during the war in city where the Commander-in-Chief and the Head-Quarters staff were on their way up the country inspecting the troops en route to Simla. It shows a long list of troubles happened in the country. It conveys the death of General George Anson.

Chapter 7 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It narrates the author's experience in Peshawar, Pakistan in 1857. It relates the first symptoms of disaffection he experienced in the city during war. It reiterates the outbreak of troops at Berhampur into an open mutiny. It conveys the mutiny at Meerut. It reiterates the death of Sergeant-major Mangal Pandoy who was tried by a Court-Martial.

Chapter 3 of the book "Forty-One Years in India: From Subaltern To Commander-In-Chief," by Frederick Sleigh Roberts is presented. It relates the author's early life experience with his father in Peshawar, Pakistan from 1852-1853. It tells that his excitements of a frontier station in the city and witnessed the flogging parade. It conveys the assassination of Frederick Mackeson and relates his strange dream concerning the death of a near relation.

Chapter XI of the book "The Broken Road" is presented. It focuses on prince Shere Ali's trip to Lahore, Pakistan. He met the Chief Commissioner and Safdar Khan of Kohara. It describes what Shere Ali had seen and experienced in Lahore. They discussed the issues on the abuse of the Mullahs and the problems in Chiltistan.

This book examines emerging trends and issues that promise to change the face of the university in the 21st century. The book is divided into four sections: chapters in the first section examine the future of higher education in the Western hemisphere, which given the dominating position of Western universities has direct and structural implications for the rest of the world; the second section examines the university in the nonwest, offering various modernist, scholar/activist, dissenting, and multicultural approaches; the third section examines alternative universities; and two concluding chapters summarize the discussions and offer alternative paths to the future. Chapters are: (1) "Introduction: Forces Shaping University Futures" (Sohail Inayatullah and Jennifer Gidley); (2)"University Traditions and the Challenge of Global Transformation" (Philip Spies); (3) "Higher Education at the Brink" (Peter Manicas); (4) "Will the Future Include Us? Reflections of a Practitioner of Higher Education" (Deane Neubauer); (5) "The Virtual University and the Professoriate" (Michael Skolnik); (6) "The Futures for Higher Education: From Bricks to Bytes to Fare Thee Well!" (Jim Dator); (7) "Why Pay for a College Education?" (Tom Abeles); (8) "Of Minds, Markets, and Machines: How Universities Might Transcend the Ideology of Commodification" (David Rooney and Greg Hearn); (9) "At the Edge of Knowledge: Toward Polyphonic Multiversities" (Paul Wildman); (10) "Recovery of Indigenous Knowledge and Dissenting Futures of the University" (Ashis Nandy); (11) "Pakistani Universities: Past, Present, and Future" (Tariq Rahman); (12) "Civilizing the State: The University in the Middle East" (Shahrzad Mojab); (13) "Scholar-Activism for a New World: The Future of the Caribbean University" (Anne Hickling-Hudson); and (14) "Internationalizing the Curriculum: For Profit or Planet?" (Patricia Kelly); (15) "The Crisis of the University: Feminist Alternatives for the 21st Century and Beyond" (Ivana Milojevic); (16) "Homo Tantricus: Tantra as an Episteme for Future Generations" (Marcus Bussey); (17) "Universities Evolving: Advanced Learning Networks and Experience Camps" (Patricia Nicholson); (18) "Consciousness-Based Education: A Future of Higher Education in the New Millennium" (James Grant); (19) "Corporate Networks or Bliss for All: The Politics of the Futures of the University" (Sohail Inayatullah); (20) "Unveiling the Human Face of University Futures" (Jennifer Gidley). A bibliography is appended. (All papers contain notes.) (SM)

Expectations for teachers tend to be high throughout the world, and often teachers are blamed for the ills of society. This volume highlights the predicament of teachers and the state of teacher education in widely differing locations and situations. After an Introduction (Colin Brock), papers include: (1) "The Significance of Teacher Education for International Educational Development" (Roger Iredale); (2) "Is There a Crisis in Teacher Education?" (Witold Tulasiewicz); (3) "The James Report and What Might Have Been in English Teacher Education" (James Porter); (4) "Teacher Education, Gender and Development" (Lynn Davies); (5) "The Implication of Theory for a New Masters Programme for Teacher Educators in Pakistan" (Barbara Jaworski); (6) "Teacher Education in Pakistan: Problems and Initiatives" (Humala Khalid); (7) "Changing Patterns of Teacher Education in Sierra Leone" (Colin Brock); (8) "Teacher Education in South East Asia: Prospects for a North-South Dialogue with a Difference" (Elwyn Thomas). Each chapter contains references. (ND)

The place education has been assigned in the national development programs of 10 nations is discussed, the problems that these countries have encountered in managing education are examined, and the measures adopted to solve educational problems are assessed. Included are the following papers: (1) "The Nature of National Development Planning" (R. M. Thomas); (2) "The Soviet Union" (R. L. Raby); (3) "The German Democratic Republic" (S. M. Shafer); (4) "Pakistan" (N. Jalil and N. F. McGinn); (5) "Egypt" (A. A. Elmallah and K. Gezi); (6) "The People's Republic of China" (J. Chuang and R. M. Thomas); (7) "South Korea" (H. W. Soh); (8) "Indonesia" (R. M. Thomas); (9) "Papua New Guinea" (M. Bray); (10) "Tanzania" (R. M. Thomas); (11) "Zaire" (B. A. Yates); and (12) "Lessons Learned" (R. M. Thomas). There are 286 references. (SLD)

Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR)