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The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

Homeschooling is an alternative method of teaching where parents take the responsibility of education and teach their children at home. This method of education is increasing worldwide. Various authorities around the world have taken note of this trend and recognized homeschooling as an alternative method of education in their legislation. The paper examines the educational policy and practice of homeschooling in the BRICS countries (Brazil, Russia, India, China, and South Africa) through a literature study, with the aim of comparing the five countries to hit. It also looks at what the BRICS countries can learn from each other regarding homeschooling. Most of the BRICS countries have education law that does not provide for homeschooling. In the countries where homeownership is legal, there are strict requirements that must be met. These requirements place a heavy burden on home school parents. However, it is clear from the investigation that homeschooling is increasing in the BRICS countries legally and illegally. There are also other similarities arising from the study.

Various internal and external determinants influence an education system. External determinants include language, demographics, geography, technology, politics, and financial and economic trends. Religion is also one of these external determinants that can influence an education system, as well as the education systems of the. The BRICS member countries consist of Brazil, Russia, India, China, and South Africa. The BRICS member countries are one of the most organized and supportive international cooperation organizations that currently exist. Religion is considered a controversial and sensitive topic. This research aimed to determine how religion as an external determinant influences the education systems of the BRICS member countries. The study focused on the differences and similarities that can be identified based on religion as an external determinant of the various education systems in the BRICS member countries. The BRICS member countries were deliberately chosen for this study because each member state is considered a secular country in terms of religion, yet each member state treats religion differently in their country. The comparative method was used during this study to identify the best practices from the BRICS member countries. The interpretive research paradigm was used during this study using the qualitative research approach. The document analysis was used during the study to analyse the content of policies, legislation, articles, and government publications using content analysis to be able to identify themes to be able to perform the comparison between the different education systems of the BRICS member countries. The findings from this study are as follows: Religion as an external determinant of an education system does have a significant influence on the education systems of the various BRICS member countries. It is very important to observe and describe these findings from the context of the various member states. [For the complete Volume 20 proceedings, see ED622631.]

Many discussions have taken place around the issue of the special needs of learners, special schools and inclusivity. UNESCO argues that inclusive education will accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This would include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged areas or groups. In inclusive education, the diverse needs of students would be recognised and responded to, accommodating different styles and rates of learning and ensuring quality education to all. However, globally, the views of countries on inclusivity differ, and setting up schools for learners with special needs is often preferred. The overall aim of this study is to give an overview of the perspectives of the BRICS countries regarding learners with special needs, special schools and inclusivity. A document analysis was done of both printed and electronic (computer-based and Internet-transmitted) material. The views of the BRICS countries on learners with special needs, special schools and inclusivity differ. [For the complete Volume 19 proceedings, see ED613922.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on July 15-19, 2020 in Washington, DC, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

The Gender and Sexuality in Mathematics Education Working Group convened in 2018 with a focus on (1) language use, multidimensional understandings of gender and sexuality, and influences of these on methods, results, and interpretations; (2) interactions between gender/sexuality and students' self-perceptions; and (3) the roles of curriculum, pedagogy, and teacher education in students' experiences of gender and sexuality. The 2019 Working Group will continue with these foci, but with an added dimension of learning through examination of work in gender and sexuality in mathematics education across the world, including country/culture-specific studies, and cross-cultural studies. [For the complete proceedings, see ED606556.]

The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.

The Biennial Report presents a selection of UNESCO-UNEVOC's activities during 2014 and 2015. The activities contributed to UNESCO's sectoral priorities and programmatic objectives and assisted Member States to provide equitable, inclusive and quality education and promote lifelong learning for sustainable development. Importantly, the selected activities also illustrate some of the wider transformations that have occurred in the education sector, in part due to the development and adoption of the post-2015 development agenda. In 2014 and 2015 UNESCO-UNEVOC empowered the UNEVOC Network and engaged its members to co-develop the International Centre's work and activities and build up capacities within the network, with a specific focus on UNESCO-UNEVOC's thematic priorities: Greening TVET, ICT in TVET, and Youth and Skills. Capacity-development programmes started in 2015 promise to deliver outcomes that will enable UNEVOC Centres to contribute to the development of TVET on a national level, and to become regional and international leaders. A particular highlight was the organization of the Global Forum on "Skills for Work and Life Post-2015" held in Bonn, Germany, from 14 to 16 October 2014. Over 200 delegates from seventy-one UNESCO Member States, including eighty participants from sixty-two UNEVOC Centres, participated in discussions which helped inform and stimulate the global debate on TVET in the post-2015 development agenda. Annex 1 lists the Cluster Coordinators and Co-Coordinating Centres for each of the five UNEVOC Network regions for 2014 and 2015. Annex 2 lists UNESCO-UNEVOC workshops and conferences that were held during 2014 and 2015, but that were not reported on in the biennial report.

In partnership with Educational Testing Service (ETS) and the Center for Minority Serving Institutions at the University of Pennsylvania's Graduate School of Education, Salzburg Global Seminar hosted an international strategic dialogue of 60 thought leaders, researchers, and practitioners from institutions serving marginalized populations to develop a platform for on-going dialogue, problem solving and solutions to common challenges. The program--"Students at the Margins and the Institutions that Serve Them: A Global Perspective"--was held October 11 to 16, 2014 at Schloss Leopoldskron in Salzburg, Austria and builds on Salzburg Global's track record of programs delivering on educational equity, quality and innovation. Program participants represented 19 countries and all regions of the world and engaged in five interactive days of issue framing, dialogue and strategic synthesis of global research, policy and expertise, and together assembled various frameworks for action. Issues debated include: national contexts and taxonomies of practitioners, intersections of identities and their effect of access, displaced students, legal frameworks for broadening access, and funding frameworks for institutions serving students at the margins. Participants also heard student voices; both at undergraduate and graduate levels. This report describes the program session discussions and outcomes. Appended are: (1) Session Participant and Staff List; (2) Session Agenda; and (3) Interviews and Op-eds. [Additional support for this work was provided by Capital Group Companies, the Mexican Business Council, and The Nippon Foundation.]

This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.

Although there are have been some studies on National Human Resource Development and HRD practices in certain countries, literature shows that we have just scratched the surface in terms of the number of countries we know about. This exploratory study reviews research associated with HRD policies and practices in Brazil, China, India, Italy, Japan, Lebanon and Qatar. National policies on HRD were examined and a comparison of HRD practices in selected countries was made.

This collection of panel proceedings is divided into five sections each of which is devoted to one panel. Panel 1 focused on mobilization, people's participation, and decentralization for "Education For All (EFA)." Panel 2 was devoted to external and internal financial resources for EFA (Government of India). Panel 3 was on girls' and women's education, women's empowerment, and population issues. Panel 4 was on education and society. The fifth panel was a special panel devoted to India's District Primary Education Program. Participating nations were Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. After a scene setting discussion at the beginning of a pre-summit session when delegates considered the analysis and synthesis paper prepared by UNESCO, they spent the rest of the three day conference taking part in the four panel discussions that centered on the main themes of the forthcoming Delhi Declaration. Before the conference, delegates had been presented with background papers on the themes that were enlarged upon by panelists from the United Nations agencies and representatives and ministers of the 9 states. Together these 9 countries account for more than half the world's population and 75 percent of its illiterates. They are cradles of civilization and founts of spiritual, cultural, and philosophical knowledge that continue to have a profound influence on humanity. Despite differing cultures and historical legacies, the countries have recognized that education is at the heart of sustainable development. (DK)

This document reviews progress in the nine high-populations countries towards the goal of Education for All (EFA). The nine countries are Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. Since the Thailand conference in 1990, most countries have shown improvement with primary education increasing by over 40 million students and attempts to improve educational quality. The book contains the following chapters: (1) "EFA: The Turning Point"; (2) "Education and Demography: A Critical Interaction"; (3) "EFA: The Process"; (4) "The Components of EFA: An Overview"; (5) "Towards Universal Primary Education"; (6) "Programmes for Adolescents and Adults"; (7) "Early Childhood Care and Education"; and (8) "Summing Up." A country by country analysis of educational progress is included. (EH)

Noting that early childhood development is the foundation for basic education across the life span, the first chapter of this report discusses the benefits of early interventions for individuals and society and justifies the basis for programs which aim at meeting the basic learning needs of young children. It also suggests several questions which each country may consider to make their early childhood care and development activities effective. The next chapter presents a list of eight arguments that make a case for making a heavy investment in programs for early childhood development. Six complementary program approaches that are concerned with the child, family, community, institutions, legal and policy frameworks, and the distribution of knowledge are suggested in the third chapter. The fourth chapter describes programs in Colombia, Nepal, India, Peru and Brazil which represent models ranging from formal schools to home day care and cooperative programs. The advantages and limitations of these center-based approaches are summarized. The advantages and limitations of approaches which educate and support caregivers are presented in chapter 5. Programs ranging from home visiting to the use of communications media and child-to-child programs which reflect this approach and are adopted by Indonesia, China, Jamaica, Thailand, and Chile are described in chapter 5. A research review and summary of the effects of early childhood interventions on progress and performance in primary school is presented in the last chapter along with suggestions for policy and programming. (BAC)

The International Communication Division of the proceedings contains the following 18 papers: "Spy or Scapegoat: A News Framing Study of the 'New York Times'' Coverage of the Wen Ho Lee Case" (Jia Lin & Junhao Hong); "Individual Perceptions of International Correspondents in the Middle East: An Obstacle to Fair News?" (Dina Ibrahim); "British vs. U.S. Newspaper Framing of Arabs in Coverage of the Middle-Eastern Conflict Pre and Post Sept. 11: A Case Study" (Mia Moody-Hall); "The Role of Journalism in 19th Century National Movements in Estonia and Finland: Apples and Apples?" (Janis Cakars); "Covering the Dead: U.S. and Chinese Magazine Reportage of the Crackdown on the Tiananmen Square Movement" (Yu Shi); "Perceptions of Brazilian Journalists about Media Roles and Foreign Influences" (Heloiza G. Herscovitz); "Public Broadcasting Systems Demise Within the Dominant Private System Model: The Netherlands Case" (Tony R. DeMars); "Bridging Latin America's Digital Divide: Government Policies and Internet Access" (Eliza Tanner Hawkins and Kirk A. Hawkins); "A Profile of Ugandan Journalists in the New Millennium" (Peter G. Mwesige); "The Media & Foreign Affairs: A Comparative Content Analysis of 'The New York Times'' Coverage of Zaire" (Peter G. Mwesige); "Framing Environmental Destruction on U.S. Army Camps in South Korea" (Haejin Yun); "International News Flow and the U.S. News Media: A Model Proposed from a Critical Review of the Literature" (Takuya Sakurai); "Post-Communist Broadcast Media: A Case Study of Estonia's 1994 Broadcast Law" (Max V. Grubb);"Assessing the Hierarchy of Influences Theory of Content: Coverage of the Cultural Revolution in China by 'Time' and 'Newsweek', 1966-69" (Guoli Li and Anne Cooper-Chen); "Press Freedom in Hong Kong Before and After 1997--Newspapers' Coverage of China" (Tianbo Huang, Juyan Zhang, and Yi Lu); "The Possibility of Adoption of the Actual Malice Rule in Foreign Countries: From the Fourth Estate Perspective" (Taegyu Son); "'Glocalizing' a Dam Conflict: 'Thai Rath,''Matichon' and Pak Mun Dam" (Suda Ishida); and "Propaganda vs. The Market Economy: A Study of the Conglomeration of China's Newspaper Industry" (Ernest Y. Zhang and Brian S. Brooks). (RS)