Search

This publication is one of two prepared for a South Asian colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. This volume includes four papers presented at the conference. The papers present an analytical view of both policy and practical measures on teacher education. The first paper, "The Professional Development and Training of Teacher Educators" (Elwyn Thomas) examines recruitment, training, and career development in teacher education. The second paper, "Teacher Education: The Quest for Quality" (Motilal Sharma), looks at issues in teacher education in Asia, including World Bank involvement and regional cooperation. The third paper, "A Critique of Policy and Practice in India and Bangladesh" (Adarsh Khanna), analyzes preservice and inservice teacher education in India and Bangladesh, the chief strengths of the Indian and Bangladesh systems, and the importance of aid agency projects. The fourth paper, "Initial Teacher Training in Pakistan" (Haroona Jatoi), explores preservice and inservice teacher training in Pakistan. (Individual papers contains references.) (ND)

Twelve papers delivered at a joint meeting at the International Federation of Library Associations and Institutions annual meeting of the Children's Libraries, Public Libraries, and Libraries for the Blind sections of the Division of Libraries Serving the General Public are presented. Most of the papers deal with library services to children, but several are devoted to literacy issues and services to the blind. The following papers are included: (1) "Promotion of Reading Habits through Home Libraries" (S. Panandiker); (2) "Katha and Its Literacy Projects" (G. Dharmarajan); (3) "Children's Books and Children's Libraries in India" (M. Rao); (4) "Illiteracy and Blindness" (A. Leach); (5) "Guidelines for Public Libraries Working with Illiteracy" (B. Thomas); (6) "A Review of the Draft Document 'International Guidelines for Public Libraries Involved in Literacy Work: A Developing Country View'" (H. K. Raskroka); (7) "A Country Overview of Inter-Library Loan Services of Special Format Material for the Visually Handicapped in India" (V. S. Rawat); (8) "Literacy and Development in the Third World: Could Librarianship Make a Difference?" (R. Gassol de Horowitz); (9) "International Cooperation on Library Services to the Visually Handicapped: Outcome of the Asian Seminar" (H. Kawamura); (10) "Thai-Laos Project on Books for Young People" (S. Singlamanan); (11) "Promotion of Literacy of Handicapped Children in India through Library Services" (C. D. Tamboli); and (12) "Meeting the Needs of Students at an International School" (B. Sen). Several papers are followed by references. (SLD)

Eleven papers delivered at the annual meeting of the International Federation of Library Associations and Institutions for the Division of Management and Technology are presented. Some were presented at a roundtable on audiovisual media, and others are from sessions on library buildings and equipment, information management, and statistics in library management. The following papers are included: (1) "Sound Archives in All India Radio" (H. M. Joshi); (2) "International Market for Spoken Books" (V. Arora, I. Bell, and M. Jenkins); (3) "Talking Books in Arabic, Kurdish, Turkish, and Urdu" (S. Tastesen); (4) "Library Building in the Tropics: The Saint Martin Experience' (B. Hodge); (5) "Model Architectural Design of a Library: Advantages and Defects of the Soviet Experience" (A. Zimonenko); (6) "Automated Strategies for Social Development" (K. S. Oswalt); (7) "Computer and Software for Information Services: An Overview of Mexican Progress" (J. Lau and M. Castro); (8) "Adapting Technologies for Library Processing Projects: Africa, Asia, and South America" (A. R. Pierce); (9) "Librarianship: Profession, Semi-Profession or Mere Occupation?: Surveying the Process of Change and Development in British Librarianship Today" (M. Freeman); (10) "Probability, Statistics and Library Management" (S. K. Basu); and (11) "Le Mesure de la satisfaction des usagers: Statistiques et enguetes aupres du public" (M.-D. Heusse) (French text). (SLD)

Eight papers for the Collections and Services Division of the International Federation of Library Associations and Institutions that were given at the 1992 annual meeting are presented. These papers deal with the acquisition and exchange of library materials, interlending, and serial publications. The following papers are included: (1) "Why Won't You Accept My Order? Global Acquisitions Solutions" (T. Leisner); (2) "South Asian Literature: Acquisition and Processing in West European Libraries" (G. F. Baumann); (3) "The Interlibrary Loan (ILL) Protocol: Progress and Projects" (L. Swain and P. Tallim); (4) "Sci-Tech Libraries: New Approach to Interlibrary Loans" (E. Eronina); (5) "Improving Interlending through Goal Setting and Performance Measurement" (J. Willemse); (6) "OSIRIS, a Microcomputer Based Online Serials Information, Registration and Inquiry System" (S. Santiago); (7) "Serial Publications in India" (P. K. Gupta); and (8) "Basic Serials Management Handbook" (J. Szilvassy). Most papers are followed by references.

This publication is one of two prepared for a South Asian Colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. The papers in this volume focus on innovations and alternative strategies designed to improve quality in teacher education at preservice phase. The publication is in five sections. The first four sections were prepared by the respective national Ministries of Education. Section 1 is on Bangladesh and includes an overview of literacy and primary education and a discussion of provisions for initial training of teachers, the funding of education, and problems and remedies. Section 2, on India, includes a brief history of India's educational system, a review of key issues in the National Policy of Education, a discussion of issues facing Indian educators in the nineties, and several data tables. Pakistan is the focus of section 3 which looks at historical perspectives on teacher training, training of elementary and secondary teachers, qualifications for teacher educators, innovations in teacher training, analysis of teacher training programs, financing of teacher education, and recommendations for future development. The fourth section is on Sri Lanka and covers inservice and preservice teacher education, successful innovations in teacher training, problems and issues, and statistical information. The final section is an overview by Beatrice Avalos which summarizes the educational context and the characteristics, issues, and alternatives of teacher education in general and in each of the four countries. (Individual sections contain references.) (ND)

The following 21 papers were delivered for the Special Libraries Division of the International Federation of Library Associations and Institutions at its 1992 annual meeting: (1) "From Indochina to Afghanistan: Arts from Abroad in Parisian Libraries" (M. F. Macouin); (2) "The Indonesian Archeology Photograph and Documentation System (IAPDS) in Leiden" (H. I. R. Hinzler); (3) "The Collection Development and Organisation of Art Materials: The Cultural Center of the Philippines in Context" (E. R. Peralejo); (4) "Resources for the Conservation of Southeast Asian Art" (S. G. Swartzburg); (5) "The Moravian Mission and Its Research on the Language and Culture of Western Tibet: A Case Study for Collection Development" (H. Walravens); (6) "The National Art Library and the Indian Collections of the Victoria and Albert Museum, London" (J. F. van der Wateren); (7) "Collection Development and Acquisition of Art Materials with Special Reference to South and South-East Asia: A Case Study of the Indira Gandhi National Centre for the Arts" (A. P. Gakhar); (8) "Map Collection of the National Library and Its Users' Pattern" (D. K. Mittra and A. K. Ghatak); (9) "Russian Maps of Asia" (N. Ye. Kotelnikova); (10) "A Survey of Maps and Atlases Published in India" (A. K. Ghatak); (11) "Government Libraries in India: An Overview" (M. K. Jain); (12) "Technology as an Agent for Communication" (E. J. Valauskas); (13) "Changing Duties: Relations between Library and Information Work" (A. G. A. Staats); (14) "Access to Scientific and Technical Information: The Greenlight or Not?" (D. Stoica); (15) "Initiatives To Facilitate Access to S&T (Science and Technology) Information in India" (A. Lahiri); (16) "Improving Access to Scientific Literature in Developing Countries--A UNESCO Programme Review" (A. Abid); (17) "Science, Technology and Libraries in French-Speaking Africa" (H. Sene); (18) "Productivity, Impact and Quality of Scientific Work at the UNAM (National Autonomous University of Mexico): Actions for their Acknowledgement" (P. Dector); (19) "The Post-Perestroyika Sci-Tech Libraries: Will They Survive?" (A. Zemskov); (20) "Access to Information and Science Development in the Developing World" (S. Arunachalam); and (21) "Manuscript Collections in Indian Libraries with Special Emphasis on National Library" (S. Akhtar). (SLD)

Information on teaching and research in international law for countries of the Asia-Pacific region is presented in proceedings of a 1984 conference sponsored by the United Nations Educational, Scientific, and Cultural Organization. In addition to a regional overview, suggestions are offered for promoting regional cooperation in international law. Challenges in the teaching and study of international law, problems areas for students graduating in international law, and problems of the profession are considered. Status reports for nine countries on teaching and research in international law are provided by conference participants as follows: Australia (James Crawford), India (M. L. Upadhyaya), Indonesia (Komar Kantaatmadja), Japan (Onuma Yasuaki), Republic of Korea (Chi Young Pak), Pakistan (M. A. Mannan), The Philippines (Adolfo S. Azcuna), Sri Lanka (A. R. B. Amerasinghe), and Thailand (Vitit Muntarbhorn). Appendices include: a conference program, list of participants and brief introductory conference addresses by Jae Hoon Choi, E. Hyock Kwon, Bong-shik Park, and Yogesh Atal. (SW)

Four papers, focusing on hallmarks for success, which were given at the November 1985 Annual Conference of the Council on International Educational Exchange are presented. All discuss study abroad and set a context for successful institutional programming. An introduction by Paula Spier discusses the movement in American higher education to address its lack of information about the developing world by increasing opportunities for American students to have experiences in Africa, Asia, and Latin America as part of their academic degree programs. The four papers are as follows: (1) "Hallmarks of Successful Programs in the Developing World: The University of California" (William H. Allaway); (2) "Hallmarks of Successful Programs in the Developing World: The University of Wisconsin's College Year in India Program" (Joseph W. Elder); (3) "Hallmarks of Successful Programs in the Developing World: Academic Programs in Universities in Sub-Saharan Africa for Undergraduates" (Joe K. Fugate); and (4) "Hallmarks of Successful Programs in the Developing World: The Great Lakes Colleges Association Latin American Program" (Diane K. Snell). An afterword, by John G. Sommer, encourages study abroad as an experience of discovery of the world, one's own cultural roots, and one's self. (SM)

The Ljubljana seminar, whose background and working papers are presented in this volume, was an outcome of the United Nations' consideration of the problems of ethnic and linguistic minorities. The twenty-five papers cover topics such as the study of multinational societies; the protection of minorities and minority rights in Yugoslavia, Czechoslovakia, Austria, the Soviet Union, India, Africa, Southeast Asia, Israel, Britain, and the Caribbean; cultural diversity; and immigrant problems. Chapters 1-3 are background papers, commissioned by the United Nations Secretariat in preparation for the seminar. Chapters 4-23 are working papers, contributed by the participants and presented in regional groups, starting with Central Europe and going on to include Asia, Africa, and North America. (Author/CLK)

The publication recounts two symposiums on Arts Education that took place in Hong Kong and New Delhi, India in January 2004 and March 2005 respectively. Two sections include papers covering the current situation of arts education in Asia and plans for the future. The first part has an introduction to culture and arts education in Asia, the vision and opportunities. It continues with a summary of outcomes from Asia region meetings on arts in education. A case is then made for mainstreaming the arts in Asian education, illustrated by four case studies. The final section discusses influencing policy and actions for reform in various countries in the region. Section two provides a glimpse into the future of arts education. Two papers discuss research on arts education outcomes and an evaluation framework; a further two focus on action plans and initiatives. An annex contains (1) an appeal from UNESCO Director General Koichiro Matsuura for promotion of arts education and creativity at school as part of the construction of a culture of peace; (2) papers presented at the symposia; (3) list of participants; and (4) reference resources. (Contains 7 tables.) [The Asian regional symposium on Arts Education, "Measuring the Impact of Arts in Education," was a cooperative effort between the Office of the UNESCO Regional Advisor for Culture in Asia and the Pacific and the Hong Kong Institute of Contemporary Culture (HKICC). The symposium on Arts in Asian Education, "Transmissions and Transformations: Learning through the Arts in Asia," was a joint effort between the Office of the UNESCO Regional Advisor for Culture in Asia and the Pacific, and the India International Centre-Asia Project (IIC-Asia Project).]

This paper reviews research and evaluates information gathered on disabilities and service development in South Asia, especially India and Pakistan. The concept of "community-based rehabilitation" (CBR), which stresses the need for rehabilitation efforts rooted in the context of local cultural concepts, is discussed. The paper emphasizes the necessity of integrating philosophical and anthropological perspectives into disability information development and community-based rehabilitation programs. The paper recommends rehabilitation efforts that incorporate indigenous disability-related practices, such as casual educational integration, and that integrate local concepts of the child, personhood, ability, disability, and relationships. A review of South Asian information resources, especially those concerning mental retardation, suggests the difficulty of developing indigenous knowledge production when Western material is easily accessible. The historical development of some Asian and European community responses to disability is outlined as background for a description of the rise of CBR programs in India and Pakistan during the 1980s. Among issues discussed are CBR training, information technology, program evaluation, and the roles of foreign rehabilitation professionals and aid and development organizations. (Contains 247 references.) (DB)

This paper discusses issues related to developments in computer and communication technologies in south Asia. The first section considers the Internet and its impact. Paradigm shifts and globalization are addressed in the second section, including the shifts away from stand alone libraries to library and information networks, ownership to access, just-in-case to just-in-time, print-based publications to digital documents, stand alone libraries to networked systems, intermediary model to end-user model, command-based systems to menu-based systems, linear to non-linear mode of access, hierarchical to non-hierarchical systems, one-way dissemination of information to interactive communication, bundling of scholarly journal to unbundling, stability to instability, physical format to formless data, and top-down to bottom-up systems. The third section examines the existing gaps and inequality between and within developed and developing countries. South Asia and its problems are described in the fourth section, including geographical, socioeconomic, and political factors, as well as steps in the direction of regional cooperation and socioeconomic development such as SAARC (South Asian Association for Regional Cooperation) and SAPTA (SAARC Preferential Trading Arrangement). The conclusion points out the need to coordinate and consolidate the resources and services of different types of libraries in South Asia and describes some resource sharing programs in the region. Contains 32 references. (MES)

Star TV, the first international satellite broadcast system in Asia, has had a profound effect on national broadcasting systems, most of which are rigidly controlled, state owned monopoly organizations. The purpose of this paper was to study the response of national governments, media industries, and the general public to this multichannel direct broadcast service. India is used as a case study because it is generally representative of Asian national broadcast environments and has been specially targeted as a potential market for Star TV's services. Public response to the service has been enthusiastic. Industry has mainly viewed it as a short-term, money-making opportunity. Governments, however, perceive Star TV as a commercial/economic enterprise, and their policy responses have also been governed by this perception. Efforts made by governments so far have been either to strengthen domestic broadcast systems, or to control cable systems that function as carriers for satellite signals. No attempt has been made to apply the provisions of international law which guarantee nations the right of prior consultation and consent to satellite broadcasting or to evolve supranational regional regulatory frameworks. (Contains 25 references.) (Author/KRN)

This literature review interrogates current international writing about inclusive education (IE) in regional and remote settings, with explicit reference to Australian considerations, including the emergent National Curriculum. The task of this review has been to establish the types of knowledge reported about IE in minority, marginalized and "other" inclusive educational settings, and to locate the absences of knowledge that the current literature indicates. Finally, future directions for research into IE in minority educational settings are proposed. (Contains 4 footnotes.)

This publication contains the results of the conference "South-South Policy Dialogue on Quality Education for Adults and Young People" that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. This publication contains the following papers: (1) Adult Learning: Situation, Trends and Prospects (Chris Chinien); (2) Brazil's National Programme for Adult and Youth Education (Ricardo Henriques and Timothy Ireland); (3) India's National Adult Education Programme (Satish Loomba and A. Mathew); (4) Mexico's National Adult Education Programme (Luz-Maria Castro-Mussot and Maria Luisa de Anda); (5) South Africa's National Adult Education Programme (Morongwa Ramarumo and Vernon Jacobs); (6) Adult Literacy and Learning in Bangladesh: The UNESCO and NGO Experience (Ahmadullah Mia and Wolfgang Vollmann); (7) Thailand's National Programme of Adult and Youth Education (Roong Aroon and Wilaipan Somtrakool); (8) A System of Quality Education for Adults and Youth in China (Yuquan Qiao); (9) Adult and Youth Education in Nicaragua (Nydia Veronica Gurdian and Elizabeth Navarro); (10) Challenges for the Construction of a Policy for Quality Adult and Youth Education in Guatemala (Ilda Moran de Garcia and Otto Rivera); (11) Namibia's Adult Literacy and Learning Programme (Beans Uazembua Ngatjizeko); (12) Mozambique's Literacy and Adult Education Programmes: A Sub-sector Strategy (Ernesto Muianga); (13) Educating Adults and Youth in Tanzania: Complementary Basic Education (COBET) and Integrated Community-Based Adult Education (ICBAE) (Basilina Levira and Valentino Gange); (14) The Context of Literacy Development and Adult Education in Angola (Juao Romeu and Luisa Grilo); and (15) Adult Education in the Arab Region (Seham Najem, Aicha Barki and Nour Dajani-Shehabi). Also included are: (1) Index of Persons; (2) Index of Subjects; and (3) Index of Subjects by Country. Individual papers contain figures, tables, footnotes and references. [This paper was created with the Mexican National Institute for Adult Education (INEA).]

The purpose of this study is to investigate elementary students' explanations of how physical features of the land influence the location of humanly defined structures including trade routes, such as the silk routes. The silk routes were a series of caravan trade routes that extended from Turkey to China and were located as far south as India and as far north as Russia. The trade activity on these routes ebbed and flowed depending on the protection available from the rulers of China. The routes existed from the 2nd century B.C.E. to the 15th century C.E. when they were replaced by maritime trade routes. Four teachers, two sixth grade, one fourth grade and one multi-level bilingual teacher, used a geography lesson on the silk routes with thirty-eight students, eight sixth graders, five fourth graders and twenty-five multi-level bilingual students, who were primarily Spanish speakers. The students were asked first to consider physical maps of China and central Asia and consider several questions based on the area's terrain. The students were then asked to locate western Turkey and Xian, the old capital of China. Working in pairs they determined a route from one place to the other taking into consideration terrain, climate and a lack of mechanized transportation. In completing this assignment the sixth graders had more prior knowledge of China because it is part of their curriculum in the sixth grade. Also they had more knowledge of maps. They had some difficulties with scale and did not at first take into full consideration the topography of the area the silk routes crossed. Several of the fourth graders were able to draw a route from Turkey to China that closely approximated one of the historic trade routes. As the sixth graders did, they had difficulties with scale. Some thought that it would be feasible to walk from Turkey to China. The bilingual students needed reinforcement of the maps with other maps and could have used more visual aids, showing the rued Tianshan and Himalayan mountain ranges and the forbidding climate of the deserts of central Asia. The bilingual teacher supplemented the maps with a map analysis sheet and some of the students were able to approximate the silk routes. All of the students in the study needed to extend their investigation with more visual materials so that their understanding of the silk routes could be extended.

This book originates from a conference of the Association of Asian Social Science Research Councils and contains writings and research reports on Youth in Transition in the Asia and Pacific region. The definition of "youth" varies from country to country and ranges between the ages of 10 to 35. The publication summarizes issues in the region, generally regarded as a critical stage before adulthood. Due to local requirements and the development stage of countries in the region, the focus of adolescent studies deals with a wide range of topics such as indigenous people, rural-urban migration, lifestyle, population policy, and technology. Statistics also show that the current generation of youth is immensely different from its predecessors as a result of improved healthcare, rise of technology, and globalization. The differences cover not just livelihood factors such as marriage, sexuality, habits, or employment but also the bigger picture including demographics and culture. Economic development and technology have given rise to a new breed of youth in the Asia and Pacific region where some of them became promising entrepreneurs, political/community leaders, city dwellers, or some just choose to cling to a more traditional existence. Following an introduction (Stephanie Fahey and Fay Gale), papers in this document include: (1) Youth in Asia: An overview (Yogesh Atal); (2) Youth, Cultures and Societies in Transition: The Challenges of Growing up in a Globalized World (Jeffrey Jensen Arnett); (3) Global Cultural Change and Young People's Wellbeing (Richard Eckersley); (3) Globalisation and an Epidemic: The Consequences of HIV/AIDS for Young People (Doreen Rosenthal); (4) A Demographic View of Changing Youth in Asia (Graeme Hugo); (5) Generational Change and Cyberpolitics in Asia (Stephanie Fahe); (6) Indigenous Australian Young Peoples: The Winds of Change (Gregory Phillips); (7) Are Youths Moving Forward? A Bangladesh Perspective (Abdur Rahim Khan); (8) Government Policies and Programs for Youth Development in India (Hardip Singh Kingra); (9) Youth Migration and Change in Indonesia (Aswatini Raharto and Mita Noveria); (10) Youth in the Japanese Society (Ushiogi Morikazu and Watabe Makoto); (11) Malaysian Youth: From Government Policies to Grassroots Aspirations (Rashila Ramli); (12) The Only-Child Generation: Chinese Youth in a Transformative Era (Wu Xiaoying); (13) The Filipino Youth Today: Their Strengths and the Challenges They Face (Joseph H. Puyat); (14) Online Games Dynamics in Korean Society: Experiences and Lifestyles in the Online Game World (Sang-Min Whang); (15) Demographic and Economic Pressures to Move: Youth Aspirations and Livelihood Opportunities for Youth in the Liberal Economic Environment of Sri Lanka (Siri T. Hettige); (16) Monitoring the Convention on the Rights of the Child in Thailand (Amara Pongsapich); and (17) Vietnam's Youth in Transition (Nguyen Thi My). (Individual papers contain references.) [This document was published by Regional Unit for Social and Human Sciences in Asia and the Pacific, UNESCO Asia and Pacific Regional Bureau for Education, as well as the Association of Asian Social Science Research Councils (AASSREC). Abstract modified to meet ERIC guidelines.]

A discussion of the Sindhi language diaspora, the biradari, across India and Pakistan looks at the implications of this geographic dispersal for the cohesion of the Sindhi-speaking community and culture. Three sociocultural characteristics of the scattered population are identified: urbanization; near-universal literacy; and bilingualism. Patterns of ethnic/linguistic identity and language choice in various cultural circumstances are also examined. Rapidly changing patterns of ethnic mix in previously Sindh areas are identified. It is concluded that information technology offers a means for continued connection and networking within the now geographically dispersed Sindh community. Contains 17 references. (MSE)

Reports and summaries of papers presented at the 1981 Regional Symposium on Distance Teaching in Asia are presented. The symposium, which was represented by 22 countries, was organized by the Universiti Sains (University of Science) Malaysia as part of the activities associated with the completion of 10 years of off-campus program facilities. The symposium was designed to promote information exchange among scholars involved in distance teaching, extension education, and external degree programs; to promote understanding of the problems involved in the teaching and learning process of self-learning programs; and to identify approaches to raise the effectiveness of distance teaching programs in the various countries. Reports on distance education in the following countries are presented: South Korea, Japan, the Philippines, Thailand, Bangladesh, India, Sri Lanka, Pakistan, and Malaysia. Selected papers on the following topics are summarized: philosophy, goals, and objectives of distance educational systems; infrastructure, staff training, and educational technology; problems in distance education; research on distance education; and attainment of regional cooperation in Asia. Information on the University of Science Malaysia and the opening and closing sessions of the symposium are included. (Author/SW)