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This article focuses on the process of designing the vital, participatory school-based intervention program aiming to increase the physical activity in schools. The program analyzed is Estonian nationwide comprehensive physical activity program Schools in Motion (SiM) that recently received European Commission's #BeActive Education Award. The program has a good performance in terms of willingness of schools to participate in co-creation of program development, the high interest to join the program and zero dropouts, and strong partnership with ministries which enables to actively participate in policy making. Authors analyze the key elements of the planning, piloting, implementation, and scaling phases of the SiM program and share their lessons learnt in co-working with schools. The difficulties faced during the development process, the strengths and challenges associated with an interdisciplinary approach, and involvement of schools as experts have been addressed. [ABSTRACT FROM AUTHOR]

The article presents the results of a historiographic analysis of the work on the implementation and use of digital technologies in the national education systems of the world's leading countries. The aim of study was to identify difficulties in the implementation of digital technologies in a national education system and directions for their improvement. The research allowed to conclude that the introduction of digitalization in the national education system generates new difficulties, such as the lack of understanding of the ongoing processes, insufficient funding, etc. However, countries can enter a new level of economy digitalization only with targeted government support. [ABSTRACT FROM AUTHOR]

Reverse migration has mitigated the brain drain for many Asian countries. But can developing countries actually bring back their best overseas talent? How can this studymeasure the quality of that talent? And, if the best are not returning, why not? Is the 'institutional culture' within the scientific and academic institutions the cause? The authors address these questions by comparing full-time and part-time returnees in three national programs, using each scholar's h-Index, the impact factor of the journals in which they publish, and the annual number of publications by each researcher. The findings show that, circa 2012–13, the strongest researchers returned only part-time. Second, returnees to the Chinese Academy of Sciences were weaker than returnees under national programs at universities. And third, universities whose presidents reformed the institutional culture at the school attracted better overseas talent than other universities. The findings, then, show that resistance to institutional change can undermine a state's effort to promote its research and development while domestic reform can promote that endeavour. [ABSTRACT FROM AUTHOR]

The new model of Polish education was designed by the Komisja Edukacji Narodowej (KEN). The Commission, established in 1773, was the first ministry of education in Europe. It dealt not only with problems related to the learning–teaching process, but also promoted scientific development. The present analysis is an attempt at examining the process of implementation of the Enlightenment-based education system in the Polish-Lithuanian Commonwealth in the second half of the eighteenth century. The main research objective is to answer the question whether the education reform introduced by the KEN could have a long-lasting influence on the education system in Central and Eastern Europe. The authors work on the thesis that the reform was possible due to the pope's decision to dissolve the Society of Jesus, whose property was a sine qua non of the education reform, as it provided the reformers with funds necessary to introduce changes. The author raises the question whether qualifications of the scholars working there at that time were suitable to conduct research in the field of natural-mathematical sciences. This was necessary to educate a highly-qualified, "technical" elite of the society. [ABSTRACT FROM AUTHOR]

An attempt to study Indonesian culture in the Java region is being made to explore the values of wisdom found in one of Banyuwangi's most influential manuscripts. This study reveals richness culture value written on Lontar Yusuf as java manuscript, which mostly influenced by the Islamization process using content analysis. The aim of this cultural research on selected java manuscript is to study literary works that are part of indigenous Indonesian culture; explore the culture of Banyuwangi, mainly to search the local wisdom behind this cultural heritage that could be used for the counseling purpose. [ABSTRACT FROM AUTHOR]

El artículo analiza la nueva reforma educativa de México y las causas, dilemas y tensiones en torno a la reforma educativa. El artículo también analiza la formación de políticas y programas educativos y su implementación estratégica en el sector de la educación pública a fin de fortalecer el sistema educativo nacional de México.

El artículo analiza el sistema educativo nacional de México y las propuestas para su mejora bajo la reforma educativa. El artículo también se enfoca en el rol de la educación superior en el desarrollo sostenible de México, la construcción de las innovaciones educativas y la Ley general de Igualdad entre Mujeres y Hombres dentro de las instituciones educativas.

El artículo analiza un ensayo sobre los desafíos del sistema educativo en México y las propuestas para su mejora debido a la convergencia de la diversidad étnica y los grupos culturales. El artículo también analiza la marginación de los estudiantes pobres, el Pacto Nacional para la Modernización de la educación y la promoción de los programas educativos nacionales y estatales para la equidad educativa.

This case study explores Costa Rica's National Executive Decree No. 31.900, requiring all public schools in the country participate in the National Program o f Science and Technology Fairs (Programa Nacional de Ferias de Cienciay Tecnologia [PRONAFECYT]). The purpose of the decree is to promote innovation and to prepare students with the skills to compete in a knowledge-based economy. This case study examined the roles and leadership practices of two elementary school principals in Costa Rica in implementing the PRONAFECYT initiative. This article concludes the elementary school principals played an essential role in: (a) organizing and directing the PRONAFECYT implementation; (b) supporting and motivating teachers and students; (c) soliciting feedback from teachers for successful implementation of the PRONAFECYT. [ABSTRACT FROM AUTHOR]

The article highlights the need for global education efforts and strategies for areas including providing quality teachers, opportunities for life-long learning and development of children and funding education. Topics include Sustainable Development Goals and World Education Forum frameworks, global education ecosystem and learning opportunities for adults.

Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel's Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-service 60-hour course throughout an entire school year. The research tool was the reflection of the ICT coordinators who were asked to complete at the end of the inservice course. Narrative analysis was chosen as the main approach to data analysis. Contribution: We claim that ICT coordinators maintain a complex perception of their role, based on broad personal and professional knowledge that enables them to lead the needed changes. Findings: Based on the findings the coordinators revealed primary successful elements of their work: (a) technological aspects, (b) pedagogical aspects, (c) the organizational aspects, and (d) the ICT coordinator as a leader of systemic change. The first two elements already appear in the TPACK construct, while the others constitute organizational knowledge (OK) and leadership knowledge (LK) that enables the coordinators to facilitate ICT implementation in schools, and these are the unique elements of this study. Recommendations for Practitioners: We recommend that when choosing ICT coordinators or ICT implementation leaders at school, one should check not only that they possess the familiar TPACK knowledge, but also organizational knowledge and leadership knowledge that was found essential to successful completion of the coordinators' role. Impact on Society: This study has shed light on the nature and significance of leadership knowledge (LK) and its function as an additional expression of TPACK. Future Research: We suggest that future research about educational technology leaders' TPACK be drawn from these results. [ABSTRACT FROM AUTHOR]

For systematic implementation of value education in educational institutions, the national programme ìValues Development in Estonian Society 2009ñ2013î (Ministry of Education and Research, 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as ìValues Development in Estonian Society 2015ñ 2020î (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education. [ABSTRACT FROM AUTHOR]

If national education is, as Ilan Gur-Ze'ev thinks, inevitably a matter of agents for and victims of a national system, only a 'counter-education' can correct it. Martin Buber shared many of Gur-Ze'ev's concerns, but advocated a more positive view of national education. This essay examines Buber's development of his pedagogical theory in its context, notes his influence on several educational models, investigates how his view of national education either continues or is ignored in the modern State of Israel, and shows that his positive view draws not only on his 'I-Thou' dialogical insight but also on his advocacy of a myth of Zion, a myth that provides an alternative not just to the dominant myths in Israel today but also to Gur-Ze'ev's counter-education. [ABSTRACT FROM AUTHOR]

From the beginning of the European Community to the current EU there have been important steps in education cooperation between the participating countries. In this article, we analyse the facts and difficulties that influence the educational policy of the EU to reach agreements and the facts that define common work until the year 2020, mainly under the principle of subsidiarity or complementarity. We also discuss the way to work in the different administrative political systems of the EU countries, i.e. centralised, federal and decentralised countries and how these systems influence education policies. Another objective of this article is to discuss the role of National Agencies in the development of European programmes in the different administrative political systems and their structure. We analyse the European framework so that the European objectives in education can be developed in the Member States. [ABSTRACT FROM AUTHOR]

This article analyses the most recent international influences on Armenian education, illustrating how international standards are driving post- Soviet reform in the Armenian Secondary Schools. Since 1991, when Armenia became independent from the Soviet Union, organisations such as the World Bank and the Open Society Institute Assistance Foundation- Armenia ( OSIAF-A) played a crucial role in creating and implementing the Armenian National Curriculum ( Curriculum) and State Standards for Secondary Education throughout the education system. In addition, in 2005, the Armenian Government and the Ministry of Education signed the Bologna Process, affirming the alignment of higher education with the international standards of the EU. [ABSTRACT FROM AUTHOR]

The article presents author's response to criticism offered by author Anatol Lieven on author's book "The Sources of Social Power." The author focuses on several aspects related to growth of human societies and national education explained in several volumes of his book. He further examines his evaluations on U.S. political culture.

The article offers information on Australian Literacy Educators' Association (ALEA) National Council's funding for research project to survey primary school teachers' perceptions on literacy capabilities of graduated primary school teachers in Australia. It informs that the project is motivated by public debate led by the introduction of the National Program Standards published by the Australian Institute for Teaching and School Leadership (AITSL).

The Common Core State Standards (CCSS) and the broader college and career readiness agenda encourage educators, researchers, and other stakeholders to focus on preparing students for life after high school. A key emphasis is literacy, as the ability to read and comprehend written language is critical to success in college and careers. Understanding the level of reading comprehension needed for college and careers has important instructional implications. This study examined text complexity levels of various career texts using the Reading Maturity Metric and compared them to expectations in the CCSS. Text samples were selected for jobs from the five job zones in the Occupational Information Network database. Text complexity demands for all careers were generally in the CCSS range of college and career readiness and increased as job zone and required preparation increased. Results could provide specific career-related targets to make the CCSS reading requirements more relevant for students. [ABSTRACT FROM AUTHOR]

El artículo presenta un editorial en el que el autor reflexiona sobre el 34 aniversario de la Corporación Universitaria Lasallista como una institución educativa en Colombia y su 15 aniversario en el municipio de Caldas en Antioquia. Comenta sobre el trabajo de la corporación en la promoción de la educación superior en el país, especialmente en las regiones rurales.

This article aims to conduct an initial survey and map the academic production on the theme: National program of professional and basic education integration in the young and adult education mode (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos - PROEJA) from dissertations, theses and articles published from 2006 to 2013. In order to undertake this research, we observed some theoretical and methodological procedures, literature review and documents which delimit this conceptual and historic field with the studies of Moura (2007), Moll (2010) Di Pierro (2010), Romanowski and Ens (2006), and Ferreira (2002). It is a bibliographical study which des cribes the state of the art about PROEJA in the country, having the word "PROEJA" as the research descriptor and the following analysis indicators: year of publication, the place where the research was performed (with empirical research), institution, type of production, categories of knowledge and keywords. The following sources were chosen as databases: Platform Scielo Brazil, the Public Domain Portal of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information Science and Technology (IBCT). It can be concluded that scientific production in the mentioned area is still shy considering the theoretical and methodological challenges posed by the implementation of PROEJA, and there is still remarkably little research related to aspects such as didactic teaching materials, funding and the relationship with rural education. [ABSTRACT FROM AUTHOR]

The recently implemented Common Core State Standards (CCSS) have caused consternation among teachers, making it reasonable to inquire how the standards are affecting teachers' perceptions of their capacity to teach effectively. Survey results indicate that CCSS is indeed reducing teachers' perception of their capacity to teach effectively. The study demonstrates how the simultaneous implementation of standards-based reform and accountability-based reform may produce unfair circumstances for the nation's teachers. [ABSTRACT FROM AUTHOR]

As in many other nations, the Turkish education system has undergone many significant curricular and structural reforms in the last decade. This study was designed to learn from teachers about the quality of professional development programs that were designed to support national reforms. Ten years into a period of intensive national reform, teachers reported that professional development activities only moderately satisfied them. We speculate that 'reform fatigue' may be partially responsible for relatively low teacher enthusiasm for mandatory, centrally designed training. Failure to adjust teacher development designs to meet established teacher preferences could undermine ambitious and expensive programs of national education reform. [ABSTRACT FROM AUTHOR]

The Common Core State Standards ( CCSS) and other state standards have challenged teachers to rethink how they plan units and design their assignments within constraints of time and increasingly diverse classrooms. This article describes the author's efforts to create a coherent, useable set of tools to make his teaching at the unit and daily levels more consistently effective. Through the tools and techniques he discusses here, the author presents the notion of a set of 'performances' that serve as a guide for his own class and a means of facilitating important, if sometimes difficult, conversations within English departments about who is teaching what at each grade level. While the notion of these 'Essential Performances' is not meant to replace the CCSS or any other set of standards, it is designed to lead to a more coherent progression aligned with the CCSS that allows teachers to collaborate when designing lessons and units to improve instructional consistency and professional collaboration. [ABSTRACT FROM AUTHOR]

The article presents a study on the impact of U.S. President Barack Obama's Race to the Top initiative on the nation's education policymaking. The intentions of Obama in establishing the initiative is to incentivize excellence, spur reform and launch a race to the top in the nation's public schools. Also discussed are the results of the study which found that the winning and losing states were likely to adopt the policies that they made in their applications to the program.

The article presents the opinion of Joanne Weiss, director of U.S. President Barack Obama's education initiative Race to the Top, and Frederick M. Hess, director of education policy studies at the American Enterprise Institute, about the accomplishments of the program. It cites the claim of Weiss that the program led to improvements in some policy areas such as standards and assessments. Also presented is the argument of Hess that the program offered little change for schools.

This article compares US and Chinese national soft power strategies, using the cases of the US Shared Values Initiative for the Middle East in the aftermath of 9–11 and the present operation of Chinese Confucius Institutes in the US. Comparing these two national programs, I describe a consistent disjunction between visual image and spoken word for each. Regardless of variations in national approaches to soft power, this disconnect between seeing and talking is a limitation of soft power as a cultural tool of diplomatic communication. First, public diplomats’ unexamined folk theories about culture’s instrumental role in messaging emphasize spectacle in ways inimical to reciprocal engagement. Second, as a cultural policy of display, soft power image projection discourages opportunities for inter-cultural dialogue. Third, government-sponsored national image management and branding are often controversial elsewhere, in the process touching off boundary-patrolling public debates instead of helping to build international relationships. [ABSTRACT FROM PUBLISHER]

In 1973 the Aboriginal Task Force was formed in the South Australian Institute of Technology to provide Indigenous South Australian welfare workers with qualifications commensurate with the duties they were already performing in the workforce. It was so successful that the program quickly expanded into a national Aboriginal-focused tertiary education facility that was the forerunner of the University of South Australia's David Unaipon College of Indigenous Education and Research (DUCIER) and the model for other Australian university Indigenous centres. To commemorate DUCIER's twenty-first anniversary and the fortieth anniversary of the Task Force, in 2013 a team of DUCIER academics began researching this history in order to showcase the outstanding achievements of the alumni and staff of the Task Force. Central to the research is the collection of oral histories from participants. These are being recorded through either (or both) audio and video media, with segments being used in an exhibition. Oral history is considered imperative to the project because a history taken solely from the scant archival records will not reflect the processes involved in the program's development, nor the impact of the Task Force on the lives of those who contributed to the program and benefited from it. These issues are discussed in relation to the first years of the Task Force program. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper is concerned with the problem of improving undergraduate mathematical modelling competence in the current big data world. Firstly, we review the renowned teacher's seven-step, student's four-step and a six-step modelling cycles to explain mathematical modelling competence. The six-step modelling cycle is also used in Common Core State Standards for Mathematics (CCSSM) in the United States. Based on these previous modelling cycles, we propose a new five-phase modelling cycle by use of the tool named IBM SPSS Modeler in accordance with Cross Industry Standard Process for Data Mining (CRISP-DM). A teaching case will be presented to apply these methodologies to undergraduates' mathematical modelling lessons. It is shown that teachers can use IBM SPSS Modeler to improve student's mathematical modelling competence by understanding and practicing the process of five-phase modelling. © 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:603-609, 2015; View this article online at ; DOI [ABSTRACT FROM AUTHOR]

Background: There is increasing global awareness and interest in the use of cannabis for therapeutic purposes (CTP). It is clear that health care professionals need to be involved in these decisions, but often lack the education needed to engage in informed discussions with patients. This study was conducted to determine the educational needs of Canadian physicians regarding CTP. Methods: A national needs assessment survey was developed based on previous survey tools. The survey was approved by the Research Ethics Board of the McGill University Health Centre Research Institute and was provided online using LimeSurvey®. Several national physician organizations and medical education organizations informed their members of the survey. The target audience was Canadian physicians. We sought to identify and rank using 5-point Likert scales the most common factors involved in decision making about using CTP in the following categories: knowledge, experience, attitudes, and barriers. Preferred educational approaches and physician demographics were collected. Gap analysis was conducted to determine the magnitude and importance of differences between perceived and desired knowledge on all decision factors. Results: Four hundred and twenty six responses were received, and physician responses were distributed across Canada consistent with national physician distribution. The most desired knowledge concerned "potential risks of using CTP" and "safety, warning signs and precautions for patients using CTP". The largest gap between perceived current and desired knowledge levels was "dosing" and "the development of treatment plans". Conclusions: We have identified several key educational needs among Canadian physicians regarding CTP. These data can be used to develop resources and educational programs to support clinicians in this area, as well as to guide further research to inform these gaps. [ABSTRACT FROM AUTHOR]

The present research work analyses the scientific production generated by the students of the second generation of the doctorate in Administrative Sciences from the Universidad de Occidente, which is located in the national program's quality postgraduates of Conacyt and fundamental objective is to generate human resources to solve the problem through research. We analysed the records of 18 student, collecting information regarding the scientific production and knowledge networks. Results show that the 73.8% of the generated output is in papers in national and international congresses, whose principal authors are PhD students. In the 28.4% of production are the co-authors are the same companions by which it can be concluded that knowledge to the interior of the PhD networks generated. [ABSTRACT FROM AUTHOR]

Sarva Shiksha Abhiyan (SSA) is a national programme operating in a mission mode to achieve the constitutional goal of UEE and provide useful and quality education to all children in the age group of 6-14 years. Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) have been established in every state under DPEP/ SSA to provide academic monitoring and providing onsite support to the teachers. BRCs/ CRCs are expected to mobilize the local community to participate in the management of school and extend support to school system. The present paper focuses on role and functions of BRCs and CRCs undertaken in accordance with the prescribed role and functions. It finds out the constraints and problems faced by BRC and CRC coordinators. On the basis of both primary and secondary sources of data, it is recommended that non-academic activities of the BRCCs and CRCCs should be minimal. To bring out qualitative improvement in education under SSA, various interventions have to be made on training of teachers and academic support to teachers/ schools on regular basis. [ABSTRACT FROM AUTHOR]

The article presents the author's views on the efforts of the organization National Council of Teachers of Mathematics (NCTM) to improve mathematics education in the U.S. by launching the Common Core State Standards for Mathematics (CCSSM). Topics discussed include core principles for a school mathematics program, curriculum, and evaluation. NCTM's Principles to Actions, a guideline to fill the gap between the adoption of CCSSM and successful implementation, is also discussed.

This article offers an analysis of the origins, evolution, and impact of the Obama administration's Race to the Top (RTTT) competitive grant program and places it in the broader context of the debate over President Obama's aggressive use of executive power. Faced with divided control and partisan gridlock in Congress - which has been unable to reauthorize ESEA, the largest federal education program - the Obama administration has opted to make education policy from the executive branch. While many observers have questioned the expansive interpretation of statutory and regulatory authority that undergirds RTTT - and the NCLB waiver process - there is little doubt that the efforts have had a significant impact on the national political discourse around education and pushed many states to propose or enact important policy changes, particularly around charter schools, common core standards, and teacher evaluation processes. Along with health care, education reform is likely to be remembered as the most significant policy legacy of the Obama administration. However, while the Affordable Care Act was drafted by Congress and secured through the 'normal' legislative process, the Obama education agenda has largely been designed and enacted through unilateral executive branch authority. As a result, these actions may well set significant precedents for the separation of powers as well as for education policy. [ABSTRACT FROM AUTHOR]

The idea of cosmopolitanism is emerging as an explicit aim of the Korean educational system. Over the course of its 5,000-year history, Korea has been characterized by a largely homogeneous population. In recent years, however, it has begun to face the challenges of a multicultural society, and thus the notion of cosmopolitanism plays an important role in providing a vision for the reinterpretation of Korean identity. The purpose of this study is to explore how cosmopolitan perspectives have been reflected in recent changes to the Korean national curriculum. To achieve this aim, the study analyses national curriculum documents put in place after the mid-1990s, when great debates over educational reform emerged in the wake of globalization. In particular, the study focuses on two aspects of the manifestation of cosmopolitan perspectives: the policies associated with the Korean national curriculum, and the contents of the social studies and moral education curricula. The study concludes with a discussion of the conflicts surrounding the idea of cosmopolitanism in the Korean national curriculum. [ABSTRACT FROM PUBLISHER]

The research aimed to recognize the obstacles size of applying agricultural researches from the researcher’s point of view in Nineveh province and then to determine the differences in these obstacles according to some variables . The research sample included (116) respondents . Data were collected through questionnaire was specially designed for this research .The collected data were analyzed by using many statistical methods such as (person correlation coefficient , percentage weight , kruskal –wallis , mann –Whitney) .The results showed that the size level of application obstacles of agricultural researches were high tending to medium , also that aspect of the administrative and organizational and financial obstacles had ranked first according to size while the aspect of the technical and the social obstacles came At last . again it was found that there was no significant differences in obstacles size of application agricultural researches according to gender, background , scientific certificate, scientific status and number published research there was significant difference in the size of application agricultural researches according to official service period . The researcher concluded the fact that there are obstacles against applying the agricultural researches in the four aspects, and that the main problem that hinders the application of the agricultural researches is related to the administrative and the financial aspects. In the light of result , the researcher recommends the Relying on the national programs approved and financed by the ministry of the higher education or the ministry of agriculture or Nineveh governorate. These programs include – as members – agricultural researchers and extension employees and certain supporting authorities from the other ministries such as the ministry of sciences and technology and the ministry of trade. Through this program the most damaging problem is identified in the agricultural sector and then directing the researchers to find the solution for this problem and then cooperate with the extension employees to apply it in the farmers' fields for a period which is no less than three years until the results of the researches the degree of application by the farmers. [ABSTRACT FROM AUTHOR]

The chapter provides an in-depth exploration of language teacher education models. It opens with an overview of the various contexts within which language teachers work. It looks at the challenges these contexts present and at the specific knowledge, skills and professional development needed in order to teach effectively in the 21st century. In section 2 a number of existing language teacher education models are introduced and discussed. Sections 3, 4 and 5 look more deeply into the question of language teacher education models exploring the fundamental assumptions, epistemological positions and organizational principles on which the models are based. We explain how the different models have evolved and open up debate on where language teacher education models need to go in the future. The focus is on national language teacher education programmes with examples predominantly taken from France and the UK. However, many of the issues discussed such as the nature of teacher learning, the relative importance of theory and practice and the relationship between them, and the impact which the choice of evaluative method can have on course content are relevant to language teacher education within any context. [ABSTRACT FROM AUTHOR]