Search

The purpose of the "Learning for a Sustainable Environment: Innovations in Teacher Education" project is to expand the range of innovative practices used in teacher education programs in the Asia-Pacific region. The project helps teacher educators develop the skills for introducing teachers and teachers-in-training to the concepts, curriculum planning skills, and teaching methodologies of environmental education. Designed to be conducted in three stages, the project was nearing the end of Stage 2 when the regional seminar was held in 1996. This document reports on that seminar, the broad goals of which were to evaluate the professional development process and modules from Stages 1 and 2 and develop collaborative plans for Stage 3. Contents are as follows: Executive Summary; Chapter 1--"Introduction"; Chapter 2--"Synthesis of Country Reports"; Chapter 3--"Learning for a Sustainable Environment"; Chapter 4--"Evaluation of the Action Research Network Process for Professional Development"; Chapter 5--"Evaluation and Revision of the Project Modules"; Chapter 6--"Proposals for Stage 3"; Chapter 7--"Recommendations"; and an 11-item reference list. Appendices contain a list of participants, country reports, and sample completed project review guides from the Philippines and Fiji. (PVD)

The National Institute for Educational Research (NIER), Tokyo (Japan) and the Asia-Pacific Centre of Educational Innovation for Development (APEID) of the United Nations Scientific, Cultural, and Educational Organization (UNESCO) organized a regional seminar to explore issues related to secondary education in Asia and the Pacific and to formulate a framework for international cooperative programs and innovative educational development in the region. Economic and political issues are of increasing importance, but participating nations agree on the importance of promoting basic education for all, even in the face of economic constraints. The problems facing education in Asia and the Pacific are of such magnitude that reorienting education in a systematic and purposeful way is a necessity. The initial focus of Seminar participants toward this goal was on the curriculum. Although the needs of countries in the region vary, some common features of successful educational restructuring are: (1) policy objectives are realistically and clearly articulated; (2) key interest groups are consulted and involved; (3) the role of teachers is recognized and supported; (4) time frames are realistic; (5) adequate resources are provided; and (6) policy reforms are monitored and evaluated properly. Recommendations and matters for consideration are summarized. Annexes list seminar participants, summarize the reports submitted by 16 participating nations, and list working group members. (SLD)

Educational research in Asia and the Pacific is examined from the perspective of reform in instructional content and method. Information based on speeches and discussion at a regional workshop held in Japan in 1982 is presented in four chapters. Chapter 1 explains workshop objectives, introduces participants, and presents a general overview of the agenda. Chapter 2, a presentation of patterns and directions in educational reform, is subdivided into sections on infrastructure, reform implementation, and diffusion. Issues identified include financial problems, paucity of trained research personnel, lack of coordinated research efforts, credibility of research, lack of evaluation techniques, teacher participation, and methods of dissemination. Chapter 3 outlines research strategies related to implementation and evaluation of instructional content and methods. Issues are discussed under the categories of preparation strategies, participation strategies, anticipatory strategies, and evaluation strategies. The final chapter recommends specific actions regarding research, professional training, and strengthening of the role of UNESCO. The bulk of the document consists of four appendices which contain a list of workshop participants, individual papers presented at the workshop, papers prepared by resource persons, and a visit to a secondary school by workshop participants. (LP)

This booklet reproduces 25 graphic panels designed to depict the development of education in Asia and the Pacific. The contents are divided into five sections. The population section includes data on total population; percentage distribution of population estimates (total and school-age), 1985; percentage illiterate, estimates and projections by sub-region; estimated percentage variation in number of illiterates aged 15+ between 1970-1980; percentage distribution of the population according to education attainment; and out-of-school children and youth in the developing countries of the area. The section on school education structure includes one chart on national structure. The enrollment section includes enrollment by level of education; gross enrollment ratios at all levels of education and by sex; dropout rates; and percentages of students in higher education. The teachers' section includes data on teacher education levels and pupil-teacher ratios. The educational expenditure section covers educational expenditures as a percentage of Gross National Product and of government expenditure; per pupil expenditure; and percentage distributions of current public expenditure by level of education and on education by purpose. (IS)

This seminar report is composed of case studies of 11 countries that represent all four regions of the world (Asia-Pacific, America, Europe, and Africa) and a synthesis of deliberations in a seminar on lifelong learning. An Introduction is followed by "Keynote: The Astonishing Return of Lifelong Learning" (Paul Belanger). Part 1, Chapters 1-11, look at trends of changes that can be observed in each country. Chapter 1, "Studies on Transition Towards Lifelong Learning in Japan" is divided into six sections: "Transitions in Initial Education in Japan" (Yukiko Sawano); "Transitions in Tertiary Education in Japan" (Yukiko Sawano); "Trends of the Adult Learners in Japan" (Kaori Kato); "Trends in Adult Education in Japan" (Masafumi Tanaka); "Changes and Trends of Learning Environment in Japan" (Yoshihiro Yamamoto); and "Global Indicators Related to Lifelong Learning in Japan" (Miharu Kajita). Chapters 2-11 are "Transition of the Thai Society Towards Lifelong Learning" (Tippawan Masaeng); "Australia's Progress Towards Lifelong Learning" (Philip C. Candy, R. Gay Crebert); "Study of Transition Towards Lifelong Learning: The Case of Mexico" (Axel Didriksson); "Transition to a Model of Lifelong Education: Canadian Monograph" (Pierre Paquet); "Transition Towards Lifelong Learning in Sweden" (Kjell Rubenson); "Transition Towards Lifelong Learning in Germany" (Wolfgang Jutte); "Transition Towards Lifelong Learning in Spain" (CREA); "Study of the Transition Towards Lifelong Learning in the Czech Republic" (Stanislav Hubik); "Monograph on the Transition to Permanent Education Models in Burkina Faso" (Amade Badini); and "Global Indicators to the Transition of Lifelong Learning in South Africa" (Samuel Issacs). Part 2 is a brief summary of comparative analysis and policy issues concerning transitions towards lifelong learning raised during the discussion. Five sections are "Initial Education,""Tertiary Education,""Adult Education and Training,""Learning Environments," and "Global Lifelong Learning Orientation." Appendixes include indicators of transition towards lifelong learning, seminar program, participant list, and list of study visits. (YLB)

For the past decade there has been a surge of international interest in Japanese education in the wake of its economic and technological successes. This paper discusses eight distinctive features of Japanese education, identifying their advantages and disadvantages and how they have been brought about. These eight features of Japanese schooling include: (1) childhood and adolescence often completely occupied with schooling; (2) privatized development of pre- and post-compulsory education; (3) preference for general education under the single-track system; (4) automatic promotion of classmates by seniority; (5) low enrollment of non-Japanese and adults in schools; (6) high educational achievement with little variation; (7) unique screening function of entrance examinations; and (8) autonomous school management. Japan is likely to experience certain difficulties in correcting the weaknesses and defects in its education system, or in adopting the virtues of foreign education systems. As a rule, foreign practices which are in harmony with Japanese culture, values, or ideas have been more successful in Japan than in their countries of origin. Those practices which are not in harmony have not been successful at all. (61 references) (LAP)

Early childhood education in Japan is reviewed, and education in kindergarten classrooms and day nurseries is described. Activities during a typical day at kindergarten and at day nursery are profiled. An overview of the history of preschool education begins with the time when kindergartens were places for the children of the rich and day nurseries were places for the children of the poor, and neither institution had direct links to later education. The overview then moves through subsequent history to reach the time when, in 1981, over 90 percent of the nation's children were enrolled in either kindergarten or day nursery. Finally, the present situation of early childhood education in Japan is described and related areas of concern are discussed. An appendix contrasts kindergartens and day nurseries in terms of general aspects, the administrative system, program implementation, the contents of education and care, and the training of kindergarten teachers and nursery nurses. Relevant laws and regulations are indicated. (RH)

As Japan takes a place as one of the world's technologically and economically advanced nations, the number of foreign students seeking to study in Japan has increased rapidly, as has the number of foreigners expressing interest in studying Japanese culture and the Japanese language. The Japanese government's program of international student exchange is still in a developmental stage and is rapidly changing in size and quality. Japan is at an important crossroads as it attempts to establish a system of foreign exchange study that will meet its goals. This paper discusses the current status of foreign student programs in Japan. The following nine areas are examined: (1) selection of university; (2) immigration and residential qualifications; (3) Japanese language study and pre-college education; (4) application and selection procedures; (5) scholarships; (6) tuition, fees, and exemption programs; (7) housing and medical care; (8) jobs and community relations; and (9) after-service for former students. Of particular note are the differences in the status and opportunities afforded to government-scholarship and non-scholarship students. Tables and figures are included. (DB)

Tables, charts, and graphs convey supporting data that accompany text on various aspects of the Japanese educational system presented in this booklet. There are seven chapters: (1) Fundamental principles of education; (2) Organization of the educational system; (3) Basic statistics of education; (4) Curricula, textbooks, and instructional aids; (5) School teachers; (6) Educational administration and finance; and (7) Efforts toward educational reform. Seven appendices also are included: (1) Number of institutions, students, and teachers at different levels of education, May 1988; (2) Chronological table of the development of the modern educational system in Japan; (3) Organization of school system in Japan, 1941; (4) Historical trends in the proportion of the age group enrolled in education at different levels, 1880-1988; (5) Present organization of the ministry of education, science, and culture; (6) Some highlights of the recommendations of the National Council on Educational Reform; and (7) Policy guidelines for the implementation of educational reform. (DB)

There is a need in Japan to develop upper-level secondary schools to meet the demands of Tokyo's special characteristics as an international city with a large population of foreigners and citizens who travel and are employed for periods of time overseas. There also is a need to ensure smooth entry of children into the schools upon reentering the country. This has led to the establishment of an international upper level secondary school. At the time of its opening in April 1989, the school enrolled 237 students (85 boys and 152 girls); admission is carried out on the basis of individual selection either by competitive examination or by a personal interview and a written essay. A fundamental goal of the school is to produce students with a broad international perspective as well as a broad humanitarian vision and a first-class ability in foreign languages. The curriculum is arranged to enable students to enter four-year universities overseas. The first year curriculum design consists of core subjects; second and third years are mainly electives; 26 credits in English and 12 in "International Understanding" are required for graduation. An extensive description of the school's characteristics and practices is provided as well as a chart of the entire curriculum for each year, showing electives and compulsory courses; a typical class day timetable, and a list of main school events. (NL)

This report resulted from a workshop held in September-October 1983, attended by participants from 15 countries in Asia and the Pacific. Information on the present status of mathematics education in participating countries was collected through questionnaires; it is summarized in terms of background information, time allocation, objectives of mathematics, grade-wise mathematical topics, and instructional methods and aids. In chapter 2, problems and issues are summarized on curriculum content and methodology, learning resources, teacher education, assessment, research, and other pertinent areas. The third chapter identifies innovative experiences related to each of the areas in chapter 2, while chapter 4 offers suggestions for improving mathematics education in each of those areas. Lists of participants are appended. (MNS)

This paper presents an outline of the University of the Air, a new Japanese educational institution which (1) makes use of a combination of radio, television, and study centers for university-level education; (2) is aimed at upper secondary school graduates and the general public interested in pursuing higher education; (3) will constitute a nucleus of the lifelong education system; and (4) is scheduled to begin offering courses in 1985. A description of the university covers its historical background, development, structure, courses, and planned enrollments. An outline is also provided of the University of the Air Foundation, which serves as the administrative body of the university. Additional documentation includes the Law for the University of the Air Foundation and a list of subjects to be offered by the university, which will provide a wider choice of subjects than is possible in the traditional academic system, including fundamental and basic subjects, foreign languages, health and physical education, specialized subjects, and interdisciplinary subjects. (LMM)

The Task Force Meeting on Advanced-Level Workshops for Teacher-Educators, held in Tokyo, examined the preparation of teachers for innovative education in the developing Asian region. Asian educators reported innovative practices and experiences in their own countries. Some major concerns: democratization of education; providing access to educational facilities; linking education to problems of national development; development of systematic programs to educate teacher educators, integrating preservice and inservice education programs, and changing the structure, organization and curriculum of education programs. Guidelines were laid down for organizing advanced-level workshops, citing new trends in education in member states and providing main source material for participants in workshops. A handbook was drafted exemplifying how actual experiences can be brought together for the purposes of problem diagnosis and evaluation. In it the need, objective, and scope of advanced-level workshops are outlined, and case studies in teacher education submitted by participating members are documented and analyzed. (JD)

Educational research in Asia and Oceania is explored from the point of view of its effect on actual educational practices. Information is based on speeches and group discussion at a 10-day regional seminar held in Japan in 1979. This document--a report of that seminar--is presented in four chapters. In Chapter I, seminar objectives are explained, participants are introduced, and a general overview of agenda items is presented. Major objectives were to exchange information regarding educational research and reform in the various nations concerned and to discuss ways of promoting additional educational research. Agenda topics included review of major problems and issues of educational research in the participating countries, suggestions regarding new directions for educational research, and consideration and adoption of a final seminar report. In Chapter II, highlights of country research activities are presented for Afghanistan, Australia, Bangladesh, India, Indonesia, Japan, Malaysia, Nepal, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Singapore, Socialist Republic of Viet Nam, and Thailand. In most countries, participants reported that educational policy decisions are still largely based on influences other than educational research. In Chapter III, new orientations in educational research are discussed and related to educational reform. Emphasis is placed on the need for: (1) a problem-solving approach to research, (2) interdisciplinary research, (3)more sophisticated methodology, (4) participation by teachers, and (5) more highly trained research personnel. In the final Chapter, suggestions are offered for linking educational research more closely with educational reform, including creating or strengthening national research organizations, convening regular regional educational research conferences, and identifying specific research needs arising out of educational reform action. (DB)

The document traces the development of education in Japan from the 17th century to the present. It is presented in four chapters. Chapter one discusses the Tokugawa Period (1603-1867). Principal forms of schooling were hanko for the Samurai class and terakoya for the commoners. The hanko were established for the benefit of the fiefs; objectives of the terakoya schools were basic literacy and numeracy. Chapter two focuses on the period 1868-1885 which concentrated on westernization, industrialization, and national independence. Universal education, human resources development, and institutions of higher education were established during this period. Chapter three examines the period from 1885 to 1920. The modernization of politics and industry, crystalization of a national morality, promotion of technical education, and development of social education occurred during this time. Chapter four traces developments from 1920 to the present, including the time of reconstruction after World War II. Decentralization has characterized education in postwar Japan. Compulsory education has been extended, education for women improved, and special education developed. Japan now seeks to attract more people of ability to the teaching profession. Appendices provide enrollment and school statistics. (KC)

This report presents findings from a regional study by 16 Asian nations on the status of moral education in the Asian region. The objectives of the study were to compile a state of the art report on moral education and to suggest ways in which moral development can keep pace with technological development. The document is presented in four sections. Section one introduces the scope of the study; states general objectives of moral education (to help children become responsible citizens, develop humanistic understandings, realize their maximum possible development potential, and to cope with rapid social change); and suggests why there is such an urgent need for moral education in Asia's developing nations. Section two presents a synthesis of reports on moral education in the 16 nations which participated in the project. Information is presented on objectives, socio-cultural and historical background, curriculum, instructional materials and media, teaching methods, teacher education, research, and evaluation. Section three presents reports by country for Afghanistan, Bangladesh, Burma, India, Indonesia, Iran, Japan, Republic of Korea, Malaysia, Nepal, Pakistan, Papua New Guinea, Philippines, Singapore, Sri Lanka, and Thailand. The final section identifies and briefly discusses 17 basic issues in moral education, including the dichotomy between moral precept and practice, influences of socioeconomic conditions on moral behavior, the spirit of competitiveness, and the relationship between moral and religious education. The document concludes with a directory of 75 project participants. (DB)

This bulletin contains English translations of two original research papers dealing with education in Japan. Summaries in English of research activities of the Japanese National Institute for Educational Research (NIER) are also included. The first research paper is a "Survey of Opinions Concerning the Reform of Compulsory Education." After World War II, the compulsory education system of Japan was reformed and converted into a six-year elementary school, three-year junior high school system. The survey points out that Japanese education needs to improve course content and teaching methods and to develop individualized instruction. The researchers also think that a gradeless system would be desirable. The second paper deals with "Aesthetic Education in Japan." A state of the art review on Japanese aesthetic education is presented and creativity development in fine arts education is examined. The major goal of Japanese fine arts education is to help children develop a rich imagination and flexible ideas. The research activities of NIER, which are summarized briefly in the last part of the bulletin, include the following: "IEA Second Math Study;" Basic Study on Promoting Development in Children Failing in Schoolwork;""Research and Development for Environmental Education Curriculum;""Evaluation of Problem-centered CAI Learning Programs for Upper Secondary Physics;" and "Language Expression and Concept Formation in Science Education." (Author/RM)

The first section of this monograph presents an outline of the inservice training regulations for teachers in Japan, focusing upon the legal aspects and the functions of the state. Inservice education is compulsory for teachers, and its administration is governed by the Local Public Service Personnel Law. Descriptions are presented of the roles of the Ministry of Education, Science and Culture, and the Prefectural and Municipal Boards of Education. The outline provides points to be taken into consideration by the Prefectural Boards of Education when the boards organize inservice programs. In section two, descriptions are presented of inservice training programs for teachers divided into the following categories: (1) inservice training for new teachers; (2) inservice training for experienced teachers; and (3) inservice training for principals, vice-principals, and head teachers. Data on the content of the programs are illustrated by tables. (JD)

The results of a seminar in which representatives from Australia, New Zealand, and eight Asian countries discussed interdisciplinary research in education are presented. Types of interdisciplinary research were identified, and the conditions necessary for its development were examined. The recent impetus toward interdisciplinary research has emanated from concerns about economic and national development, social justice, the implications for national unity of linguistic and ethnic diversity, and a representation in schools of continuing cultural and social traditions. In some countries there are limitations of knowledge on the part of educational researchers. For example, researchers need to know more about computer and communications technologies. Cooperation and communication among the disciplines and support from the community must be encouraged. Guidelines for the advancement of interdisciplinary educational research are discussed. The annexes, which make up over two-thirds of the report, contain a list of participants and the papers from the individual countries. (RM)

This paper summarizes a report focusing on the concepts of lifelong education and the learning society as guidelines for education in the future in Japan. Chapters 1 and 2 give a general outline presenting the meaning and concept of lifelong education, and consider the necessity of such education in light of the social and economic background of Japan. After the existing educational facilities are evaluated from the viewpoint of lifelong education, general problems in promoting such education are pointed out. Chapters 3-5 deal with education for special age groups--pre-adulthood, adulthood, and old age. Problems are pointed out, and proposals are made regarding education at every stage of life to be carried out at home, at school, and in society. Chapter 6 reiterates the Ministry of Education, Science, and Culture's commitment to lifelong education. (YLB)

This report on information processing studies in Japan focuses on the installation and utilization of microcomputers at various educational levels, subject areas, and types of schools. Types of use explored include computer assisted instruction, computer managed instruction, and computer education. A brief description of the Japanese educational system and its current situation is followed by a presentation on how information processing studies are being carried out in schools with respect to form and content. The six-part paper comprises the following sections: (1) Education in Japan; (2) Curricula and Organization of the Teaching Content; (3) Information Processing Studies in Elementary, Lower Secondary, and Upper Secondary Schools; (4) Information Processing Studies in Universities; (5) Information Processing Studies in Special Training Schools; and (6) Information Processing Studies Outside the School. Numerous tables present sample curricula and statistics related to the discussion. (THC)

This report contains a summary of computer uses among education centers, research institutes, and schools in Japan, based on investigations carried out within 47 prefectures and 10 designated cities throughout the nation. Information presented in the narrative report and eight data tables includes: (1) use of computers in local education centers and research institutes as of 1982, with specific computer models, memory storage capacity, and particular utilization; (2) number of schools and teachers taking advantage of the data processing services at Aichi prefectural education center, with data processing contents and grade level of the school; (3) contents of inservice training for teachers and other education-related personnel held at Aichi prefectural education center, with level and number of courses, course contents, and number of participants; (4) distribution of microcomputers among schools as of January 1983, with grade level and public/private school designation; (5) uses of microcomputers in schools in Japan, with grade level and public/private school designation; (6) situations regarding microcomputers and requests for their introduction among schools in Aichi prefecture as of December 1982, with grade level and number of schools furnished with microcomputers; (7) uses of microcomputers in schools in Aichi prefecture as of December 1982, with grade level and types of utilization; (8) number of data processing programs developed by schools in Aichi prefecture as of December 1982, and average number of programs developed per school having microcomputers. (JB)

The focus of this workshop involving people from 13 countries in Asia and the Pacific Region was on using computers to assist learning in mathematics. The report contains the following sections: (1) Introduction; (2) The Mathematics Curriculum: Innovation and Change; (3) The Mathematics Classroom: New Ideas with Computers; (4) Software: Quality and Development; (5) The Teacher: Development and Support; (6) Other Issues; (7) Summary and Recommendations; (8) Appendix 1: List of Participants; (9) Appendix 2: Country Report Summaries (Australia, Bangladesh, China, India, Indonesia, Japan, Malaysia, New Zealand, Pakistan, Philippines, Republic of Korea, Sri Lanka, and Thailand); and (10) Appendix 3: List of Some Computing Terms. (RH)

The paper provides an overview of the educational system in Japan, focusing on revisions made since World War II to realize the national commitment to free, compulsory, and equal education. Efforts taken to balance nationally established academic requirements with local and regional needs are given special attention. The information is presented in six sections. The general organization and sequence of the national curriculum are established in section 1. Educational objectives are broken down for each of the following academic levels: elementary, lower secondary, upper secondary, and higher education. Charts included in this section show the average number of hours devoted to each discipline by grade level. To better understand the present Course of Study, section 2 outlines past measures taken to adapt Japanese education to changing socio-economic conditions. The four major curriculum revisions between 1947 and 1969 are detailed, noting rationale, objectives, and components of each. Sections 3 and 4 concern the present Course of Study, established in 1977. The text of this revision, which outlines the need to develop more independent thinking in a more humanistic academic environment, is paraphrased. The findings of a survey conducted by the Ministry of Education to determine how objectives of this program were being met are presented. The remaining two sections address procedures for implementing standard revisions at the local level, and descriptions of in-service training to ensure implementation. (LP)

This booklet summarizes a government white paper outlining the development of Japanese education since the adoption of the new system following World War II. The report is organized into six main sections. The framework of the national educational system is introduced and charted in section 1, followed by a discussion of the expansion and transition of that system in section 2. Changes and additions in preschool programs, compulsory education, schooling for the handicapped, and special training opportunities are presented in detail to emphasize the degree of progress since 1945. Topics covered in section 3, include curricula revisions, selection and distribution of teaching materials, and secondary-higher education admission criteria. The promotion system for elementary through university level is illustrated in charts. Information concerning the teaching force is provided in section four, with statistics on number, sex distribution, training, and salary indicating the rising status and competency of the profession. The educational achievement of the general population, trends in grade level attainment and the relationship of education to choice of employment are analyzed in section 5. The final section documents educational expenditures since 1960. Expenses are broken down by target area--school education, social education, administration; source--national and local governments, private schools, and family contributions; and grade level. Concluding remarks point to the rising need to meet the diversifying demand for education at each stage of life. (LP)

Several topics related to the provision of preschool education in Japan are discussed. First detailed are the history and present situation of the preschool education system; both kindergartens as well as nursery schools are described. The second section focuses on the teaching content of kindergartens and nursery schools, specifying goals related to curriculum areas. Kindergarten teachers and nursery school teachers are discussed in the third section; topics include training, qualifications, and salaries and allowances. The final section describes national government policies for the preschool nursing system. Relationships between kindergarten and nursery school and areas of cooperation between kindergarten and the elementary school are discussed. (RH)

This report summarizes the history of the school lunch program from its inception as a relief measure in 1889 through formalization by the national School Lunch Law of 1954 and describes its present scope, organization, finances, objectives, and problems. Intended to improve the physical and mental development of students as well as Japanese dietary habits, the program also addresses the educational goals of promoting friendly student-teacher relationships; teaching values of independence, division of labor, service, and cooperation through group participation in serving lunch and cleaning up; and educating students in good nutrition and eating habits. Standards for lunches are based on providing over one-third of students' nutritional requirements, and costs are shared by parents, local governments, and the state. The case of one elementary school illustrates lunch procedures and the aims of school lunch education. Tables and diagrams summarize physical development of students from 1955 to 1979, nutritional standards of school lunches, lunch hour regulations, sample menus, the national school lunch budget, and the breakdown of state subsidies into various lunch expenses. (MJL)

A basic framework for undertaking a study of elementary curricula in Pacific and Asian countries is presented. The material, which emerged from a regional workshop, is divided into two sections. A chart in section 1 summarizes major features of elementary school curricula in Australia, Bangladesh, China, India, Japan, Malaysia, Nepal, New Zealand, Pakistan, Papua New Guinea, the Philippines, Korea, Singapore, Sri Lanka, and Thailand. For each country, trends and problems related to curriculum objectives, development and instruction, supporting structures, evaluation, and research are identified. Section 2 contains the research design for the study, including rationale, objectives, scope, procedures, time requirements, and funding recommendations. Model questionnaires for obtaining information on country and education background; existence of an integrated curriculum; measures for teaching moral, religious, and values education; extent of work-oriented education; and curriculum load are provided, as is a proposed format for preparation of country reports. Appendices contain a list of workshop participants and individual papers on curriculum development presented by each of the participating countries. (LP)