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29 p. ; 21 cm

29 p. ; 21 cm

29 p. ; 21 cm

29 p. ; 21 cm

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

Jonathan Alger, president of James Madison University, reflects on his experience as a student who searched for an honors program in which it was "cool" for students to develop close mentoring relationships with faculty and where students were encouraged to seek both breadth and depth in their education. He realized he was seeking a significant opportunity to participate in an environment marked by high-impact learning practices, a focus on the big issues facing humanity, and lifelong learning. As a university president, he strives to create similar opportunities for the next generations of students. His college honors experience taught him the importance not just of interdisciplinary connections, but also of personal connections and relationships as a key to intellectual stimulation and growth.

Jonathan Alger, president of James Madison University, reflects on his experience as a student who searched for an honors program in which it was "cool" for students to develop close mentoring relationships with faculty and where students were encouraged to seek both breadth and depth in their education. He realized he was seeking a significant opportunity to participate in an environment marked by high-impact learning practices, a focus on the big issues facing humanity, and lifelong learning. As a university president, he strives to create similar opportunities for the next generations of students. His college honors experience taught him the importance not just of interdisciplinary connections, but also of personal connections and relationships as a key to intellectual stimulation and growth.

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

This report presents recommendations to the chief executive officers (CEOs) of over 90 of California's major corporations to strengthen and redesign the state's public elementary and secondary schools. The recommendations build on the current system and on reforms already underway. Although the recommendations are fairly comprehensive, they do not cover some areas that need major reform, such as financing public education, the construction of new school facilities, collective bargaining, business-education partnerships, or social services outside the educational system. The proposals are based on a combination of ideas from effective schools now in operation, and from interviews with educators, political leaders, legislative members and staff, community leaders, and concerned citizens. Summary recommendations, presented to stimulate discussion, include the following: (1) expand and focus schooling; (2) establish accountability based on performance and choice; (3) establish school autonomy, and empower parents, teachers, and principals; (4) modernize instruction; (5) strengthen the teaching profession; and (6) capitalize on diversity. Statistical data are included in six graphs and four tables. A 35-page bibliography is also included. (FMW)

The increasing availability and usefulness of computers in the classroom has made computer literacy not a luxury but a necessity for most schools. Recent studies have shown that teachers have not been adequately trained to use such educational technology. However, several training models can be used by colleges of education to meet this need. A course in computer literacy, such as "Introduction to Computers" can be added to the curriculum. Many colleges of education have restructured an audiovisual training course or added an educational technology course. Another method is to integrate the educational uses of technology throughout the courses in the curriculum. A state inservice or certification requirement may be the impetus for needs-based courses in minimum technology competencies. An integrated followup approach could begin in preservice training and continue through a university-collaborated inservice program. In planning to use these models, three factors must be considered: the future needs of the users; the applications of computers to educational settings; and the impact of technology on school settings. (FG)

The increasing availability and usefulness of computers in the classroom has made computer literacy not a luxury but a necessity for most schools. Recent studies have shown that teachers have not been adequately trained to use such educational technology. However, several training models can be used by colleges of education to meet this need. A course in computer literacy, such as "Introduction to Computers" can be added to the curriculum. Many colleges of education have restructured an audiovisual training course or added an educational technology course. Another method is to integrate the educational uses of technology throughout the courses in the curriculum. A state inservice or certification requirement may be the impetus for needs-based courses in minimum technology competencies. An integrated followup approach could begin in preservice training and continue through a university-collaborated inservice program. In planning to use these models, three factors must be considered: the future needs of the users; the applications of computers to educational settings; and the impact of technology on school settings. (FG)

The increasing availability and usefulness of computers in the classroom has made computer literacy not a luxury but a necessity for most schools. Recent studies have shown that teachers have not been adequately trained to use such educational technology. However, several training models can be used by colleges of education to meet this need. A course in computer literacy, such as "Introduction to Computers" can be added to the curriculum. Many colleges of education have restructured an audiovisual training course or added an educational technology course. Another method is to integrate the educational uses of technology throughout the courses in the curriculum. A state inservice or certification requirement may be the impetus for needs-based courses in minimum technology competencies. An integrated followup approach could begin in preservice training and continue through a university-collaborated inservice program. In planning to use these models, three factors must be considered: the future needs of the users; the applications of computers to educational settings; and the impact of technology on school settings. (FG)

The increasing availability and usefulness of computers in the classroom has made computer literacy not a luxury but a necessity for most schools. Recent studies have shown that teachers have not been adequately trained to use such educational technology. However, several training models can be used by colleges of education to meet this need. A course in computer literacy, such as "Introduction to Computers" can be added to the curriculum. Many colleges of education have restructured an audiovisual training course or added an educational technology course. Another method is to integrate the educational uses of technology throughout the courses in the curriculum. A state inservice or certification requirement may be the impetus for needs-based courses in minimum technology competencies. An integrated followup approach could begin in preservice training and continue through a university-collaborated inservice program. In planning to use these models, three factors must be considered: the future needs of the users; the applications of computers to educational settings; and the impact of technology on school settings. (FG)

Lifelong learning has a long tradition in India. In the last century, the government has accepted adult education as its responsibility. Since 1977, the University Grants Commission has incorporated adult and continuing education and extension into its policies, converted the Cells for Adult Education into full-fledged University Departments of Adult and Continuing Education and Extension, and formed a Review Committee for Extension to give strategies for institutionalization of extension. Extension departments have been asked to eradicate illiteracy in communities adopted by colleges and conduct continuing education on a regular basis. Current efforts focus on financial support to universities for nonformal education, redesignation of core academic staff as teachers, and staff development. Universities must work for the promotion of social change and development and play an active role in promoting adult learning. The Department of Adult and Continuing Education and Extension of the University of Mumbai exemplifies moderate success achieved in translating policy into practice. It pursues two goals: institutionalization of extension and creation of a nonformal stream of education. The Department proposes to work on the development of an institution where any individual can join for education at any level from literacy to the Open University. (Contains 17 references.) (YLB)

The purpose of this paper is to sum up the main lessons learned in the process of educational change over the last few decades. It consists of a series of reflections based on the information and experience acquired through international cooperation. These reflections have been inspired basically by the experience of the countries of Latin America and Europe, and the United States. The case of the Asian countries needs to be considered on its own owing to the significant influence of cultural factors in general and of the role of the family in particular. In the case of the African countries, where cultural factors are equally important, the analysis of educational change is closely bound up with the more general problem of the material living conditions of the population that directly affect the chances of success of any learning strategy. The Arab countries are comparable in some respects to those mentioned above, except those countries in which Islamic fundamentalism exerts a strong influence and educational change is associated with the clash between traditionalism and modernism. This paper is essentially a position paper and discusses perverse effects of continual educational change, and national consensus and the long term as conditions of success. The paper asserts that financial resources are a necessary but not sufficient condition of educational change. Educational reform has gone beyond the extension of education to an approach based on change and qualitative improvement. The educational demand as a factor in change is discussed. Strategies for educational change, institutional change, and the denationalization issue are included. (DK)

The purpose of this paper is to sum up the main lessons learned in the process of educational change over the last few decades. It consists of a series of reflections based on the information and experience acquired through international cooperation. These reflections have been inspired basically by the experience of the countries of Latin America and Europe, and the United States. The case of the Asian countries needs to be considered on its own owing to the significant influence of cultural factors in general and of the role of the family in particular. In the case of the African countries, where cultural factors are equally important, the analysis of educational change is closely bound up with the more general problem of the material living conditions of the population that directly affect the chances of success of any learning strategy. The Arab countries are comparable in some respects to those mentioned above, except those countries in which Islamic fundamentalism exerts a strong influence and educational change is associated with the clash between traditionalism and modernism. This paper is essentially a position paper and discusses perverse effects of continual educational change, and national consensus and the long term as conditions of success. The paper asserts that financial resources are a necessary but not sufficient condition of educational change. Educational reform has gone beyond the extension of education to an approach based on change and qualitative improvement. The educational demand as a factor in change is discussed. Strategies for educational change, institutional change, and the denationalization issue are included. (DK)

For more information about this event, visit aspeninstitute.org/events/reskilling-america-career-and-technical-education-in-the-twenty-first-century .

For more information about this event, visit aspeninstitute.org/events/reskilling-america-career-and-technical-education-in-the-twenty-first-century .

For more information about this event, visit aspeninstitute.org/events/reskilling-america-career-and-technical-education-in-the-twenty-first-century .

For more information about this event, visit aspeninstitute.org/events/reskilling-america-career-and-technical-education-in-the-twenty-first-century .

For more information about this event, visit aspeninstitute.org/events/reskilling-america-career-and-technical-education-in-the-twenty-first-century .

The present paper aims to explore the construct and effects of soft and transversal skills to developing efficiently competent students. The methodological construct of the present study is a mixed one. The study design is probabilistic and the method used in it is of the transversal typology. The final answers were collected in a sample cohort of 500 valid responses in three years of undergraduate studies at the Mediterranean University of Albania with a gender distribution of 335 girls (67%) and 165 boys (33%). The results revealed that the sub-tests with the major significant indices were positive attitude and spirit of initiative (r=.567; p<0.05), teamwork and collaboration (r=.601; p<0.05), and communication channels (r=.81; p<0.05). Pearson inter-correlations indices for the 1st and 2nd factor of the soft-skills sub-skills found that the most significant index is related to the sense of motivation axis (optimism and control of the future, legitimate anger, self-esteem, and self-efficacy) (Sig2. p=0.01<0.05, r=.7054) over the communication resources (persuasion, adversity management, and creativity) (Sig2. p=0.01<0.05, r=.504). ANOVA test indices showed a strong difference in females (F=1.874; MS=3.2003; df=1.5) and an inverse but the stable difference between the male gender and optimism for the future (F=1.3085; MS=-1.111; df=1.5). In conclusion, indices of the current work revealed the impact that a healthy and optimistic motivation cause on the willingness of learning new skills and competencies and developing an efficient student for the working world. The authors recommend drawing attention to conducting more training programs within the academic curricula for fostering and providing students with basic and advanced skills and competencies to be fully adjusted to the European Union philosophy of life and employability world.

This book offers a selection of 14 conference papers that present a variety of innovative partnerships for the preparation of teachers and school administrators. Part 1, "Teacher Preparation Partnerships," presents 4 papers: (1) "Ten Years of the Hawaii School/University Partnership" (J.P. Dolly, P.A. Whitesell, and A.P. Port); (2) "The Colton Cluster Project: A Pre- and In-service Teacher Development Program" (K.Z. Weed, R.A. Norton, and N. Norton); (3) "Preparing Teachers for Classrooms of Tomorrow" (B.J. Conaway, P.T. Sharp, and S.A. Schafer); and (4) "Teacher Fellows Program" (V. Resta). Part 2, "Partnerships in Science and Technology," includes 3 papers: (5) "Contexts of Technology Partnerships: Professional Development and Change" (C. Gunn); (6) "Project SIMULATE: Technology Staff Development for Inservice and Preservice Elementary Teachers" (J. Cleland, R. Buss, R. Zambo, K. Wetzel, and P. Rillero); and (7) "The Science Daze Partnership" (E. R. Offutt). Part 3, "Taking University Classrooms into the Schools," features 3 papers: (8) "Praxis--Translating Theory into Practice in a School-Based Teacher Education Program" (C. Fuhler and M. Sandhu); (9) "The Praxis Partnership: Reflections on a Field-based Program (C.J. Fuhler and L. K. Carey); and (10) "Bridging World Views: Professional Development for Faculty in a Site-Based Teacher Education Partnership (S. Markel). Part 4, "Other Partnerships in Education," includes 4 papers: (11) "The Denver Schools' Leadership Academy" (S. Ford, M. Martin, R. Muth, and E. Steinbrecher); (12) "Connecting with Schools for Improved Teacher Education" (M. H. Mosley); (13) "The Rural Multicultural Training Collaborative: A University-Local School Partnership" (P. J. Peterson and L.B.W. Montfort); and (14) "Challenges Involved in Creating and Maintaining a School/University Partnership" (J.C. Kern and K. Mason). A contributor list is included. (Most papers contain references). (SM)

The need for curriculum change is based on the recognition that there has been a consolidation of a number of trends that began at least 20 years ago. These trends include: changes in occupational profiles in an increasingly globalized work environment; the need to counteract social inequities and marginalization; the need to recognize diversity as a resource; the need to educate individuals to improve their citizenship; and other issues resulting from the various impacts of technological progress upon people and the environment. The increasing complexity of the world nowadays requires fundamental changes in educational practices, including replacing inflexible programs with flexible frameworks that enable learning in context. The process of educational change is fraught with tensions resulting from conflicting values, divergent focus of action, and conflicting priorities between educators, policymakers, and institutions. A new vision is proposed that assumes the centrality of empowerment, politics, and policy. It promotes access to four key components or "pillars": ideas, information, capacities, and resources. By strengthening dialogue to communicate ideas, creating swift and smooth availability of information for consensus-building, educating people to enhance their capacity to undertake reforms, and bringing all resources to bear on reform, a virtuous cycle would result to manage these tensions. (RT)

The need for curriculum change is based on the recognition that there has been a consolidation of a number of trends that began at least 20 years ago. These trends include: changes in occupational profiles in an increasingly globalized work environment; the need to counteract social inequities and marginalization; the need to recognize diversity as a resource; the need to educate individuals to improve their citizenship; and other issues resulting from the various impacts of technological progress upon people and the environment. The increasing complexity of the world nowadays requires fundamental changes in educational practices, including replacing inflexible programs with flexible frameworks that enable learning in context. The process of educational change is fraught with tensions resulting from conflicting values, divergent focus of action, and conflicting priorities between educators, policymakers, and institutions. A new vision is proposed that assumes the centrality of empowerment, politics, and policy. It promotes access to four key components or "pillars": ideas, information, capacities, and resources. By strengthening dialogue to communicate ideas, creating swift and smooth availability of information for consensus-building, educating people to enhance their capacity to undertake reforms, and bringing all resources to bear on reform, a virtuous cycle would result to manage these tensions. (RT)

We often hear that good jobs require college. For many, however, the road to a college degree presents more challenges than opportunities. The costs of a four-year degree have soared, often leaving students with crippling debt, whether or not they are able to complete their degrees. At the same time, not as many jobs require a four-year degree as we once thought, meaning many students face the same low-wage job opportunities they faced before. We need another approach. This event will highlight a forthcoming book by Dr. Katherine Newman and Hella Winston, Reskilling America: Learning to Labor in the Twenty-First Century . In it they argue that by committing to a targeted investment in vocational training institutions, we can provide opportunities for individuals to develop skills, access middle skill jobs, avoid crippling debt, and meet technical skill needs in critical industries. Opening comments about the book will be followed by a panel discussion with Dr. Newman and experts in policy, education and training, and business. Featured Speakers: Katherine S. Newman is the author of twelve books on topics ranging from urban poverty to middle class economic insecurity to school violence. No Shame in My Game: the Working Poor in the Inner City received the Robert F. Kennedy Memorial Book Prize and the Sidney Hillman Foundation Book Award. Newman, who has held positions at Johns Hopkins, Harvard, and Princeton, is currently provost and professor of sociology at the University of Massachusetts, Amherst. She holds a doctorate in anthropology from the University of California – Berkeley, and a bachelor’s degree in philosophy and sociology from the University of California – San Diego. Michael G. Johnson is the CEO of Johnson Talent Development (JTD), a coaching firm focused on the development of next generation leaders. Previously, he served as the chief human resources officer at UPS, where he was integrally involved in defining, influencing and operationalizing global talent and leadership strategies aligned to UPS business strategies. With over thirty five years of experience, he has worked in all aspects of HR, including: recruiting and hiring, talent management, leadership development, engagement, workforce planning and succession planning. Mike holds a bachelor’s degree in Human Resources Management from DePaul University. He has completed HR Executive Management programs at the University of Michigan and Emory University. Andy Van Kleunen is the chief executive officer of National Skills Coalition, which he founded in 2000 in collaboration with leaders from community-based organizations, businesses, unions, community colleges, workforce boards and research organizations. An expert on state and federal workforce policy, he oversees all aspects of the Coalition’s efforts, including building alliances with new partners and advising state and federal policy initiatives. Previously, Andy was the director of workforce policy for the Paraprofessional Healthcare Institute, where he worked with employers, unions and client advocates to improve job quality and training for low-wage workers within the nation’s long-term care sector. Andy holds a master’s degree in urban sociology from the Graduate Faculty at the New School for Social Research, and a bachelor’s degree in political science and honors studies from Villanova University. Sandi Vito is the director of the 1199SEIU/League Training and Upgrading Fund, the Greater New York Education Fund, and the Registered Nurse Training and Job Security Fund. Jointly governed by labor and management, the three organizations provide frontline healthcare workers an array of education and training benefits, including foundational skills, health certificates and degrees. Previously, Vito served as Secretary of the Pennsylvania Department of Labor and Industry. In 2008, she served on the Presidential Transition Team for the US Department of Labor. Vito has a bachelor’s in economics from Richard Stockton College and studied Urban Studies and Community/Regional Planning at Temple University. This event is part of the Working in America series.

We often hear that good jobs require college. For many, however, the road to a college degree presents more challenges than opportunities. The costs of a four-year degree have soared, often leaving students with crippling debt, whether or not they are able to complete their degrees. At the same time, not as many jobs require a four-year degree as we once thought, meaning many students face the same low-wage job opportunities they faced before. We need another approach. This event will highlight a forthcoming book by Dr. Katherine Newman and Hella Winston, Reskilling America: Learning to Labor in the Twenty-First Century . In it they argue that by committing to a targeted investment in vocational training institutions, we can provide opportunities for individuals to develop skills, access middle skill jobs, avoid crippling debt, and meet technical skill needs in critical industries. Opening comments about the book will be followed by a panel discussion with Dr. Newman and experts in policy, education and training, and business. Featured Speakers: Katherine S. Newman is the author of twelve books on topics ranging from urban poverty to middle class economic insecurity to school violence. No Shame in My Game: the Working Poor in the Inner City received the Robert F. Kennedy Memorial Book Prize and the Sidney Hillman Foundation Book Award. Newman, who has held positions at Johns Hopkins, Harvard, and Princeton, is currently provost and professor of sociology at the University of Massachusetts, Amherst. She holds a doctorate in anthropology from the University of California – Berkeley, and a bachelor’s degree in philosophy and sociology from the University of California – San Diego. Michael G. Johnson is the CEO of Johnson Talent Development (JTD), a coaching firm focused on the development of next generation leaders. Previously, he served as the chief human resources officer at UPS, where he was integrally involved in defining, influencing and operationalizing global talent and leadership strategies aligned to UPS business strategies. With over thirty five years of experience, he has worked in all aspects of HR, including: recruiting and hiring, talent management, leadership development, engagement, workforce planning and succession planning. Mike holds a bachelor’s degree in Human Resources Management from DePaul University. He has completed HR Executive Management programs at the University of Michigan and Emory University. Andy Van Kleunen is the chief executive officer of National Skills Coalition, which he founded in 2000 in collaboration with leaders from community-based organizations, businesses, unions, community colleges, workforce boards and research organizations. An expert on state and federal workforce policy, he oversees all aspects of the Coalition’s efforts, including building alliances with new partners and advising state and federal policy initiatives. Previously, Andy was the director of workforce policy for the Paraprofessional Healthcare Institute, where he worked with employers, unions and client advocates to improve job quality and training for low-wage workers within the nation’s long-term care sector. Andy holds a master’s degree in urban sociology from the Graduate Faculty at the New School for Social Research, and a bachelor’s degree in political science and honors studies from Villanova University. Sandi Vito is the director of the 1199SEIU/League Training and Upgrading Fund, the Greater New York Education Fund, and the Registered Nurse Training and Job Security Fund. Jointly governed by labor and management, the three organizations provide frontline healthcare workers an array of education and training benefits, including foundational skills, health certificates and degrees. Previously, Vito served as Secretary of the Pennsylvania Department of Labor and Industry. In 2008, she served on the Presidential Transition Team for the US Department of Labor. Vito has a bachelor’s in economics from Richard Stockton College and studied Urban Studies and Community/Regional Planning at Temple University. This event is part of the Working in America series.

This paper is a critical policy analysis of intersections between social class inequality and education policy in Ireland. The focus is upon contemporary policy and legislation such as The Irish Constitution and equality legislation; social inclusion policies such as the DEIS scheme; literacy and numeracy policy documents; as well as current government policy statements on education. It utilises Stephen Ball's policy analysis tools of "policy as text," "policy as discourse" and "policy effects" to examine the social, cultural and political constructs of policy and legislation influencing social class inequality in education in Ireland (Ball, 1993). The focus is upon the refusal to name social class as a significant issue despite the weight of evidence showing the key influence class position and access to economic and cultural resources has on one's educational opportunities, experiences and outcomes. The approach taken here is discursive in the sense that the documents are the data and the findings are infused with detailed theoretical discussion of contemporary issues around inequality in education in Ireland. The analysis finds that the absence of social class in official policy and legislative discourses is indicative of a growing neoliberalisation of education policy in Ireland where increased foci on international comparisons and a consumer-driven philosophy of educational provision militate against equality for students from lower socio-economic groups.

Contributors to this collection examine how today's federal education programs work and show how, instead of working for school improvement, these programs have begun to function as obstacles to the efforts of reform-minded states and schools. The following essays are included: (1) "Overview: Thirty-Four Years of Dashed Hopes" (Chester E. Finn, Jr., Marci Kanstoroom, and Michael J. Petrilli); (2) "Title I: Despite the Best of Intentions" (Tyce Palmaffy); (3) "Title I: Wrong Help at the Wrong Time" (Stanley Pogrow); (4) "Title II: Does Professional Development Work?" (John R. Phillips and Marci Kanstoroom); (5) "Title IV: Neither Safe nor Drug Free" (Matthew Rees); (6) "School-to-Work: Right Problem, Wrong Solution" (Carol Innerst); (7) "Michigan: Setting Priorities Straight" (John Engler); (8) "Arizona: Back Off, Washington" (Lisa Graham Keegan); (9) "Pennsylvania: Vesting Power in the People" (Eugene W. Hickok); (10) "Colorado: Trust but Verify" (William J. Maloney and Richard G. Elmer); (11) "Houston: Washington...We Have a Problem" (Susan Sclafani and Don McAdams); (12) "Student Performance: The National Agenda in Education" (Diane Ravitch); and (13) "Getting It Right the Eighth Time: Reinventing the Federal Role" (Paul T. Hill). Each chapter contains endnotes. (SLD)

Jane Barker--poet, novelist, farm manager, student and practitioner of medical arts--was not allowed to attend university because she was a woman. Yet she was Oxford-educated in the most modern of medical theories of her time. By the end of her life, unmarried by choice, Barker was writing for pay under her own name in an emerging genre--the novel--and publicly challenging the dominance of male authors. Aspects of her life prompt reflection upon women in higher education leadership today: assumptions about women's competence in a male-dominated domain, personal decisions about marriage and childbearing, and the consequences and rewards of choosing the difficult career path. This essay is based on printed sources such as American Council of Education data (2009) and recent interviews with seventeen women leaders in private colleges and universities in the United States. The stories of these provosts and presidents illuminate challenges faced by women seeking and living in positions of authority and influence. These leaders negotiated suspicions that women could be decisive or have expertise in finance, and they were faced with difficult decisions as institutions responded to the late-2008 economic downturn. Women in this pool made a wide range of decisions about marriage, childbearing, and gender roles in a marriage. Generational and racial differences influenced their approaches to their work. Administrators, especially presidents, negotiated the isolation inherent in their positions. Concerns have arisen, in fact, that the constant scrutiny or "fishbowl" life of a president has decreased the traditional applicant pipeline of provosts. The essay concludes with an overview of women's choices about leadership in higher education today. (Contains 11 footnotes.)

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A regional seminar examined and defined the goals of secondary education in countries of the Asia and Pacific region seminar; it also analyzed causes for changes in secondary education goals and emerging trends. A total of 20 participants from the following countries--Australia, Bangladesh, China, India, Indonesia, Japan, Malaysia, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Singapore, Sri Lanka, Thailand, and Viet Nam--presented information. Chapter 1 summarizes individual countries' experiences, analyzing the major economic, sociopolitical, and cultural changes that led to educational reforms; major educational developments; and the implementation and evaluation of secondary education goals. Chapter 2 discusses the implications of major economic, sociopolitical, and cultural developments for secondary education goals. Future regional scenarios of secondary education are presented in chapter 3, with a focus on the role of education in the 21st century. The fourth chapter presents conclusions and recommendations for action at the national, regional, and international levels. The annex includes a list of participants. (LMI)

This paper analyzed the evolution of formal education in Africa with emphasis on the weaknesses and strengths of the system identified. Although the roots of modern education can be found in the early institutions of learning and libraries of Alexandria and Timbuktu in Africa, the continent today lags behind in all the fields of formal education. The teaching of science in most African educational institutions, at all levels, has been reduced to theoretical description of scientific facts. Several factors have contributed to the present situation of education in Africa. This paper describes some of the factors responsible for the state of science education and education in general, prevailing in most African countries. The most prominent factors affecting education in Africa include policy framework of individual countries, access into educational institutions and population pressure, quality and affordability of education, and undue emphasis on employability of graduates, among others. Reliance on the Western educational system without resources to back it up is discussed. Innovative ways of financing education and development of syllabi based on analysis of culture and environment have promise for the future. Educational institutions with appropriate syllabi and attitude could greatly enhance technological development. Enhancement of the role model of teachers and their motivation underscores the success of future education and science in Africa. (DK)

We often hear that good jobs require college. For many, however, the road to a college degree presents more challenges than opportunities. The costs of a four-year degree have soared, often leaving students with crippling debt, whether or not they are able to complete their degrees. At the same time, not as many jobs require a four-year degree as we once thought, meaning many students face the same low-wage job opportunities they faced before. We need another approach. This event will highlight a forthcoming book by Dr. Katherine Newman and Hella Winston, Reskilling America: Learning to Labor in the Twenty-First Century. In it they argue that by committing to a targeted investment in vocational training institutions, we can provide opportunities for individuals to develop skills, access middle skill jobs, avoid crippling debt, and meet technical skill needs in critical industries. Opening comments about the book will be followed by a panel discussion with Dr. Newman and experts in policy, education and training, and business. Book sales will follow the event. Please join us for a conversation about career and technical education in the twenty-first century, featuring guest speakers Dr. Katherine Newman, Michael Johnson, Andy Van Kleunen, and Sandi Vito.

"Human capital" is quickly becoming the new site-based management, a popular strategy from the 1980s and 1990s that sought to increase autonomy in schools and spread decision making more widely. While few are sure what human capital means, everyone craves it, has a model to deliver it, and is quick to tout its restorative powers. It is trendy and impressive sounding, but too often it means recycling familiar nostrums or half-baked ideas with new jargon. What is needed instead is a serious effort to rethink what the teaching profession should look like in the twenty-first century. (Contains 10 notes.)

This volume explores approaches to effective leadership and strategic management in the 21st century university by considering the perceptions and attitudes of university leaders toward the institutional structures and organizational cultures from which universities are led and managed. The differences between treating universities as businesses and managing them in a business-like way are discussed. Also considered are the kinds of leadership that will best address challenges and how to gain consensus among constituents that change is needed. From historical background to modern e-learning techniques, the volume looks at governance to find systems that are effectively structured to balance the needs of students, educators, administrators, trustees, and legislators. The chapters are: (1) "Trends in University Governance Structures"; (2) "Structural and Cultural Elements of Governance"; (3) "Competing Perspectives and Expectations"; (4) "Governance and Teaching and Learning"; (5) "Governance, Information Technology, and Distance Education"; (6) "Resource Allocation and Governance"; and (7) "A Revised Model of Governance Structure in the Twenty-First Century University." Three appendixes contain information about enrollments, a survey of university governance, and a discussion of organizational culture and governance. (Contains 232 references.) (SLD)

This report contains proceedings of a United Nations Education, Scientific, and Cultural Organization (UNESCO) international symposium and round table. The main objective of the meeting was to debate long-term goals of education and its role in preparing young people to face the demands of the 21st century. Papers presented include: (1) "Young People--The Leaders of Tomorrow? The Role of the Social Network as a Means of Creating Favorable Conditions for Enhancing the Quality of Education in the Future" (Gunnel Backenroth); (2) "Deepening Reform and Wider Openings to the Outside World--The Cornerstone of China's Development of Education in the Twenty-first Century" (Yuan Baohua); (3) "Teaching Human Rights" (Etienne Copel); (4) "Beliefs and Action in Educational Change" (Rosalind Driver); (5) Untitled paper (Peter Ellyard); (6) "Understanding the Predicament of Humankind" (John E. Fobes); (7) Untitled paper (Sergei A. Povalyaev); (8) "What Are the Challenges Which Face Humanity in the Next Twenty to Thirty Years?" (Ian Winchester); (9) "The Future of Education in Asia and the Pacific" (Leonardo de la Cruz); (10) Untitled paper (Ingemar Fagerlind); (11) "Some Recommendations and Directions" (D. Hernandez); (12) "Moral Education faced with the Challenge of the Scientific and Technological Revolution of the 21st Century" (Lu Jie); (13) "Ideas of China's Educational System in the 21st Century" (Hao Keming); (14) Untitled paper (Dr. Klein; Dr. A. Grik); (15) "A World Encountering Limits to Quantitative Change: Thoughts on Making 'Quality' Respectable" (G. Kutsch); (16)"Enhancing the Quality of Teachers is the Priority in Meeting the Twenty-first Century Education" (Gu Mingyuan); (17) Untitled paper (I. Muravieva); (18) "On Enhancing the Quality of Education Through Effective Learner-Teacher Interaction" (Toshio Ohsako); (19) Untitled paper (Shin Se-ho); (20) Untitled paper (Ramiro Tobon); (21) "An Investigation of a Mode of Fundamental Education in the 21st Century-Basics and Principle of Planning Future Curriculum, Subject Matter and Methods of Teaching" (Sang Xinmin); and (22) "Improving Learning/Teaching in the Third World" (R. F. Amonoo). A discussion guide, final report, and list of participants are appended. (EH)

This report contains proceedings of a United Nations Education, Scientific, and Cultural Organization (UNESCO) international symposium and round table. The main objective of the meeting was to debate long-term goals of education and its role in preparing young people to face the demands of the 21st century. Papers presented include: (1) "Young People--The Leaders of Tomorrow? The Role of the Social Network as a Means of Creating Favorable Conditions for Enhancing the Quality of Education in the Future" (Gunnel Backenroth); (2) "Deepening Reform and Wider Openings to the Outside World--The Cornerstone of China's Development of Education in the Twenty-first Century" (Yuan Baohua); (3) "Teaching Human Rights" (Etienne Copel); (4) "Beliefs and Action in Educational Change" (Rosalind Driver); (5) Untitled paper (Peter Ellyard); (6) "Understanding the Predicament of Humankind" (John E. Fobes); (7) Untitled paper (Sergei A. Povalyaev); (8) "What Are the Challenges Which Face Humanity in the Next Twenty to Thirty Years?" (Ian Winchester); (9) "The Future of Education in Asia and the Pacific" (Leonardo de la Cruz); (10) Untitled paper (Ingemar Fagerlind); (11) "Some Recommendations and Directions" (D. Hernandez); (12) "Moral Education faced with the Challenge of the Scientific and Technological Revolution of the 21st Century" (Lu Jie); (13) "Ideas of China's Educational System in the 21st Century" (Hao Keming); (14) Untitled paper (Dr. Klein; Dr. A. Grik); (15) "A World Encountering Limits to Quantitative Change: Thoughts on Making 'Quality' Respectable" (G. Kutsch); (16)"Enhancing the Quality of Teachers is the Priority in Meeting the Twenty-first Century Education" (Gu Mingyuan); (17) Untitled paper (I. Muravieva); (18) "On Enhancing the Quality of Education Through Effective Learner-Teacher Interaction" (Toshio Ohsako); (19) Untitled paper (Shin Se-ho); (20) Untitled paper (Ramiro Tobon); (21) "An Investigation of a Mode of Fundamental Education in the 21st Century-Basics and Principle of Planning Future Curriculum, Subject Matter and Methods of Teaching" (Sang Xinmin); and (22) "Improving Learning/Teaching in the Third World" (R. F. Amonoo). A discussion guide, final report, and list of participants are appended. (EH)