Projects, aimed at international understanding and undertaken by variousassociated schools around the world, are described. (JH)

The internationally oriented resources described, including books and periodicals for the classroom and study guides, and reference books for educators, published by Unesco and private organizations, are all compatible with Unesco Associated Schools Program goals for international understanding and personal growth. (JH)

Internationally oriented school projects (K-16) are described that are taking place in the United States, United Kingdom, Nigeria, Cyprus, Belgium, Austria, and Argentina. (JH)

Examples of units being implemented in Associated Schools in eight countries focusing on international understanding are described. The units have as a broad goal the development of the relationships between self understanding and acceptance and the understanding of personal, social, economic, and political relationships at all levels of society.…

Presents a speech discussing the role of the United Nations in the maintenance of peace, the need for support of the UN by governments and peoples, and the importance of education for peace to mobilize that support. (CK)

Describes three seminars and a school program designed to promote international understanding in Nepalese students. Focus was on promoting collaboration among nations of the world and maintenance of peace and security. (CK)

This article examines seven tasks in order for the goal of internationalizing education to be achieved in Sweden. Coordination efforts among international organizations is stressed. (DE)

The author expresses his concern for incorporating the "unity of mankind" perspective into the elementary curriculum, outlines points at which to influence curriculum, and describes attempts to implement, internationally, his perspective on education. (JH)

India's Unesco Associated Schools Program is presented as an instructive model for other countries. Its history from 1954 is developed in terms of organization; programs such as seminars, workshops, and camps; materials produced and dissiminated; progress in involving all levels of education; and problems, results and plans for intensification and…

This section presents the activities (symposiums, seminars and educational surveys) of curriculum developers, teachers, and members of Unesco organizations for exploring the implementation of international understanding in education. (JH)

Describes an international understanding program at the UNESCO Associated School, Kaitaa Secondary School in Espoo, Finland. Objectives of the program are to promote international awareness and readiness for cooperation among students in our school and abroad. (CK)

Three projects are described which were developed under the auspices of UNESCO associated schools to promote international cooperation and peace. The projects involved ethnographic artifacts in Denmark, an international understanding workshop in the United Kingdom, and a summer study program in Poland for teachers from foreign countries. (DB)

Considers whether a socio-affective approach can be effective in promoting international understanding among pupils in primary grades and suggests learning activities which reinforce personal fulfillment, experience sharing, and empathy. Activities involve students in investigation of group social life, alternative ways of comprehending,…

Educational programs that contain a global dimension in Norwegian secondary schools are discussed: (1) school visits by the Norwegian United Nations Associates, (2) international week held in October, and (3) seminars for teachers about the United Nations and international matters. (ND)

Unesco clubs, Associated Schools Programs, and National Commissions report on exchange projects, new materials, and curricular innovations, as well as requests for interaction with others interested in active learning from an international perspective. (JH)