The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with…

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)

Discusses the role of women in the day-to-day progress of health care, the institution of better education, and the improvement of the means of livelihood in developing nations. Points out that because women hold key positions in these developing communities, programs designed to help women benefit others as well. (KO)

Presents classroom activities that have been effectively used by teachers to sensitize students toward the complexities of life in rich and poor countries. Lists several guidelines for helping students learn about development. Sees development as a topic which can fit into a variety of curricula. (KO)

Demystifies ideas surrounding U.S. foreign aid to the underdeveloped countries of the world and dispels many commonly held notions concerning the generosity of this foreign aid. Advocates revising U.S. aid programs along the lines of the proposed Global Poverty Reduction Act. (KO)

A global seminar on the role of scientific and engineering societies in development, held in New Delhi, India, in 1980, had as its objectives: (1) to document prior successful, and unsuccessful, activities of scientific and engineering societies in furthering development; (2) to identify and discuss the types of activities to which scientific and…

These proceedings highlight the Institute for International Education's forum on the implications of the emergence of a global economy and the worldwide communications revolutions for international education and training. Over 200 individuals from the corporate, foundation, government, academic, and diplomatic communities participated in the…

Because a pro-social disposition towards others, the willingness to review one's own situation, or an interest in global issues are the sort of attitudes still open to growth and enrichment in children, development education is being directed at 9- to 12-year olds. These youngsters are still young enough to be open-minded yet are sufficiently…

Discusses the need for teaching about global interdependence. Points out that nearly every dimension of life in the United States shows proliferating connections to other nations. Describes techniques for finding global links and appreciating their importance. Notes that information emanating from the school will increase general knowledge…

Outlines key issues and symptoms of the poverty and underdevelopment arising from a world situation in which a small minority of countries control a vast majority of the wealth. Points out that no community or person in the United States can remain untouched by development problems in the developing nations. (KO)

UNESCO's Associated Schools Project developed an interregional project for secondary school students in Asia, Europe, and Latin America to study disarmament, the new international economic order, and human rights. The reasons for studying contemporary problems and choosing these issues, the stages of the project, and its evaluation are discussed.…

Although recognized as being out-of-date, two characteristics of New Zealand's outlook on the world (a monocultural attitude and isolationism), have played a significant part in forming community opinions and attitudes on national and international development questions. Attitudes toward Third World countries are narrowed by lack of information,…

In this speech, the chairman of the International Commission on Education for the Twenty-First Century describes education as a pathway into the 21st Century. He suggests that if education is to become central in contributing to human progress, policymakers must learn from the experiences of the past 20 years, take the variety of situations into…

In this speech to the members of the general conference of UNESCO, the chairman of the International Commission on Education for the Twenty-First Century describes the progress of the Commission's work. The chairman discusses education and the challenges of the world as it enters the 21st century. Changes mentioned include the rapid pace of…

Thirty-two articles examine the theme of global interdependence from a variety of professional and personal angles. These papers exhibit a commitment to global issues and provide perspectives on education, government, and culture. Some of the articles are: (1) "The Network Revolution and Global Awareness" (Robert Abbott; Charles Hoppel);…