Discusses the role of the international organization INTERMON in education for social development. Highlights include objectives, content, values, conflict-resolution, cooperative learning, teacher training, and the use of audiovisuals, networked telecommunications, electronic mail, and teledebates. (AEF)

Distance educators need to forge new partnerships with the traditional university and collaborate in creating new systems, academic course software, and supporting networks for information transmission. (Author/AEF)

Discusses consequences of European unification in the Federal Republic of Germany. Focuses on the relationships between the European Community, the federal government of Germany, and the German states. Suggests that the German states are aware of their responsibility to give education and culture a European dimension. (NL)

Compares the educational systems of Hong Kong and Macau, focusing on differences related to their colonial histories and the different sizes of their populations and economies, and similarities arising from mutual influence and their impending reunification with China. Discusses educational access, finance, curriculum, language of instruction, and…

Worldwide expansion of enrollment in postcompulsory education has contributed to an ambiguous "post-adolescence" life stage as young adults transition into adult citizenship. Possible pathways at the end of compulsory schooling have diversified, particularly in developed countries under the influence of vocationalism. Young adults need…

Describes the status of educational telecommunications networks operated and funded by state government agencies to support K-12 programs. Summaries of a 1993 survey and other recent studies are presented together with recommendations for network infrastructure, instruction, transport, funding, and evaluation development. (Contains 12 references.)…

Quantitative comparative research provides lessons for educational planners and policymakers unrelated to theoretical labels. This point is illustrated by comparative education "solutions" to typical policy problems in developing countries: increasing access to primary education, expanding secondary and postsecondary education, improving…

To develop a perspective for assessing the effectiveness of developmental education, we must develop definitions, values, and criteria that permit consistency in analyzing students' learning needs and educational outcomes and in comparing research on developmental education. Research literature shows that a lack of consistent perspectives for…

Analysis of educational expansion in Brazil between 1940 and 1980 indicates that, in most circumstances, enrollment rates were positively related to urbanization, diversification of the occupational structure, and aggregate economic growth. States experiencing heavy in-migration showed a negative effect of migration on enrollment rates during…

Describes the Teaching Quality Assessment (TQA) in the United Kingdom as having the potential to provide a useful way of formatively evaluating an institution's international effort. Provides examples and an outline strategy for successful internationalization in higher education. Concludes that the responsibility for the evaluation of educational…

Presents the results of an analysis of more than 800 articles associated with technology to determine whether valid research results exist to support the growing use of technology in education. Argues that the support given to technology in education is largely based on unfounded and anecdotal evidence. (Author/AEF)

Discusses ways to evaluate proposals for change in the educational system. Outlines three principles to guide in the planning and organization of educational change projects: (1) Base policy and practice on proven practice and research; (2) Support the creation of professional learning communities; (3) Use diffusion principles to support adoption…

Describes the planning and successful integration of technology into the Oswego School District (New York). Highlights include creating a sustainable effort, building barriers against obsolescence, steady focus on professional development, inservice professional development, and looking to a bright future. (AEF)

Reports on Jim Jacobs and Roberta Teahen's efforts to develop a systematic approach of integrating career and academic education. The movement began in 1995 with representatives from four Michigan community colleges. Presents examples from various colleges across Michigan that demonstrate success in curriculum integration. (VWC)

Asserts that we need a greater shift toward the personal and an active recognition for interpretation of authentic curriculum texts as art in our teaching practices. Argues that educational authoritarianism can only lead to the eventual and diminishing returns in our schools and institutions. Contains 23 references. (VWC)