TRANSFORMATION OF THE SCIENTIFIC COMMUNITIES IN EUROPE

Because of the fundamental importance of science in economic, social, and cultural development, and because the structures supporting science have been weakened by the transition process in the countries of eastern and central Europe, various strategies are needed to relaunch science on a new basis. The activity of UNESCO in general, and of ROSTE, its Regional Office of Science and Technology for Europe, in particular, is described with regard to this problem. Among other actions, a seminar was held in 1992 on Organizational Structures of Science in Europe. A more recent UNESCO initiative calls for a wide discussion of the role and place of science in the contemporary world. The holding of the Academies in Transition international workshop fits well into the scope of this initiative.     

BUDAPEST: INTERNATIONAL SEMINAR ON EDUCATIONAL TECHNOLOGY

An International Seminar on Educational Technology, organized by the Hungarian National Centre for Educational Technology with the support of UNESCO and the United Nations Development Prograrrme (UNDP), was held in Budapest from 4 to 9 October 1976. The seminar adopted various recommendations concerning the improvement of information exchange on educational technology, the research in this field, and the possibilities for international co‐operation regarding educational audio‐visual material. We give below information on the main topics of discussion and conclusions at this meeting. (For CEPES participation at this meeting see page 33 in this issue.)     

教育促进农村发展研究——联合国粮农组织与教科文组织亚洲会议主题简介与回应

联合国粮农组织和联合国教科文组织通过国际教育计划研究所进行教育促进农村发展的国际研究．并于2002年11月在亚洲会议上向与会者介绍他们的研究。会议在此基础上展开了教育与农村发展的研讨，主要涉及五个主题：1）全民教育；2）通过教育与培训提高粮食安全；3）减少贫困；4）回应农村劳动力市场转型：教育与培训的意义；5）农村地区的艾滋病。这些主题涉及到亚洲发展中国家的发展特别是发展中国家农村发展的普遍性和全局性问题，是教育和农村发展研究中应该引起广泛关注和深入探讨的问题。     

探索Seminar教学法在高职高专教学中的应用

本文简要介绍了Seminar的历史及在国内应用的情况。讨论了Seminar教学方式在高等院校低年级基础课程教学中应用的可能性和必要性。并根据具体的教学实践,进一步证明了Seminar教学方式对培养学生主动思考和探索能力,加深学生对理论知识的理解,提高学生的综合能力等方面都有着显著的效果。     

研究生读书报告质量管理体系的研究与实践

针对近年来研究生读书报告的质量有所下降的现象，我们在管理上做了探索性研究，形成了一整套包括读书报告的组织、宣传、计划、质量评价指标、评分标准、奖惩措施等的读书报告管理体系。实践表明，该体系对提高研究生读书报告质量、培养研究生严谨的治学态度、规范读书报告量化管理等方面有积极的促进作用，具有重要的理论价值和相当的推广应用前景。     

UNESCO as an organizational carrier of civics education information

This paper analyzes UNESCO as an institutional carrier of civics education information throughout the world. The first section of the paper presents a brief history of civics education in UNESCO, illustrating the central role of UNESCO in civics education development. The second section presents findings from a cross-national analysis of UNESCO's effect on civics education material from 1955 to 1995 in 42 countries. Findings from this analysis indicate that UNESCO significantly influenced the extent to which these countries emphasize global civics content in their educational material. Results also suggest that wealthier countries in the analysis are more likely to emphasize civics content that is global in orientation. In addition, it appears that among these wealthier countries, Western European countries are less likely to emphasize global civics content.     

The Urgent Need to Integrate in the Sector of Higher Education

The networking option that has been promoted as a result of the Bologna Declaration of June 1999 on the European Higher Education Area has stimulated the formation of local higher education networks of various kinds. The birth of one of these, the Network of Pedagogical Universities of the Caucasian Region, is described. Linked to the UNESCO‐Caucasus project, to the UNESCO Associated Schools, and to the UNITWIN/UNESCO Chairs Programme, this network looks forward not simply to promoting a constructivist approach to teaching and learning but to serving as a means of defusing ethnic tensions in this very ethnically and linguistically diverse region, the countries of which are undergoing transition.     

When in Doubt,Go to the Library: The Effect of a Library-Intensive Freshman Research and Writing Seminar on Academic Success

The paper is an extension of a previous study, which examined student perceptions of a unique freshman seminar offered to Criminology and Criminal Justice students at Florida State University. The seminar is characterized by a heavy focus on interactive library sessions in which students learn how to conduct research and write a scholarly paper. The previous article reported on student perceptions of research and writing skills developed in the seminar. This report, using Multivariate Regression and Propensity Score Matching reveals that compared to a carefully constructed comparison group, first time in college students enrolled in the seminar have statistically significantly higher cumulative grade point averages and percentages of graduation within four years. The seminar’s emphasis on the library as a research tool is thought to have contributed to the differences seen on academic outcomes between students who took the seminar and a matched comparison group.     

Modelling success: enhancing international postgraduate research students' self‐efficacy for research seminar presentations

Most postgraduate research students face the task of presenting an oral seminar on their proposed research early in their candidature. Those of us who work with international postgraduate research students know that they can find this task daunting, and the literature both in Australia and abroad confirms that these students often lack confidence in this task. This paper presents findings of a small case study which compared the influence of observing a seminar performance of a peer to that of a senior academic on the confidence, or self‐efficacy, for seminar presentations of participants in a bridging program for international postgraduate research students at an Australian university. Participants responded to a 19‐item questionnaire which measured self‐efficacy for four areas of seminar presentation: speech, display, content, and presenter presence. The results indicated that the use of a peer model performance was the more effective pedagogical method for enhancing student confidence in this context.     

多语世界中的教育——一份联合国教科文组织的教育立场文件

＂多语世界中的教育＂是联合国教科文组织在语言和教育问题上重要的立场文件和国际规约,表达了成员国在这一领域的共同观点,该文件自2003年正式颁布以来成为各成员国在语言和教育领域制定相关政策的重要依据。这份立场文件涉及语言和教育的关键问题,提供了必要的指导纲要和原则,试图厘清语言与教育有关的政策,并就多语世界中的教育提出了三项基础性原则：（1）作为提高教育质量,帮助学习者和教师建立知识和经验的手段和方法,联合国教科文组织支持母语教学;（2）作为促进社会和性别平等的手段,作为语言多样化的关键部分,联合国教科文组织支持双语和多语教育;（3）作为跨文化教育的基本部分,联合国教科文组织支持语言教育,鼓励不同人口之间的理解,保证对基本权利的尊重。     

The Seminar as an Instructional Strategy in Distance Education

The data from this study indicated that those students who attended one seminar early in the course and those who did not tended to be different subsets of the course population. There was some evidence that seminar attenders progressed more rapidly through the first part of the course and had higher completion rates than non-attenders. However, seminar attenders appeared to take longer to complete the course than non-attenders. The results from the study were strictly correlational and it was not possible to determine the extent to which seminars attracted high performance students or contributed to higher performance.     

Introduction: The prospects for mobile learning

The issue that this article introduces grew out of an event, the UNESCO Mobile Learning Week, but also out of a wider and growing movement of people and organisations exploiting mobile technologies, as they pursue varied educational missions. The UNESCO Mobile Learning Week represented by contributions here was a focus for contributions from across the field. This article provides a wider discussion of these contributions, first by looking at the achievements of UNESCO and then by considering these achievements more critically. In particular, it highlights several sets of inherent challenges facing UNESCO and other organisations engaging in mobile learning: those around evidence, evaluation, and sustainability; the problematic tension between large-scale interventions, based on scale and content delivered by national governments, and the language and culture of marginal or indigenous people; the absence of appropriate ethics procedures to manage educational interventions delivered by a powerful and ubiquitous technology; and the absence of learners in the forums that address all these various issues.     

Everything Old is New Again: The Criminology/Criminal Justice Freshman Research Seminar

This is a report of an action-research project undertaken in tandem with the development of a new freshman seminar in criminology and criminal justice. In the freshman seminar the goal is to teach the research, critical thinking and writing skills that are the underpinnings of scholarship and good citizenship. Utilizing a unique approach, this class focuses on resources available through the University library and is taught by a professor, two librarians and a graduate teaching assistant. We hypothesize that freshmen who experience this seminar will show improvement in critical thinking skills, and that this will contribute to greater levels of academic success. This report describes the educational innovation (seminar) in sufficient detail to make replication possible, and presents preliminary findings that indicate the seminar enhances research and writing skills, fosters ability to think critically, and has a positive influence on students’ academic careers.     

国际远程教育论坛：UNESCO的开放远程教育行动

联合国教科文组织作为一个在全球范围内促进教育、科学、文化发展的国际组织,长期以来一直致力于促进高等教育的开放、共享、优质。“高等教育开放远程学习知识库”项目正是其中的重要组成部分。本文对该项目的背景、目标、进展及现状进行了介绍,并分析了目前需要进一步解决的问题。     

研究生课程的"研讨式"教学方式

研究生具有不同于本科生的身心特点和培养目标,决定研究生的课程教学应采用"研讨式"教学方式。"研讨式"教学的实施,需要教师精心准备和组织,涉及专题划分和团队组建、进度安排、课堂报告与讨论、撰写课程论文等具体环节。"研讨式"教学方式对于研究生综合素质与能力的培养,实现研究生培养目标具有重要而直接的意义。"研讨式"教学方式,主要适用于学术性研究生专业基础课和专业课的课程教学。该教学方式得到了选课学生的肯定。     

INTERNATIONALIZATION: A CHANCE FOR HIGHER EDUCATION IN CENTRAL AND EASTERN EUROPE

After a brief evocation of the world crisis that higher education is facing, the author proposes several remedies based on international academic co‐operation. One of these is the UNITWIN/UNESCO Chairs Programme of which he was the first administrator after its inauguration in 1991. While often viewed as a form of North‐South co‐operation, many UNESCO Chairs have also been set up in eastern and central Europe, several of which are described. Funding for UNESCO Chairs comes from a diversity of sources, UNESCO serving as the catalyst and sometimes as the middleman. UNESCO will sometimes also provide seed money. The Programme has proven to be an excellent, cost‐effective form of academic solidarity. Several suggestions for the improvement and expansion of the Programme are given.     

ACADEMIC FREEDOM IN EUROPE: REVIEWING UNESCO'S RECOMMENDATION

ABSTRACT:  This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with the UNESCO Recommendation within the EU states, and considers how such compliance could be improved .     

UNESCÒ COMMITTEE OF EXPERTS ANALYSES POST‐SECONDARY EDUCATION FOR PERSONS GAINFULLY EMPLOYED

One of the current problems which concern UNESCO in the field of higher education is that of adapting higher education to the requirements of life‐long education, and, more specifically, of developing practical ways of making life‐long higher education, be it vocational or general, a reality for working people.

At the invitation of the United Kingdom Government, UNESCO convened a Committee of Experts on Post‐Secondary Education for Persons Gainfully Employed, which was held in London from 27 to 30 July 1976. The meeting was attended by participants from 14 states from various parts of the world. In addition, there were observers from the International Labour Office (ILO), the International Association of Universities (IAU) and the International Confederation of Free Trade Unions. The aim of this meeting was to formulate suggestions for the UNESCO programme in the field of post‐secondary education for persons gainfully employed. We give below a summary of its results. (For CEPES participation in this meeting please see page 31 in this issue.)     

Modes of discourse about education, peace and human rights in the 1974 UNESCO Recommendation

How do culturally, politically, and economically different actors define education in the UNESCO 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms? This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating new attention to the area of education for international understanding, peace, and human rights. The text of the Recommendation is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting, as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member states are given opportunities to define alternative modes of implementation, is especially important. Identifying the modes of discourse used in the document helps to explain implicit aspects of the normative texts drafted by UNESCO and by international organizations generally. This analysis also provides a basis for reflection on the interaction between international organizations, education policy makers, and educators in this area.     

讨论式教学在法学研究生教育中的地位和作用

要充分调动研究生在教学过程中的主动性和创造性，讨论式教学是调动这种积极性的有效途径一