《公共图书馆宣言》中的逻辑悖论及其症结

联合国科教文组织制定的《公共图书馆宣言》在对图书馆职能的规定上存在着＂逻辑对立＂,在对＂知识信息教育＂的理解上存在着＂逻辑差异＂。要消除上述逻辑悖论,唯一的办法就是对图书馆的价值理性、存在状态和基本职能采取宽容的态度,并在此基础上尽可能地限制外在一切因素的不利影响。     

Impacts of the National Green Corps Program (Eco‐Clubs) on students in India and their participation in environmental education activities

India’s National Green Corps (NGC) Eco‐Clubs are a unique opportunity to educate youth about environmental issues. NGC objectives include: (1) educate children about their immediate environment by increasing awareness; (2) impart knowledge about eco‐systems, their interdependence and need for survival, through visits and demonstrations; (3) mobilize youth by instilling a spirit of scientific inquiry into environmental problems; and (4) involve youth in active environmental preservation efforts. In 2005–2006, Eco‐Clubs existed in nearly 68,000 schools across India representing 150 Eco‐Clubs per district. During the 2007–2008 school year, the number of Eco‐Clubs increased to approximately 97,000 in 519 districts. The purpose of the study reported here was to document and evaluate the effectiveness of Eco‐Clubs and assess their organizational framework. An extensive document review of secondary data was employed and focus group interviews were conducted in two locations. Findings show that the partnership programs developed by schools with non‐governmental organizations to propel the Eco‐Club concept forward have contributed greatly to their ability to provide ongoing, quality programs for students. Recommendations include directing different agencies to work cohesively towards program success, clarifying the future NGC vision, and addressing existing operational shortcomings.     

‘Being a Member of a Club makes me feel special!’ Children’s Responses to a Community Literacy Project.

This article presents the findings of a preliminary small‐scale evaluation of one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. It focuses on the reading attitudes and behaviour of children who attended Read It Clubs in 1998/9, based on survey data collected from sixty‐one participating children. It is clear children enjoyed the Read It Clubs they attended, valued the experience and believed they gained from it.     

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 .     

Transnational Alliances: La Clase Mágica—Nepohualtzitzin Ethnomathematics Club

This article exposes the ancient Nepohualtzitzin as an important contemporary mathematical tool. The design and development of Nepohualtzitzin Ethnomathematics Clubs (NECs) in predominantly Latina/o and low-income schools is also presented. NECs provide informal learning opportunities to develop and strengthen cultural connections to and abilities in mathematics for bicultural-bilingual learners, their parents, and teacher candidates. The formation of NECs is made possible through transnational alliances developed over time between the University of Texas at San Antonio, Secretaría de Educación Pública de México (Ministry of Public Education of Mexico), Coahuiltecan Indian Nation, Aztlán Associates, Danza Azteca Xinachtli, and Tzicatl—Community Development Corporation.     

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。     

梅花拳第二辈传人张三省新论

梅花拳是传统武术中的一个著名拳种,同时也是清代北方地区具有鲜明特色的拳会组织。由于该组织在1900年那场震惊中外的义和团运动中起到了极其重要的作用,因而长期来成为义和团运动史研究中的一个关注点。在林林总总有关梅花拳的内部文献里,都提及一位家住徐州、名叫“张三省”的梅花拳二辈传人。然而,这位二辈传人究竟是个什么样的人物,今人并不清楚。本文依据新查阅到的《张氏族谱》及《沛县志》,并结合其他材料,就历史上的张三省作一勾勒,     

国际组织终身学习理念阐释与政策发展

终身学习理念在国际组织中具有独特的地位,联合国教科文组织、世界经合组织、世界银行和欧盟都不同程度地成为终身学习理念发展的推动力量。随着20世纪70年代终身学习理念出现开始,国际组织对终身学习理念的理解也在不断加深和提升,终身学习的观念在国际组织中不断发生变化。由于国际组织对成员国具有一定的政策影响力,国际组织通过相关政策制定和推行等方式来实现终身学习理念以及政策目标。     

农村小学社团建设的实践研究——以象山县西周镇中心小学为例

学生社团是学生在自愿基础上自由结成的一个共同兴趣爱好的团体,学生社团活动是促进学生个性发展和推进学校素质教育的重要途径。象山县西周镇中心小学以学生为主体,配合教师专长、从学生学习兴趣入手,在学生社团建设实践中取得了可喜的成效。     

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.     

理想与现实的碰撞——联合国教科文组织“教育规划”的话语实践分析

在民族独立运动、人力资本理论和苏联计划经济模式的催生下,联合国教科文组织在20世纪60年代提出了一个重要的教育理念——"教育规划"。本研究运用N-Vivo8.0对UNESCO的"教育规划"政策文本进行话语分析,发现"教育规划"一方面不断提升国家的地位和作用,但另一方面又特别强调经济发展的重要性,具有强烈的现实主义特征。这种现实主义的特质使得"教育规划"在面临后来时代发展的挑战时,成功地完成了一个华丽的转身,逐步内化成了UNESCO及各国政府制定教育政策的思想根基。     

Trends in inclusive education at regional and interregional levels: issues and challenges

The UNESCO International Bureau of Education (IBE), through the Community of Practice (COP) in Curriculum Development, organized eight Regional Preparatory Workshops on Inclusive Education in 2007. These workshops had the overall goal of initiating a participatory, consultative process in order to highlight key issues and challenges regarding inclusive education, to be presented at the 48th session of the International Conference of Education (ICE) 2008. Each preparatory regional workshop centred on four sub-themes around which the IBE Council has proposed to articulate the 48th ICE: Approaches, Scope and Content; Public Policies; Systems, Links and Transitions; Learners and Teachers. In the framework of conceptual dimensions of inclusive education, and the sub-themes of ICE 2008, this article identifies trends across regions within the ICE sub-themes and highlights points for future debate on inclusive education.

The power struggle over education in developing countries: The case of the UNESCO-World Bank Co-operative program, 1964-1989

This paper examines the relationship between the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) between the 1960s and the 1980s. It focuses on the Co-operative Program (CP) between the two organizations, which was established in 1964 and lasted officially until 1989. In the context of the Co-operative Program, the Education Financing Division (EFD) was established, a joint unit located in UNESCO, with the purpose of carrying out technical missions to assist governments in the identification and preparation of educational projects and the formulation of funding requests to the World Bank. Drawing on archival research and interviews with former UNESCO and World Bank officials, the paper traces the history of the Co-operative Program, which was characterized by intense power struggles exacerbated by Cold War tensions. During the 25 years of the duration of the Co-operative Program, the World Bank developed into the most influential policy shaper for education in developing countries, while the influence of UNESCO, created in the post-World War II order as the United Nations’ designated organization for education, declined. Using Bourdieu’s concept of fields and DiMaggio and Powell’s concept of isomorphism as analytical lenses, the World Bank’s expansion to a development agency will be explained by its greater autonomy as a field, endowed with more capital based on the rationalization of education and isomorphic processes of professionalization of the “field of power” of educational planning. To the detriment of UNESCO, the World Bank became the powerhouse of a global governance structure that was built with support from the United States government and furthered by the rise of economics.     

全球化视域下的和谐、差异与共生——联合国教科文组织的视角

联合国教科文组织(UNESCO)自成立以来一直秉持着共生的美好愿望,并在承认差异的前提下,致力于维护世界的和谐.本文以历史的视角论述了UNESCO对比较教育做出的重要贡献,探讨了UNESCO采用的显性和隐性研究方法.同时,本文还阐述了UNESCO在全球化进程中面临的机遇和挑战.     

从UNESCO的指导准则看我国的远程教育质量保证体系

2005年,UNESCO发布了跨国(cross-border)高等教育质量指导准则,将涉及跨国高等教育质量保证的责任机构划分为六类,并相应给出了若干建议。该指导准则也同样适用于我国的远程教育实践。本文通过比较研究,将我国远程教育质量保证的现行做法与UNESCO的指导准则进行了对比,从中指出了我国远程教育实践中的不足与欠缺之处,试图为我国远程教育的改进和发展提供依据。     

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.     

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。     

An Analysis of UNESCO’s Role In The Development of HigherEducation Policy Around The Globe

In recent years,Globalization enhances the development of education and corporation between higher education organizations.Being part of international organization involved in education policy-making,UNESCO has play an indispensable role in the enhancement of higher education.Present essay introduces the structures and working patterns of UNESCO and its role in accelerating the formulation of higher education policy.Meanwhile,limitations and challenged UNESCO confronted are also provided to give a detailed analysis of the role UNESCO plays in higher education.     

A STRENGTHENED EUROPE AS A FACTOR IN THE INTERNATIONALIZATION OF HIGHER EDUCATION: A UNESCO VISION

Beginning with general considerations about the vocation and role of UNESCO with regard to the promotion of higher education, the article zeroes in on the specific activities of CEPES, the UNESCO European Centre for Higher Education in Bucharest, Romania. Some of these activities, which are presented in detail, involve the massive introduction of new information technologies and electronic communication links into the universities and the higher education systems of the region, particularly in eastern Europe. These will contribute greatly to the internationalization of education, one of the goals of UNESCO.     

UNESCO CONSULTATION ON UNIVERSITY TRAINING IN COMMUNICATION PLANNING

An ad hoc Consultation on Study Courses, University Programmes and Materials for Training of Communication Planners was organized by UNESCO in Paris from 2 to 6 July 1976. The purpose of this meeting was to make recommendations on training needs, types and levels in the area of communication planning, and to advise on curriculum development in this subject, particularly with regard to the UNESCO programme in this field. The information below concentrates on those elements directly concerned with higher education.