WorldCat Identities

United Nations Educational, Scientific, and Cultural Organization, Paris (France)

Works: 1,054 works in 1,150 publications in 1 language and 1,791 library holdings
Classifications: PN4735, 323.445
Publication Timeline
Most widely held works by Scientific, and Cultural Organization, Paris (France) United Nations Educational
Educational Development Some Practical Issues. Occasional Paper No. 2 by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

2 editions published between 1975 and 1976 in English and held by 4 WorldCat member libraries worldwide

The document presents eight papers dealing with educational administration in developing nations. It is intended to aid UNESCO staff members and other educational advisors as they collaborate with policy makers in developing nations to improve educational programs. Written by staff members of UNESCO's Division of Educational Finance, the papers reflect concerns expressed by educational and governmental authorities in developing nations regarding major policies, plans, and priorities for their national educational systems. The practical problems and theoretical issues were identified by UNESCO staff members during 74 fact-finding missions to developing nations conducted from 1965 to 1975. Sample topics focus on ways of projecting annual entrants to primary school; characteristics of educational institutions in Denmark, West Germany, Great Britain, and Sweden; technology in the general education curriculum; integration of science and technology in junior high and senior high schools; vocational education for students in the least developed nations; space requirements and teacher needs required by various educational methods; rural educational development; and identification and selection of educational development projects which will receive funding from UNESCO and other international organizations. (DB)
Guidelines for the Establishment and Development of Monolingual Scientific and Technical Thesauri for Information Retrieval by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

2 editions published between 1970 and 1971 in English and held by 4 WorldCat member libraries worldwide

These guidelines are applicable in the sector of information and documentation for the preparation and development of monolingual thesauri for information storage and retrieval, irrespective of the technical field being dealt with. No provision has been made for mathematical and structural chemical formulae. The guidelines are drafted for general application, and are intended to facilitate the preparation and development of thesauri regardless of whether they are administered mechanically or manually. (Author/SJ)
Books for All A Programme of Action by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

4 editions published in 1973 in English and held by 4 WorldCat member libraries worldwide

A Program intended to promote world-wide action in favor of books and reading is outlined. Sponsored by the United Nations Educational, Scientific, and Cultural Organization (unesco), it is based upon the four themes approved for International Book Year 1972 and reaffirmed by UNESCO's member states as long-term objectives. Detailed suggestions are provided to: 1) promote books in the service of education, international understanding and peaceful co-operation; 2) encourage authorship and translation, with due regard to copyright; 3) assist in the production and distribution of books and in the development of libraries; and 4) foster the habit of reading. Major means of action are also reviewed, including national and international book development councils and the role of unesco. The unesco General Conference's resolution on International Book Year 1972 and its sequel is appended to the report. (Pb)
Literacy The 877 Million Left Behind by Anne, Ed Muller( Book )

2 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

In 2000, approximately 877 million adults worldwide were illiterate and 113 million children did not attend school. More than two-thirds of those individuals lived in East and South Asia, and two-thirds were females. Functional illiteracy remains high in developed and developing nations alike. The reasons include weak training in how to teach reading and insufficient emphasis on reading in school curricula. Action Aid's innovative grassroots project reflect has achieved success by using reading materials developed by local communities. The community learning centers that are run by the United Nations Educational, Scientific and Cultural Organization's Asia-Pacific Programme of Education for All in 18 countries, provided outside the formal education system and managed by local people constitute another successful initiative. Despite their success, nonformal education programs, including adult literacy programs, rarely receive more than 5% of national education budgets. Various theories have been proposed to explain governments' reluctance to fund such programs. Research confirms the effectiveness of literacy campaigns, particularly sustained campaigns that took place in "mobilizing" societies and were conducted by socialist movements. Governments must realize that creating a literate society is a process requiring generations and that the keys to literacy campaigns' success include sustained support, adequate provision of materials, and relevance to local community needs. (Mn)
Palestine. Priority Projects for Educational Development by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

1 edition published in 1991 in English and held by 3 WorldCat member libraries worldwide

This document presents the details of 10 projects concerning the education and training of the Palestinian people that were approved for funding by the Executive Board of UNESCO in October 1990. The objectives, justification, beneficiaries, and costs of each project are listed. The projects involve the following concerns: (1) Development of primary education; (2) Teacher-training development; (3) Science and mathematics curriculum; (4) Feasibility study--curriculum development; (5) Pre-school, literacy and education for the disabled; (6) Health and agriculture manpower development; (7) Community college development; (8) Paramedical, technology and engineering development; (9) Staff development programme; and (10) Improvement of management and planning. (DB)
Educational Planning and Management in Small States [and] De la viabilite au developpement durable role et perpectives de la planification de l'education das les petits Etates by Mark Bray( Book )

2 editions published in 1990 in English and held by 3 WorldCat member libraries worldwide

Part of Round Table IV, this document consists of two articles presented at an international congress in Mexico. Each deals with planning and management of education in small countries. The purpose of the congress was to review the evolution of educational planning and management since a previous conference held in 1968. The participants hoped to identify new approaches and trends in this field. A major change noted was an increase in the number of small states. The emergence of these small states has required new perspectives in development thinking. The papers examine the nature of this ecology, and analyze its implications for educational planning and management. The first paper begins with some matters of definition and scope, before turning to the economic, political, and social context within which educational planning and management must take place. The third section of the first paper analyses constraints and strategies with specific reference to higher education. For this paper, population has been adopted as the main indicator of size. The arbitrary cut off point is 1.5 million people. Table 1 lists 77 states with populations below 1.5 million in the mid 1980s. The context for educational planning is discussed through the economies of small states, economic constraints on small states, land, labor, capital, entrepreneurship, domestic market, and external markets. The economic analysis suggests that many education systems need a strong international focus. The first article includes a 60-item bibliography. The bibliography for the second article contains 33 items. (DK)
New communication technologies : a challenge for press freedom by Colin Sparks( Book )

1 edition published in 1991 in English and held by 3 WorldCat member libraries worldwide

This volume enlarges upon questions concerning censorship and self-censorship and provides case studies as well as theoretical reflection on the relationship between new technology and media freedom. The seven essays included in this collection deal with two central contemporary problems of the mass media--freedom and democracy. The papers are: "Exit the Censor, Enter the Regulator" (Leonard R. Sussman); "Impact of New Information and Communication Technologies on Information Diversity in North America and Western Europe" (Nicholas Garnham); "The Impact of Electronic Mass Media in Sweden" (Charly Hulten); "Video-Cassette Recorders in Ghana: Impact on Press Freedom in Sub-Saharan Africa" (S.T. Kwame Boafo); "New Communication Technologies and Information Freedom in Latin America" (Rafael Roncagliolo); "New Communication Technologies and Press Freedom: A Chilean Case Study" (Fernando Reyes Matta); and "The Media as Fourth Estate: A Survey of Journalism Educators' Views" (Colin Sparks and Slavko Splichal). The first three papers are concerned with the larger picture and the larger media; the second three are concerned with the "marginal" rather than the dominant media; and the final paper deals with some of the problems of the media and democracy in terms of their staff and resources. (TMK)
Glossary of Educational Technology Terms. Second Edition, Revised and Enlarged = Glossaire des termes de technologie educative. Deuxieme edition, revue et augmentee by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

1 edition published in 1987 in English and held by 3 WorldCat member libraries worldwide

This glossary prepared by the International Council of Educational Media (ICEM) groups in one volume English and French terms related to educational technology in order to facilitate understanding of these terms, and to promote and encourage communication at the international level. Analysis of terms from the fields of audiovisual teaching, programmed learning, and educational television and documentation, produced an inventory of nearly 3,000 terms which were edited by teams of experts in three languages to determine which were the most important terms according to criteria of relevance and frequency of use. This list contained about 100 words pertaining to computer technology. Following revisions by various groups, the final glossary contains almost 2,000 entries. It has been published in three versions: English-French, French-English; English-Spanish, Spanish-English; and English-Russian, Russian-English. Entries were classified in alphabetical order with the determiner before the noun in languages where appropriate. The definitions proposed by the International Electrotechnical Commission and the International Organization for Standardization were retained whenever possible. A 33-item bibliography is provided and lists of the members of working groups constituted by the ICEM are appended. (ALF)
School Health Education To Prevent AIDS and Sexually Transmitted Diseases. WHO AIDS Series 10 by Geneva (Switzerland) World Health Organization( Book )

2 editions published in 1992 in English and held by 3 WorldCat member libraries worldwide

This guide provides a framework within which education authorities can work with teachers, parents, and community leaders to help young people learn the facts about Acquired Immune Deficiency Syndrome (AIDS) and Sexually Transmitted Diseases (STDs). It emphasizes the importance of education about human behavior and sexuality that is appropriate to a young person's particular stage of development and culture, and it is designed to help educational systems provide structured, sequenced, school-based approaches to the problem. The guide also describes how a school health education program on AIDS and STDs can be developed and integrated into existing curricula. The guide considers a number of issues that will need to be addressed by education authorities, such as the best way to enlist the support of parents, the need for special training of teachers, and ways of creating an appropriate classroom environment for discussion of sensitive subjects. Stressing the need for the curriculum to take into account the local culture and educational norms, the guide concludes that education about HIV and STDs is best given within a broad health education program. Appendices provide information on program evaluation methods, content options, teaching resources, and teaching strategies. (LL)
Bulgaria : Introduction of Informatics in Education of Children. Project Findings and Recommendations. Terminal Report by Geneva (Switzerland) United Nations Development Programme( Book )

1 edition published in 1992 in English and held by 3 WorldCat member libraries worldwide

In 1987, the Bulgarian government and cooperating international agencies launched the program, "Children in the Information Age," a project aimed at: conducting and promoting national research into, exchange of information about, development and application of, practical training in, and methods and techniques for the introduction of informatics in the education of children; and assisting the international community to pursue similar endeavors by means of making its research facilities and training programs available to interested scientists and students from other, particularly developing, countries. Outputs of the project included: (1) establishment of the Research Centre for Educational Informatics (RCEI); (2) awareness of the introduction of computers and related tools into the process of education and education of teachers; (3) research, development, and adaptation of training systems; (4) implementation of new methods and new tools, including hardware, software, and videoware; (5) training activities; (6) a system of scientific and technical publications and information bulletins; and (7) exchange of experience. RCEI activities for the near future will include computer-based environments in math and science education, design and implementation of multi-functional technological hardware devices, design and implementation of artificial intelligence-based tools and systems, experimental and implementation activities, and training of specialists. (Contains 35 references.) (ALF)
Succeeding at School. International Symposium on Significant Strategies To Ensure the Success of All in Basic Education and Round Table on Multidimensional Evaluation (Lisbon : Estoril, Portugal, 20-24 May 1991). Final Report by Lisbon (Portugal) Ministry of Education( Book )

1 edition published in 1991 in English and held by 3 WorldCat member libraries worldwide

More than a hundred educational specialists from 51 UNESCO member states and non-governmental education attended the symposium for which this document is the final report. The report describes the Interministerial Programme for the Promotion of Educational Achievement in Portugal (PIPSE), together with other examples of national, regional, and local strategies. The report lists various strategies within the administrative and teaching levels that can contribute to the improvement of educational achievement. The report highlights the importance of systematic and continuous social and familial action from early childhood onward, and ties in pre-school education with health, nutrition, and social service programs for the benefit of very young children and their mothers with a continuation of this action up to the stage at which community participation in educational activities is proper. The main conclusion of the report lies in the assertion of the need for global and local strategies that make it possible to coordinate the different actions of the public authorities and secure the commitment of the whole community. (DB)
Gender equality and equity : a summary review of UNESCO's accomplishments since the Fourth World Conference on Women (Beijing, 1995) by Breda Pavlič( Book )

2 editions published in 2000 in English and held by 3 WorldCat member libraries worldwide

The current process of reform of the United Nations Educational, Scientific and Cultural Organization (unesco) and the preparation of a new 6-year strategy for 2001-2006 provide an opportunity to integrate fully into its planning, programming, implementation, and evaluation a gender mainstreaming practice advocated by the United Nations and other major intergovernmental bodies (the Organisation for Economic Cooperation and Development, the Commonwealth Secretariat, the European Union, the Council of Europe), private foundations, and nongovernmental organizations (NGOs), particularly since the Fourth World Conference on Women (Beijing, China, September 1995). The implementation of UNESCO's major commitments regarding the achievement of gender equity and equality in the period between 1995 and 2000 is presented in 3 parts in this summary review. Part 1 outlines major policy decisions, adopted since 1995 by the General Conference, linked to relevant United Nations decisions on matters concerning the advancement of women and gender equality, and explains what gender mainstreaming means. Part 2 summarizes UNESCO's achievements of the past 5 years. Part 3, "Elements for UNESCO's Future Gender Mainstreaming Strategy" is a preliminary outline, indicating gender equality issues that have emerged as priorities and for which unesco has a comparative advantage because of its multidisciplinary mandate; and how gender mainstreaming can be integrated into the organization's work in terms of policy and organizational/practical considerations. Data and graphs are annexed. (Contains 18 notes.) (Bt)
Myanmar The Community Learning Centre Experience by Jorn Middelborg( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

A community learning centre (CLC) is a local educational institution outside the formal education system, usually set up and managed by local people. CLCs were first introduced in Myanmar in 1994, and by 2001 there were 71 CLCs in 11 townships. The townships are characterized by remoteness, landlessness, unemployment, dependency on one cash crop, high disease prevalence, high dropout and repetition rates in primary education, and many out-of-school children. CLCs begin with basic literacy courses taught by volunteer village literacy trainers and then expand to postliteracy activities, skills training, health promotion, and musical and cultural events. A mobile library provides reading materials. Chapters 1-2 of this report describe the national and local context and CLCs' objectives, organization, and management. Chapter 3 details the development of CLCs in Myanmar, including community selection and mobilization; community needs assessment; recruitment and training of volunteer trainers and other human resources; program development in literacy education, early childhood care, skills training, resource materials, and income generating activities; the teaching/learning process; CLCs' impact on quality of life; monitoring of CLC activities; physical infrastructure; and cost considerations. Chapter 4 discusses networking, sustainability, and potential for expansion. Appendices present project documents and training workshop profiles. (Contains 22 references.) (SV)
Computerization of the Botswana National Library Service. Restricted Technical Report by Peter C Underwood( Book )

1 edition published in 1991 in English and held by 3 WorldCat member libraries worldwide

This report discusses the scope for and feasibility of introducing automated systems into the Botswana National Library Service (BNLS). The study was undertaken at the request of BNLS and was conducted by an outside consultant who interviewed staff, read internal documents and reports, and studied patterns of work. Topics of the report include: (1) the library's background, purpose, current objectives, current computer facilities, staffing, and capacity for utilizing automated systems; (2) constraints on the development of automated systems, such as the lack of development and staff skills at remote library branches and the lack of funding for operating expenses; (3) the strategic significance of automation, which would facilitate key activities, allow for the development of a national database based on the MARC format, and improve information sharing at the governmental and parastatal levels; (4) the technical, legal, social and economic feasibility of automation; (5) additional applications for an automated system; (6) considerations involved in selecting equipment and a supplier; and (7) capital budget items and projected recurrent expenses. A copy of the consultant's schedule in Botswana, a list of persons consulted, and a job specification for a systems manager are appended. (KRN)
After Jomtien Is Education for All on the Right Track? by René Lefort( Book )

2 editions published in 1992 in English and held by 3 WorldCat member libraries worldwide

This issue contains a variety of articles related to international events and concerns. The focus article is entitled "Is Education For All on the Right Track?" And examines what has - and has not - happened since the 1990 World Conference on Education for All in Jomtien, Thailand. The assessment compares the goals of the conference with new approaches to their achievement with the efforts and accomplishments of individuals, countries, and the international community, especially in expanding access and opportunities for girls and women. Other articles related to the "Planet" section include: (1) "Environment: a User-Friendly Forest"; (2) "Communication: Africa's Communicators"; (3) "Education: The Language of Learning"; and (4) "Social and Human Science: Youth in Action." (Eh)
National Seminar on Education for Democratic Citizenship (Belgrade, Serbia, December 12-15, 2001). Education for Democratic Citizenship,2001-2004 by Suzana Vojinovic( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

The main goal of Education for Democratic Citizenship is the building of a modern and democratic society, meaning a high level of political, ethical, social, and cultural conscience within its membership. Within the scope of the initiated reforms of the education system in Serbia, Education for Democratic Citizenship is primarily focused on a formal, institutional framework. It is understood as a key process to realize one of the main goals of the reform modernization and reorganization of the school system as "substantial support to the development of democracy in the country and its integration in Europe." An Education for Democratic Citizenship seminar held in Belgrade in December 2001 had these basic goals: (1) to present the basis of, to discuss and elaborate the National Report about Education Policy for Democracy and Civic Society in Serbia; (2) to discuss the approaches to the introduction of Education for Democratic Citizenship in the Serbian formal education system; and (3) to get acquainted with the European experiences in this area including European and international exchanges (Council of Europe and unesco). This report summarizes the various activities of the seminar's participants and provides a daily agenda. Attached is a participant list. (Bt)
National educational research policies : a world survey by Michel Debeauvais( Book )

1 edition published in 1990 in English and held by 3 WorldCat member libraries worldwide

This report presents the findings of a study in which the member nations of UNESCO were surveyed concerning their education research policies. Specifically, the survey focuses on how research priorities are decided upon, how research is organized, how the results of research are disseminated, and what strategies are employed to make use of research results. Organized into three parts, part 1 summarizes the main findings of the survey. Part 2 presents regional syntheses of the survey findings. Five syntheses are included: Educational research policies in Africa (E. Ayotunde Yoloye); Educational research policies in Asia and the Pacific (R.P. Singh); Educational policies in the Europe Region (Edmund King); Educational research and decision-making in Latin America and the Caribbean (Gonzalo Gutierrez); and Educational research policies and decision-making in the Arab States (Salman Abu-Ali). Part 3 presents the main recommendations of recent regional and international meetings of UNESCO member states that have concerned educational research. A 24-item bibliography and appendices that include the questionnaire sent to UNESCO member states also are included. (DB)
Study on the Needs of the Palestinian People in the Field of Education and Training by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

2 editions published in 1990 in English and held by 3 WorldCat member libraries worldwide

This study analyzes the needs of the Palestinian people in the area of education and training and identifies projects that would aid further development in this area. The first of seven chapters provides demographic and socioeconomic background. The second chapter is an overview of the pre-university education system in the Occupied Territories (West Bank and Gaza Strip). The third chapter is a 10-year perspective of needs at the primary, preparatory, and secondary levels for classes, schools, and teachers in the West Bank and Gaza Strip together. The fourth chapter presents data on pre-university vocational and non-formal education. The fifth chapter includes data on community colleges and middle-level manpower training. The sixth chapter provides data and analysis of the universities in the Occupied Territories. The seventh chapter proposes 10 projects designed to address the educational and training needs of the Palestinian people. Some of the objectives addressed by these projects include the following: development of primary education, pre-service and in-service training of teachers, development of science and mathematics curriculum, development of community colleges, and development of para-medical, technology and engineering fields. Contains 23 references. (DB)
European Regional Consultation on Management and Administration of Higher Education in a Market Economy. (Plovdiv, Bulgaria, November 20-23, 1990). Reports by Guy R Neave( Book )

1 edition published in 1990 in English and held by 3 WorldCat member libraries worldwide

This monograph presents four papers on the interaction of the market and higher education institutions in relation to the evolution of management and administrative patterns according to the requirements of new political and economic situations. In particular, the papers discuss the changes which a market ideology has brought to European higher education in the recent years. The first paper, "On Preparing for the Market: Higher Education in Western Europe. Changes in Systems' Management" by Guy Neave, looks at the ways in which systems management is changing Western European higher education and suggests that the expansion experienced during the years of mixed welfare state economies may not be sustainable after a conversion to market forces. The second paper, "Flexibility Production and Pattern Management: Two Basic Instruments of Strategic Planning of Higher Education Institutions" by F.A. van Vught considers features of strategic planning for higher education institutions based on the literature on planning and on the fundamental characteristics of higher education institutions. The third paper, "Higher Education, the State and Markets," by O. Kivinen and R. Rinne analyses several countries and their higher education systems in relation to markets and government including the United States, Western Europe, and Finland. The final paper, "The Management and Evaluation of the Entrepreneurial University: The Case of England" by R. Cowen looks at the process of alteration in the nature of the English university over the past 100 years. Each paper offers extensive references. (JB)
Design and Planning of National Information Systems (Natis). a Paper forGovernment Planners by Scientific, and Cultural Organization, Paris (France) United Nations Educational( Book )

1 edition published in 1976 in English and held by 3 WorldCat member libraries worldwide

This draft unesco document, an extension of a National Information System (natis) planning objective, provides guidelines for government planners in determining information policy, and designing and planning natis. It is aimed at governments who believe there is a need to develop natis for their countries' economic, cultural and social well-being, particularly developing countries. Sections discuss and give guidelines for: (1) structure and functions of a coordinating unit to formulate and implement national information programs; (2) terms of reference of information subsystems and possible interfaces in the areas of information, documentation, libraries, and archives; (3) the establishment, coordination, and integration of the subsystems in natis; (4) short, medium and long-term priorities for implementing the plan of action; (5) organizing, implementing, and maintaining the subsystems, concentrating on manpower and technical needs and financial resources; (6) participation of national systems in regional and international systems; and (7) principles of legislative framework. Most sections are followed by a checklist, and a selected bibliography is attached. (Kp)
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English (31)