A UNESCOPRlWClPALREGlOHAlOFFlCEFORASlAANDTHEPAClFlC

IMEII Asia-Pacific Centreof Educational Innovation forDevelopment(ACEID)

Fourth UNESCO-ACEID International Conference

SECONDARY EDUCATION AND YOUTH AT THE CROSSROADS

Organized by ACEID (Asia-Pacific Centre of Educational Innovation for Development)

in collaboration with

DNEC (Office of the National Education Commission of Thailand) UNICEF (East-Asian Principal Regional Office, Bangkok) XF (U.K.) (Southeast, East Asia and Pacific Regional Office, Bangkok)

Bangkok, Thailand, lo-13 November 1998

PAPER ABSTRACTS

0 UNESCO 1998

Published by the UNESCO Principal Regional Office for Asia and the Pacific P.O. Box 967, Prakanong Post Offtce Bangkok 10 110, Thailand

Printed in Thailand

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

BKAC19BitvV288-500

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l Agarwal, Kuldeep. (Board of School Education Haryana, India)

Secondary Education in India : Role of Education Boards

Secondary Education in India is taken care of by Education Boards. Nearly every state in the country has its own Education Board, which conducts the terminal public examination at Secondary and Senior Secondary levels. Some of these Boards even conduct a public examination at the M iddle level, i.e. after class 8. Whether we like it or not, the Board of Examinations do determine the future career of our students. The concept of one time public examination at the end of school education may be a matter of criticism by educationists, but the reality is that the Board examination remains as important as ever.

Lately, the move has been initiated specially after the National Policy on Education 1986, that the Boards should cease to be mere examination bodies and that they take up a greater responsibility and participation in improving and ma intaining the quality of education. This has been reinforced by the report of the Task Force on the Role and Status of Boards of Secondary Education appointed by the Department of Education, M inistry of Human Resource Development, Government of India. Interestingly the report is entitled “Remodell ing of School Education Boards”. This paper will take a look at the role and status of Education Boards in the country in the changing educational scenario. It will go on to discuss the role that these Boards can play in providing quality education in the country, particularly at the Secondary level.

l Arom, Meechai. (Rattanakosinsompochladkrabang School, Thailand)

Secondary Education for Quality of Life

Secondary education is a fundamental of life, especially for the youth. The system of education must be organized by both the public and the State, not only the State. Now all schools are under the control of the government through the M inistry of Education. The State regulates everything, such as textbooks, the curriculum, school regulations and uniforms. Teachers are the centre of learning, not the students. That is why this system is rejected by parents and the public, because it is very boring and fails.

In order to solve the process of learning and organizing education, the State and the public must work together by improving the educational methodology. The 3CAPS model which combines the theories of Learning Happily, Participative Learning, improving the process of Thinking, and improving Aesthetic Learning, works successfully, and treats the learners as human beings. It can remedy the problems of learning, the problems of the economy, the problems of society and the problems of politics.

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l Boonsong, Suthipom. (Khon Kaen University, Thailand)

The Development of Professional Ethics Teaching

Ethics and Values are fundamental components of any society. They result from, and impact on every person living in that society. In Thailand, the ethical conduct of many professionals is not beneficial to society. In 1989 Rajamangala Institute of Technology (RIT) began to teach a compulsory course in Life and Social Skills (LSS) within the study programmes of diploma and degree students.

W ithin this LSS course the students learn about professional ethics. It is the teaching of this subject, particularly the method of teaching, that is the focus of this study. The objective has been to try and identify if the Values Clarification (VC) method of teaching values can be used to teach professional ethics. As part of this study, a module on the subject of honesty was developed to be taught in the courses of RIT. Both the teachers of this module, and the students were interviewed following the teaching.

The results of this study show that when teachers used this methodology they were very satisfied. Students studying in the programme were also satisfied. Teachers in this project evaluated the results of teaching students. An important result of study was the impact of the teaching on the students. They considered that the teachers who had taught them using VC methodology helped them to think more about solving their personal problems. VC methodology made students interested in the subject rather than did other methods of teaching. The information gained from interviewing their students also made the teachers believe that their students improved in their understanding of ethics and professional ethics. Teachers also believed that using VC methodology could be used for teaching professional ethics.

l Caines, Joyce. (Canada)

Aesthetics: Qualitative Elements of Formal and Non-Formal Education

Aesthetics is a way of knowing which taps the primacy of human experience. Before concepts are known and understood in the m ind they are apprehended through the senses. The experiential element is necessary for perception in the m ind.

The aspects of aesthetics that are pertinent to education are the referential and consummatory function. As well, and most importantly is the delight and joy that is inherent in aesthetic inquiry. The referential aspect of aesthetics is seeing, or discerning the qualities that matter, interpreting the significance of the qualities and appraising the value of the particular qualities. The consummatory aspect of aesthetics is the way in which an experience is rendered to have a greater meaning that communicates, or has the potential to communicate,‘to a greater community. To convey a universal meaning.

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l Agarwal, Kuldeep. (Board of School Education Haryana, India)

Secondary Education in India : Role of Education Boards

Secondary Education in India is taken care of by Education Boards. Nearly every state in the country has its own Education Board, which conducts the terminal public examination at Secondary and Senior Secondary levels. Some of these Boards even conduct a public examination at the M iddle level, i.e. after class 8. Whether we like it or not, the Board of Examinations do determine the future career of our students. The concept of one time public examination at the end of school education may be a matter of criticism by educationists, but the reality is that the Board examination remains as important as ever.

Lately, the move has been initiated specially after the National Policy on Education 1986, that the Boards should cease to be mere examination bodies and that they take up a greater responsibility and participation in improving and ma intaining the quality of education. This has been reinforced by the report of the Task Force on the Role and Status of Boards of Secondary Education appointed by the Department of Education, M inistry of Human Resource Development, Government of India. Interestingly the report is entitled “Remodell ing of School Education Boards”. This paper will take a look at the role and status of Education Boards in the country in the changing educational scenario. It will go on to discuss the role that these Boards can play in providing quality education in the country, particularly at the Secondary level.

l Arom, Meechai. (Rattanakosinsompochladkrabang School, Thailand)

Secondary Education for Quality of Life

Secondary education is a fundamental of life, especially for the youth. The system of education must be organized by both the public and the State, not only the State. Now all schools are under the control of the government through the M inistry of Education. The State regulates everything, such as textbooks, the curriculum, school regulations and uniforms. Teachers are the centre of learning, not the students. That is why this system is rejected by parents and the public, because it is very boring and fails.

In order to solve the process of learning and organizing education, the State and the public must work together by improving the educational methodology. The 3CAPS model which combines the theories of Learning Happily, Participative Learning, improving the process of Thinking, and improving Aesthetic Learning, works successfully, and treats the learners as human beings. It can remedy the problems of learning, the problems of the economy, the problems of society and the problems of politics.

l Boonsong, Suthipom. (Khon Kaen University, Thailand)

The Development of Professional Ethics Teaching

Ethics and Values are fundamental components of any society. They result from, and impact on every person living in that society. In Thailand, the ethical conduct of many professionals is not beneficial to society. In 1989 Rajamangala Institute of Technology (RIT) began to teach a compulsory course in Life and Social Skills (LSS) within the study programmes of diploma and degree students.

W ithin this LSS course the students learn about professional ethics. It is the teaching of this subject, particularly the method of teaching, that is the focus of this study. The objective has been to try and identify if the Values Clarification (VC) method of teaching values can be used to teach professional ethics. As part of this study, a module on the subject of honesty was developed to be taught in the courses of RIT. Both the teachers of this module, and the students were interviewed following the teaching.

The results of this study show that when teachers used this methodology they were very satisfied. Students studying in the programme were also satisfied. Teachers in this project evaluated the results of teaching students. An important result of study was the impact of the teaching on the students. They considered that the teachers who had taught them using VC methodology helped them to think more about solving their personal problems. VC methodology made students interested in the subject rather than did other methods of teaching. The information gained from interviewing their students also made the teachers believe that their students improved in their understanding of ethics and professional ethics. Teachers also believed that using VC methodology could be used for teaching professional ethics.

l Caines, Joyce. (Canada)

Aesthetics: Qualitative Elements of Formal and Non-Formal Education

Aesthetics is a way of knowing which taps the primacy of human experience. Before concepts are known and understood in the m ind they are apprehended through the senses. The experiential element is necessary for perception in the m ind.

The aspects of aesthetics that are pertinent to education are the referential and consummatory function. As well, and most importantly is the delight and joy that is inherent in aesthetic inquiry. The referential aspect of aesthetics is seeing, or discerning the qualities that matter, interpreting the significance of the qualities and appraising the value of the particular qualities. The consummatory aspect of aesthetics is the way in which an experience is rendered to have a greater meaning that communicates, or has the potential to communicate,‘to a greater community. To convey a universal meaning.

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In aesthetic inquiry as it pertains to education, it is essential to consider the reality of the lives of youth and the context within which they live. Context is considered from two perspectives:

I. The place of youth entering the third millennium.

II. The place of youth within their culture and the place of their culture in them.

Central to the foregoing is the development of values and the enhancement of quality of life.

l Chan, Pui Kai. (The Hong Kong Institute of Education, Hong Kong, China)

Caring for Beginning Secondary School Teachers - A Quest for An Effective Induction Model

Beginning teachers, especially first year beginning teachers, are familiar with the traumatic time when they first encounter the real classroom situations (Veenman, 1984). The author of this paper has initiated a study on the changes of the major concerns of the first year beginning secondary school teachers in Hong Kong at four time points in their first year of teaching: exploring their changes of focuses in classroom and school contextual problems and comparing them with findings illustrated by Veenman (1984) in his summary of previous studies in various countries. As part of a more comprehensive study (Chan, 1992), the present study forms part of the cross-validation for the development of an induction model applicable for induction purposes of the beginning secondary school teachers. Results from a supplementary survey on a group of more experienced secondary school teachers’ views towards the same set of concerns through their responses to the same set of questionnaire would be analysed, compares and contrasted with those of the beginning teachers.

The major implication for the study are (1) on the care, concern and help for the beginning secondary teachers’ personal and professional needs at different times during their adaptation period of learning to teach, and (2) on the development of an induction model with varying emphases at different time points for the school administrators to assist beginning teachers to cater for their own specific needs at different times, even in the first year, not to offer them ‘help’ which is basically not well-received as shown in some previous studies (Bullough, 199 1). An expectation for extending the induction or professional guidance period for secondary teachers in general would also be explored in the last part of the paper.

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l Chantana, Chanbanchong. (Naresuan University, Thailand)

Provision of Learning in a Globalized Rural Community : A Survey of a Secondary School in Nakornthai Valley, Thailand

Secondary education is fundamental education for all, in accordance with the 1992 National Education Plan of Thailand. It has already been expanded to every rural community now. Although the curriculum for secondary education has been initiated and controlled by the central government, each school is permitted to decide on compulsory elective subjects, and each student can choose free-elective subjects as he or she wishes. Every school has to follow the principles of education as stated in Article 1 of the 1992 National Education Plan. The ma jor principles are: the all-round development of human resources, the preservation of nature and the environment, the balance between external technology-know-how and traditional wisdom, and the balance between being self-supported and being interdependent.

A school in Nakomthai Valley is an example of a secondary school which has been using a number of administrative strategies to manage education for rural children at their crossroads. The school is quite successful in some aspects, but still needs to work harder on other things, especially the cultivation of good learning habits.

This paper presentation will be concerned with the result of a survey of an NK School on matters such as the school history and environment, its teaching personnel and administrative system, the background of its students, its learning atmosphere, academic quality, etc. The objective of this paper is to point out some strengths and some weaknesses in rural secondary schools in Thailand, which m ight be similar to those in other developing countries.

l Chezarie, Panyayong. (Horwang School, Thailand)

The Situation and the Challenges : Drugs

Why do the youth turn to drugs ? The causes of this problem are very simple. Family problems? Personal problems? or being under pressure? A lot more . . . BUT . . . I think family problems happen the most. Why? Because almost everything starts from the family. If the family is not firm enough, of course it will be failed. I won’t talk much about this. I know you know about this clearly; “Family” can tell you how you are. All families are good but is it good enough to bring up a child beautifully. Understanding a child also important. Teenagers need their parents to listen to them. This is easy to say but it’s very hard to do.

Now . . . here comes the effect. Yes, drugs. They turn drugs because they think that taking drugs is the only way out. Doing this will make their parents care about them . . . to seek more attention from their parents. But things are getting worse. Parents will give them more problems instead of understanding them - getting mad, arguing, and being out of control.

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To stop the youth form taking drugs? . . . Also starts from the family. Understanding, taking good care and all that’s in the manual. Doing this is good . . . but it’s not enough. To stop then by telling ,,, by setting up rules, or physically will not do as much as from the heart. Respecting their ,rights will not let you down. By the way, being the most powerful in the house will not bring you up. Do not think that your child does not know anything about life. “You will not know the value of things until you’ve lost them.”

l Choi, Chewing and Siu-parry Li. (Hong Kong Institute of Education, Hong Kong, China and University of Macau, Macau)

A Study of Juvenile Delinquent Attitudes and Behaviours in Macau - A Gender Comparison Perspective

This paper provides an empirical analysis of juvenile delinquency in Macau. Specifically, it aims to examine the differences in the delinquent attitudes and self-reported delinquent behaviours between male and female students in Macau. The three main variables in this study will be sex, delinquent attitudes and the self-reported delinquent behaviours. Data of the study are drawn from a self-administered questionnaire survey from 1220 primary and secondary students in Macau in May and July 1998. The paper has three major aims: 1) to explore the difference between the sexes on their evaluations of delinquent behaviours and their reported delinquency; 2) to analyse the association of their attitudes toward delinquency and the reported delinquency; and 3) to compare the difference of their reported delinquent behaviours with delinquent attitudes. Following the aims, this study shall first report the univariate analysis of the variables between the two sexes; a &variate analysis of the attitudes and the delinquent behaviours; and a factor analysis of the delinquent variables. Other methods, like Chi-square test, will also be adopted to test the significant difference between the two sex groups. This analysis should provide additional information to the pool of youth studies in Macau.

l Cogan, John J. (University of Minnesota, USA) et

The Development of Civic Values in Six Pacific Rim Nations: The Preliminary Report of Case Studies

The project to be reported on here is in its second year and is a study of the development of civic values in six Pacific Rim Nations. The researchers gathered documentation about policies for teaching civics and values in the schools of these nations during year one as the background for case studies in selected urban schools in each of the six over the past year. The cases, in-depth studies of 3-4 schools in each of the urban areas where the researchers reside, focused on the administrators, teachers and students (14-15 year-olds) in response to a series of questions about the study of civics and values in the curriculum as a means to better understanding the relationship between stated policy and actual practice. In-depth interviews were conducted with school heads, the individuals in charge

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of curriculum decisions, the class teachers in civics and values, moral or character education courses of study and with the students in these courses as well. An attempt was made in each case to identify schools as sites which represented the breadth and diversity of the schools in the urban area.

The data accruing from these interviews are rich in both context and substance, and illuminate the link between policy and practice, or the lack thereof, with respect to the teaching of civic values in the schools. The six researchers will form a panel presentation on the preliminary findings and possible implications of same for a general audience interested in this area. They are seeking not only to inform but to obtain review and critique from the audience so as to improve the final report and the expected book on the study. Accordingly, each panelist will briefly overview the case study from their particular urban metropolitan area.

l Cogan, John J. (University of Minnesota, USA)

Multidimensional Citizenship for the 21st Century: The Findings and Policy Recommendations of the Nine Nation Citizenship Education Policy Study

The project to be reported on here was conducted from 1993-1997 in Thailand and Japan in Asia, England, Germany, Greece, Hungary, and the Netherlands in Europe, and Canada and the United States in North America. The policy study, utilizing a Cultural Futures Delphi methodology was carried out by 26 researchers working in these nine nations. A total of 182 key policy makers across the nine nations were interviewed and then surveyed utilizing Delphi instrument developed from the interview data across three rounds. The focus of the study was on needed changes in educational policy related to citizenship education as we enter the early decades of the 2 1 st century, The outcome goal of the study was to produce policy and implementation recommendations for renewed citizen education programmes for the next 25 years.

The Delphi methodology works to have the respondents move toward a level of consensus. This, in turn, is utilized by the researchers in formulating policy recommendations. In this paper, the consensus findings will be reviewed briefly, as the precursors to policy development, These include 19 global trend, eight citizen characteristic, and 16 educational strategy findings. We shall also highlight some of the important non-consensus findings as well as differences which standout between policy expert respondents in Europe and North America and those in Japan and Thailand. The major portion of the paper will be given to the consensus policy and implementation recommendations and their meaning for the reform of citizen education at the millennium. The concept of multidimensional citizenship, developed as an outcome of this study, will be detailed in-depth. Also to be shared is the Citizenship Education Self-Assessment Scale (CESAC), a tool designed to be used by national, state or provincial, local or even school site based education officials as a first step to assessing current policies and practice in light of needed changes.

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Copies of the Executive Summary Report on the project will be furnished to the audience members.

l Darany, Pou. (Under Secretary of State for Education, Cambodia)

Strengthening education through the rehabilitation of a national examination system: the Cambodian experience

After more than twenty years of war and turmoil, the UN supervised elections of 1993 led to the formation of a new government in 1993. Cambodia was then able to begin to develop plans for significant rehabilitation and development. Education was seen as a key element in this, with the examinations system to play a vital role in setting standards, and providing guidelines for teaching and learning strategies. The Australian Government agreed to assist this programme of development, and the Cambodia Australia National Examinations Project (CANEP) commenced in November 1997.

The objectives of the project are to a) provide infrastructure to support the efficient and secure handling and administration of the national examinations at Grades 9 and 12; b) improve the quality of the examination papers and marking processes of these examinations; and c) facilitate the review and development of examinations and other educational policies on the basis of reliable data and research.

The paper will report on first twelve months of the project. Specifically, it will look at the programmes it has introduced to strengthen the administration of the examinations, the professional development and training of examination staff and teachers involved with setting and marking examination questions, and the results of its initial empirical research. It will also report on its longer term plans to make the examinations more cost-effective, to gain wider recognition for the Grade 12 certificate, and to streamline selection for higher education.

l Devraj, Anita. (D.A.V. Senior Secondary Public School, India)

The DAV Movement in India : Case Study of an NGO in Education

The DAV (Dayanand Anglo-Vedic) is the largest non-Governmental organization (NGO) in the field of education in India. It has established more than 500 educational institutions in the country, with a few of them abroad. The DAV movement was initiated by the followers of Swami Dayanand Saraswati more than 100 years ago, aimed at providing such educational opportunities to Indian youth that preserve Indian culture while imparting western knowledge. The DAV has come a long way from the first DAV college established at Lahore, now in Pakistan, by Mahatma Hansraj, a disciple of Swami Dayanand, with active support of Lala Lajpat Rai, the well known leader of the freedom movement in India.

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The DAV is synonymous with the philosophy of the Arya Samaj propagated by Swami Dayanand, which has a large following in contemporary India. The DAV Movement has a place of honour in Indian history and DAV institutions are considered to be involved in imparting quality education with a tilt towards Indian values and culture. The importance of the DAV in the development of Indian education can never be overstated. This paper will briefly trace the history of the DAV Movement and then delve into the present scenario of the organization, its place in the field of education and then go on to assess the future trends in the Movement.

l Drake, Christopher. (Brahma Kumaris World Spiritual University, Hong Kong, China)

Youth: An Education for Life Youth

Critical to the future of humanity is the ability of society as a whole to improve the situation of youth and harness their potential. The fi&,tre youth‘face may at times seem daunting but their ideals, energy and creativity are no less impressive. The quality of education that youth receive is of critical importance. More basic education is not enough. While boosting the quantity of education, we must not overlook its quality and content in a complex and changing world. Youth must receive relevant and useful education and training to help them build and maintain skills and acquire primary healthcare knowledge and environmental awareness, However, a better world also requires that values such as integrity, respect, responsibility, truth and love must. become a way of life rather than just lost ideals: education must have human, moral and spiritual principles and values at its heart, and the resulting expression of them as its aim. Values such as honesty, tolerance and cooperation must not just be thrown down from on-high but also role-modelled and practically experienced if they are to become part of the behaviour of young people. In this regard, the Brahma Kumaris World Spiritual University has helped educators from around the world to develop The Living Values Educational Programme, in consultation with UNICEF’s Education Cluster and with the support of UNESCO. The Programme enables young adults to explore and develop twelve key personal and social values in an experiential, participatory and adaptable way. The training kit is already in use in nearly sixty countries around the world and it can be seen that when the inner being is nurtured, this provides the confidence and inner strength to help overcome unhealthy pre-conditioned self-images, increases the capacity to learn and facilitates a purposeful and productive life.

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l Enriquez, Luz M . (Pamantasan ng Makati Science and Technology High School, Philippines)

Issues and Concerns Affecting Secondary Education and Youth in the Asia- Pacific Region

The advent of the new m illennium requires a ma jor programme of strategies to address the challenges confronting the secondary school system and the youth, in the Asian communities. In grappling with the dilemma, the following issues are significant: a) the context of secondary education in the Asia-Pacific region that reveals increasing enrolments due to population growth; the consequences affect primarily the delivery of quality and relevant education, since increases in enrolment eat up a big percentage of school resources; and b) the instability of the economic environment aggravated by the currency depreciation has brought other concomitant effects to the school system as well as the youth, particularly among the low-income groups.

Considering the fact that the youth is the masterpiece of every educator, the following are the concerns of the author: a) the importance of the well-being of the youth and the development of youth; b) the needs of the ever-changing society which the school serves; and c) the curriculum through which the disciplines are implemented.

As the dawning of the new m illennium ushers in fresh challenges and exciting possibilities; there is a remarkable need for reviewing, modifying, and enhancing the sources of educational objectives. Equally important are the objectives that have to do with skills, which are found in vocational training, physical education and the performing arts among others. Several recommendations are also set out to serve as a guide in the formulation of new m issions and visions.

l Fisher, Kenn. (Woods Bagot, Australia)

The Design of Learning Spaces for the New M illennium

We are all familiar with the assertions about the impact of technology and how it will alter the face of teaching and learning forever. We have also heard how technology and telecommunications will have a ma jor impact on the use of space and on face-to-face teaching and learning.

But how has this supposed impact been manifest in reality? How should learning spaces be designed to cater for new pedagogies driven by new technologies with a ma jor focus on student centred learning? Are the days of the large lecture theatre, the seminar room and the computer teaching suite, domains that are largely ruled by the teacher, numbered? If so what will replace them?

This presentation will draw on overseas experiences through the OECD’s Paris based Programme on Educational Building, some initial findings of a research programme on the ‘spatiality of learning’ at F linders University and also design

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experiences from some twenty or so tertiary institutions in Australia. It will provide Facility Managers with some insights as to how emerging pedagogies are likely to affect both the management and the design of space.

l Giuo, Zhenxing. (Handan University, China)

Advocating Quality-enhancing Education to Meet the Challenges of the 21” Century

In the basic education of China, a major problem which has to be settled urgently is to abandon the traditional examination-directed pattern of education and to establish a new pattern - quality-enhancing education. The traditional pattern aims at the college-entry examination, causing overburden to the students. The new pattern, however, can succeed in making students capable of meeting the challenges of the 2 1’ century.

Quality-enhancing education, born out of ever-continuing educational practices, has been accepted popularly as a new concept and is bringing about an overall education reform. Compared with the examination-directed pattern, the quality-enhancing theory has more extensive goals. It centres on ability-training and personality-training for each student.

To carry out quality-enhancing education and to overcome the disadvantages of the old pattern, there should be a change in educational concepts and educational aims. At the same time, the staff, courses, teaching materials, teaching methods, examination regulations and the evaluation system should also be carefully considered.

l Gopal, Malati I. (Western Michigan University, U.S.A.)

Reaching the Unreached: Challenges and Responses in Ensuring Full Participation of Individuals with Disabilities

In the last decade and a half, there has been a growing awareness and significant landmarks in the disability sector at national and international levels. 1981 was declared as the International Year of the Disabled by the UN. Following this, the period 1983-1992 was proclaimed by the General Assembly as the UN Decade for Disabled Persons. The major outcome of the Decade was the emergence of a global movement recognizing the importance of integration of people with disabilities into society and world wide attention was focused on the international status of opportunities for every individual. These actions are guided by a new approach to disability, one which “focuses on abilities rather than the disability, integration rather than segregation and on participation rather than isolation and neglect” (Lars Blomgren, The United Nations, December 6, 1993).

However, despite all efforts, persons with disabilities continue to be denied equal opportunities and remain isolated in many societies. It is largely the environment which determines the effect of a functional disability on a person’s

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daily life. A person is not handicapped because of being visually or hearing impaired, but because the environment denies him or her the opportunities generally available in the community. In developing countries, attempts to provide services and opportunities for participation for individuals with disabilities have been initiated with all good intentions. However, the breadth of these services continues to be fastidious due to social, political and economic challenges.

This presentation will address these challenges (social, political and economic) faced by developing countries in ensuring full participation of individuals with disabilities in their communities. Additionally, the presentation will address the responses to these challenges by the governments, non-governmental organizations, self-organized communities and collaborative partnerships amongst them. The presentation will use several country case studies within Asia to illustrate the issues.

l Hammond Boys, Shona. (The Childrens Art House Foundation, New Zealand)

The Visual Generation and the Culture of Peace - Youth Art at the Crossroads

Art is the key in the implementation of Jacques Delor’s ‘Learning the treasure within’ _ ‘to be’ - pillar of education. Art education has always been the foundation stone to ‘the being’ of our future. To ‘become’ - emotion, recollected in tranquillity, is essential for the discovery of ‘who I am, what I am’. Art acts as the re-connection point, with self and society, * revealing imbalances, checking values, and providing opportunities for discovery of richer paths.

Today’s visual generation, born of the technological information revolution and speeding intemet highways, is carrying dreams, icons and madonnas, which are as individualistic as they are market-driven. Exploding global culturalization and ‘the creative movement’ has arrived at the time of steep marginalisation of arts, both in school and in society. The rise of anti-art cultures, and the age of computer opportunity, challenges us to marry imaginative advancement with intellectual advancement, in a tense climate of rapid change.

Art education must provide for the individual &-tistic Experience (I.A.E.) to strengthen the hopes of youth blighted by de-personalisation.

l Holdsworth, Roger. (University of Melbourne, Australia)

Schools that Create Real Roles of Value for Young People

As young people stay in school for longer and longer periods of time, most of the activities in which they are engaged place them in passive roles, removed from the ‘real world’. Outcomes of these activities are increasingly deferred (“this will help you get a job . . . in the future ” “one day you will be a citizen”). For some , young people, these ‘deferred outcomes’ will be delivered, but for many other

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young people a changed youth labour market means that distant outcomes are seen to be illusory. Increasing numbers of students are becoming cynical and restless: their schools do not recognize that students have views and roles of value; students ‘learn’ that they cannot make a difference to their world.

This paper/workshop will discuss these issues. However it will also draw on practical examples from Australian (and other) schools in which attempts are being made to create roles of real value for young people - roles that link their education to their communities. These examples, in primary and secondary schools, place students in partnership roles as decision makers - about their own and others’ education. They have both governance and curriculum implications.

Participants will be encouraged to share further examples of such student participation, and to learn about some possible first steps towards the development of practical strategies within schools.

l Huggins, David. (Catholic Education Offtce, Victoria, Australia)

Linking Services to Schools - Working towards the Full Service School

The Catholic Education Office in Victoria, Australia has developed a school service delivery model which integrates the disciplines of psychology, speech pathology, special education, physiotherapy, occupational therapy and social work. The model utilises the concept of full service schools where schools act as the logical place to provide additional support for people and families in need. The service structure utilises a referral system in providing services which include the spectrum of preventative, early-intervention, intervention and post-vention strategies and programmes.

The service structure, enhanced by service agreements and research, seeks to improve the dialogue between health, education and welfare. The service model seeks to support the central role of teachers and integrate the multitude of support services available to school aged children and families.

The poster session will outline the processes utilised to focus on student outcomes, the strategies used to enhance flexible, responsive service delivery, the specifics of programme design and delivery based on needs assessment, and the role of reliable data collection in future service design and planning.

l Im, Koch. (General Secondary Education Department, Cambodia)

Dealing with Education Disagreement in Cambodia

The paper presents findings relating to events which have occurred in the course of the work of the Secondary Education Inspection Office. These findings may be regarded as the outcome of an observational study of conflict in Cambodia over more than 30 years. The method is that of the case study. The paper discusses also underlying sources of disagreements. The findings of the study are

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analysed in terms of both a traditional and an interactionist view of different ideas as sources of conflict.

In various operational fields the paper focuses especially on the experiences of two years of work in the Secondary Education Inspection Office (SEIO), a part of the General Secondary Education Department (GSED). The work dealt with includes:

- resolving conflicting ideas among school directors, in provincial education offrices, etc.,

- problem solving, - disagreements over the application of a child-centred approach in

Cambodian schools, and - relating the above to professional growth.

The GSED and SE10 are working to raise Quality, Efficiency, Standards and Values within the Cambodian education system. The paper will propose some guidelines for dealing with educational disagreement.

l Jacobs, Ian. (International School, Bangkok, Thailand)

The Application of Communications Technology in the Learning Environment

New developments in communication technology enable the learning environment in well equipped schools to be radically altered. Students may now become involved in their own learning in ways which were not possible even ten years ago. The challenge for us as teachers is to realize the full potential of the new machines as teaching becomes a more cooperative venture with students as colleagues rather than pupils. These changes and the possible social implications which follow are discussed and illustrated here in terms of the developing Physics programme at the International School Bangkok (ISB).

The physics students are collecting and processing their own data in real time. They are pasting images and professionally drawn diagrams into documents which become their own self generated texts. They are writing magazine articles with manipulated images as easily as they once wrote traditional essays and lab reports. They can publish directly on the Internet and collaborate with teachers and students in other places.

As the new technology is used more and more in privileged schools students in developing countries and in poorer areas will be disadvantaged to a greater extent than in the past unless efforts are made to provide resources and to train personnel. Both teacher training and retraining will be required because the possible changes to the classroom environment amount to a redefinition of what it means to be in education and to be educated.

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l Kant, M ichael, Chi Keung. (Hong Kong Institute of Education, Hong Kong, China)

Ethnolinguistic Vitality - The Cultural Identity in the Learning of English as a Second Language for Chinese Students in Sydney and Hong Kong

Gardner’s (1983) socio-educational model proposes that second language acquisition should be considered within the social context in which it takes place. G iles, Bourhis, Taylor (1980) defined ethnolinguistic vitality as relative status of first and second language, demographic representation of the learner’s ethnic group in the community and instructional support for the second language. 17 items were constructed, based on G iles et (1980) ethnolinguistic vitality and Landry & Allard’s (1992) conceptualization in terms of four types of capitals (demographic, political, economic and cultural), to assess the identification of Chinese and British culture of ethnic Chinese students in their learning of English as a second language. 247 students of ethnic Chinese in Sydney (age 8 to 16 with mean age of 10.1) and 628 Hong Kong students (age 8 to 16 with mean age 10.5) were sampled. The results indicated that only one factor, ethnolinguistic index, was found for students in Sydney, whereas two factors identified for Hong Kong students were ma intenance of Chinese culture and promotion of British culture. The 17 items were then validated using 19 Subjective Vitality Questionnaire (SVQ) items developed by Bourhis, G iles & Rosenthal (1981) and a 24 item version of the Beliefs on Ethnolinguistic Vitality Questionnaire (BEVQ) developed by Allard & Landry (1986). A sample of 908 students in Hong Kong was randomly selected in the study. The 17 items provide an alternative to the SVQ and BEVQ in measuring Ethnolinguistic Vitality - an important element for the design and implementation of second language curriculum, in particular for Non-English Speaking Background (NESB) students in their English learning process.

l Koo, Ramsey D. (Hong Kong Institute of Education, Hong Kong)

A Study of the Relationships Between Father’s Educational Level, Self- Expectation, and Academic Performance of Junior High School Students in Hong Kong

This study was initiated to ascertain the relationships between father’s educational level, self-expectation, and academic achievement of Chinese students in several selected secondary schools in Hong Kong. Participants consisted of 161 secondary students - 81 ma le and 80 female - from four large government-aided schools in Hong Kong. In the May of 1998, a questionnaire entitled Student Social Survey was constructed in order to obtain the necessary demographic and academic data for the present study. The questionnaire consisted of a total of 14 items about student biographic, family and academic background, includmg their age, sex, housing condition, parent’s educational level, self-expectation and total number of school subjects failed during the term. The instrument was

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administered to lower form students in the late spring of the school year in 1998. Descriptive statistics, two-way ANOVA, and multiple comparison with post-hoc procedures, as well as correlation and stepwise multiple regression techniques, were employed to ascertain the influence of independent variables on the criterion measures of self-expectation (DEGEXP) and academic achievement (SUBJFAIL). The major findings of this study indicate that (i) father’s educational level has very little influence on the academic achievement of their children, but its relationship with student self-expectation is seen to be quite evident; (ii) there was no significant difference between students who wished to major in art, science or commerce in terms of their level of degree expectation and academic achievement, nor significant interaction existed between father educational level and students intended major on degree expectation and academic achievement; (iii) academically, males performed better than their female counterparts, while high achievers tended to have greater educational aspiration for future success; (iv) among the three selected predictor variables used for multiple regression, sex and degree expectation, rather than educational level of father, were found to be useful predictors of students’ academic achievement. The study recommends that future replication efforts be made.

l Koro, Paul. (Department of Education, Papua New Guinea)

Secondary Education in Papua New Guinea: Trends, Issues and Policies for the 21” Century

Papua New Guinea (PNG) thrives on its rich natural resources and cultural diversity accounting for more than 85 per cent of the population which continue to depend on rural subsistence economy. As a resource rich country with tremendous potential for economic growth, PNG however continues to suffer from converting its wealth to useful assets for the benefit of future generations ‘unless it gives priority to the health and education of its people within a well defined strategy for sustainable development’ (UNICEF 1998).

The distinctive characteristics of the country’s diversity of cultures, ethnicity, and geography also account for some of the most costly and difficult transport and communication barriers in the world. Under these conditions development initiatives from the outset are highly costly, and achieving development goals of “Basic Education for All” and access to secondary and higher education remain a long-term dream.

Within these scenarios, strengthening the capacity of the family, clan and community to participate as active agents and decision makers is central to addressing the needs of youth and education. Strategies for action must be sensitive to the divergent needs and concerns of different communities, and must account for structural disparities affecting less developed areas.

The long-term objective therefore of implementing the National Education Plan 1995 - 2004 and Education Reform in PNG is the provision and improvement of ‘basic education for all children’ with a view to preparing them

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for the basic realities of life in their communities; enhancing their personal development; nurturing productive work ethics; and preparing them for future training to meet the country’s employment demands.

Confronted with these challenges this paper will provide a brief scan of the trends and issues related to Secondary Education in PNG, and will highlight the present policies through the National Education Plan 1995 - 2004 and the Education Reform initiatives developed specifically to address the system-wide needs for greater access, equity and quality of education in PNG.

l Laughlin, Alan. (New South Wales, Department of Education and Training, Australia)

Vocational Education and Secondary Structures in New South Wales (NSW) Schools

The NSW secondary curriculum is being realigned to provide greater opportunity for students aged 16 to 18 to better access courses and programmes in vocational education.

The Australian Qualifications Frameworks (AQF) Statement has led to nationally regularised and accredited courses for all students seeking vocational training. There is also a growing commitment to ensure that young people in the school setting also have an opportunity to participate in such programmes before they leave school.

The final NSW secondary examination system (the Higher School Certificate) is being restructured to provide a new simplified academic programme, but also importantly, an expanded set of options for all students, including those with strong academic capabilities, to pursue vocational programmes in the context of the AQF. Social support networks have also been restructured to encourage a full twelve-year programme at school or training institutions for all students. School retention rates of young people up to age 18 will grow rapidly towards 90 per cent in the next few years. Options for part-time school and work through traineeships and apprenticeships as part of the Higher School Certificate are being encouraged. The wider band of students to attend senior schools have required a range of new courses, changes in pedagogy and school welfare programmes.

The traditional structures of secondary schools have also come under close scrutiny to achieve these wider objectives. The aggregation of senior students in co-operative arrangements between secondary schools provides greater opportunities. Formal liaison between Technical and Further Education (TAFE) colleges and universities with schools is more readily accommodated with larger more flexible structures in senior secondary years. A number of multi-campus secondary schools with formal links to TAFE and university have been planned for implementation in 1999 and 2000. Teacher industrial and community concerns and expectations have been successfully resolved. The expansion of

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vocational programmes and the linkages between school and tertiary education institutions will be an increasing feature of secondary schooling in NSW.

l Lynch, Theresa. (Berry Street Inc., Victoria, Australia)

The Creation of Peaceful School Communities

This paper is concerned with the creation of peaceful school communities and will map out the key debates and discourses central to our understanding of violence. Due to the gendered nature of violence, this paper will address feminist and other critical theories which look at the construction of gender and its relationship to violence within the school context.

Throughout history, the literature reveals that violence has often been associated with the provision of education to young people as either a component of the learning process or attached to the school and broader community within which education occurs. Both teachers and students have been both victims and perpetrators of a range of violent behaviours. However, today throughout the world there is an emerging consensus that violence has no place in schools.

The paper will outline the work of Berry Street, an independent non- government welfare organization in Victoria, Australia which is committed to and engaged in the development of a ‘cutting edge’ approach to the development of research and programmes aimed at preventing and repairing the damage created by violence perpetrated against children, young people and their families.

The organization is further committed to understanding its complexity and developing appropriate interventions to create peaceful environments for our children.

The paper will specifically address its unique programmes which have been developed to work with secondary schools to assist in the prevention of violence and conflict. Our interventions are based on strengthening the whole school community and creating models of education whereby equality of education is achieved for all young people.

In 1997 we were awarded an Australian Violence Prevention Award by the Australian Institute of Criminology for our innovative and successful work in secondary schools. Our work in the secondary school system has helped to elucidate the various pathways that need to be traversed if our children are to have a peaceful world and future.

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l Mannix, Denise. (Workplace 2 1, NS W , Australia)

Redefining the ‘C’ in Secondary Education: The Challenges of the 21” Century Client, Competencies and Curriculum

The Knowledge Era is at hand, moving us beyond the Industrial and Information Ages. The twentieth century model of education, Platonic in style and reminiscent of the Agricultural Age from which it emerged, will not meet the needs of the twenty first century. The new era is already challenging the value and concept of classic and traditional schooling, as learning in concept takes on new definitions and in delivery has new and different purveyors.

A new school client with special competencies, not lim ited by specific skills training, employment programme strategies or degree-based qualifications, is the charter for education in the new m illennium. This new client will operate in a world of work and lifestyle options outside of the past and present-day paradigm of ‘the job’. A learning value chain exists which is about lifelong learning - a learning which by its very nature is not lim ited to the domain of the compulsory schooling mechanism. Accordingly, secondary schooling, must make its niche in the education market place. New and various forces compete with compulsory education in the skills and knowledge arena and so secondary schooling must redefine itself in the new m illennium. The focus for the new learning paradigm must be the client and not scores; on learning not curriculum; and on the holistic dimension of life preparation to include attitudes, and not just measurable skills and knowledge. .

Redefining the ‘c’ in secondary education: the challenges of the 21H century client, competencies and curriculum, will consider:

l the relevance of secondary education - pedagogy, curriculum, teacher education, flexibility in delivery;

l employment versus employability in the guest for sustainable futures for youth; and

l innovative learning experiences and opportunities.

Various business and learning examples will be cited and the presentation will include examples of business and student interaction, and partnership in a dynamic visual format.

l Manus, Madelyn R. (Mindanao Polytechnic State College, Philippines)

The Economic Capability of Students in the Three-Year Technician Course of the M indanao Polytechnic State College

The main thrust of this study was to investigate the level of the economic capability of students in the Three-Year Technician Course in the above College. The researcher used the survey type of descriptive research. The systematic- stratified probability sampling design was used to identify the representative

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samples for the study. A description of the study and the conclusions drawn will be outlined in the paper presentation.

Included in the recommendations arising from this study are proposals that courses should shift from commercial to indigenous materials; that projects should be affordable to students; and that immediate employment should made available to graduates, given the meagre income of their parents.

l McCarthy, John. (Ministry of Education, Victoria, Australia)

Issues in the resourcing of secondary schools in a devolved system

In a devolved system of state schools the Victorian Department of Education faces a number of challenges in resourcing secondary schools to enable them to address the educational needs of young people. These challenges include the identification of the elements that require additional funding and the development of processes that allocates funds to schools based on the principles of fairness, transparency and educational need.

The Victorian Department of Education has implemented a School Global Budget that provides core funding for all schools and additional funding based on educationally significant characteristics of the student population for individual schools. The paper will address the issues associated with the resourcing of secondary education including differential needs in urban and rural areas, funding needs of groups such as students with disabilities, students from non English speaking backgrounds and students at educational risk due to socio-economic factors.

l Mogami, Hermetina. (Ministry of Education, Botswana)

Botswana Education System: Situations and Challenges for Youth

Young people in general experience a range of special characteristics, problems, needs and interests. These issues require special attention if they are to enhance the capacity of young people to contribute to the population constitutes a significant proportion. In Botswana there is a high proportion of children and young people. The August 1991 population census, indicates that there were 475,443 young people aged from 12-29 years. This constituted 36 per cent of the total population. Furthermore the census demonstrated that 60 per cent of the total population is below the age of 30 years.

In order to address access and equity, the Government has been working to provide more and better trained teachers, more spaces at senior secondary level and better quality and access for Remote Area Dwellers. This show of commitment is evidenced by the Government’s allocation of over 22 per cent of the recurrent budget on the education sector.

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The paper will highlight the disparities related to access and equity in the Botswana Education System as it affects the youth of the country. Some of these imbalances relate to the 10 per cent of primary aged children who are not in school for various reasons including: imbalances in resource allocation between rural and urban areas; unequal access to education of children with disabilities and the low access to education and progression to Senior Secondary and Vocational Education; the gender biases of disparities which affect mainly female youth and minorities.

The paper will also address the question of quality and relevance of secondary and vocational education highlighting the problems of the shortage of teaching/instructional personnel, a curriculum which is considered too academic and geared towards the talented few, and the efforts being made to address the shortage of teachers and inequities relating to access and equity.

l Montri, Chulavatnatol. (Office of the National Education Commission, Thailand)

Rating of Secondary Schools: Experience in Thailand

Quality education builds a quality workforce and national competitiveness. While there are several ways to improve quality, competition is an effective instrument to stimulate quality in sport, business and entertainment. However, in education, competition is unpopular. Ratings of universities and schools are accepted in some countries whereas recent rating of Asian universities has been controversial. To test the feasibility, a pilot project to rate secondary schools was conducted in 1998. The major aim was to stimulate the interest in education quality among the public, parents, school administrators, teachers and students. Out of 256 secondary schools in the Greater Bangkok area, 66 volunteered to participate in the project. Key indicators and questionnaires were designed. Students in grade 12 (or Mathayom 6), their parents, teachers and school administrators answered separate questionnaires. Seven subjects were chosen for the rating, namely Thai, English, Mathematics, Physics, Chemistry, Biology and Computer Education. The results were compiled and translated into 5 grades, from 1 star (low) to 5 stars (high), based on the norm. Key points in the finding were as follows: (a) Three little-known schools in a nearby province, Nakhon Pathom, came top by outperforming famous schools in Bangkok; (b) Only 3 well- known schools made it to the list of the top 12 schools; (c) About half of the schools were rated 5 stars in at least one of the 7 subjects; (d) Overall, these schools did well in teaching Thai, Physics and Chemistry but performed poorly in Mathematics and Computer Science, English and Biology. Since the release of this result, much interest and discussion have been reported by the press. The impacts and the future of school-rating will be discussed.

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l Munkhjargal, D. (Ministry of Education, Mongolia)

The Changing Situation in Education in Mongol ia

In Mongolia, systemic transformation started in 1990, as with other former communist countries. The education system is moving toward a Western model and away from the Russian model that has dominated the country since the 1920s. From 1990, the economic crisis has been influencing the education sector. In earlier times, Mongolia recognized the need to redesign and reorient its legal framework and programmes in education. The aim of educational reform is to move from more academic secondary and specialized technical education to more general secondary and technical education and better designed, market-driven training that meets labour market needs. In times of financial constraint, problems arise. How can we implement the reform process given the lack of resources? How can we maintain the same output with less input? The reform of the education sector is required to improve efftciency and the quality of education and to meet the demands of a market economy.

“The Mongolian human resource development and education reform Master Plan” is one of the central to educational development policy Six ma jor education and human resource activity areas are identified in the Master Plan namely, preservation and enhancement of basic and general secondary education for both rural and urban populations, reforming higher education to serve national development needs more effectively, rationalization of systems of providing vocational skills, providing appropriate learning opportunities for out-of-school youth and adults.; meeting the needs for improved educational management; increasing the efficiency of the MOE (Ministry of Education) structures and operations.

The new Government of Mongolia, formed following the 1996 Parliamentary elections, considers human development and the quality of life as one of the basic criteria for the development of the country and nation, guided by the concept which says that “the fundamental source of sustainable development and progress are the creative, educated, intellectually and professionally capable citizens of Mongolia”.

l Ni Chuan Rong. (Beijing Institute of Education, China)

Joint Innovative Project in Secondary Schools in China

The Joint Innovative Project is an experimental project designed by UNESCO-ACEID and the National Commission of China for UNESCO in 1990. It is an important programme at the national level in the Eighth-Five-Year and Ninth-Five-Year-Plan of the National Educational Scientific Project.

The Project was started in various schools in the urban and rural areas of Beijing, Shanxi and first - Shanxi province in 1991. 16 schools, about 300 teachers and researchers in science, and nearly 3000 students have taken part in

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the first period of the experiment. The second period began in 1995. The range of the project has been expanded to 268 school, 915 classes, 3310 teachers and 45000 students. Among them, 36 schools have been chosen as the sample schools.

Due to the shortcoming of the Large-Class Teaching System, which is popularly practised in China, the JIP in secondary schools in China sets its target on reforming the classroom instruction to enhance the learning quality as a whole. The basic premises of the experiment are student participation, a level-guiding system, feedback, and encouraging evaluation. The key words of the project are “subjectivity-creativity-development”.

After eight years, great progress has been achieved in this project. The achievement has been popularized gradually in China. At present, some schools in 11 other cities and provinces have been becoming involved in the JIP project.

l Nicholson, Annie Y.W. (Hong Kong Institute of Education, Hong Kong, China)

Curriculum Implementation and Teacher Professional Development

In Hong Kong, curriculum is centrally developed and teachers are expected to implement it as designed. With few teachers and educators involved during the developmental process and limited efforts to disseminate the curriculum initiatives, teachers are often left to implement the curriculum with little understanding of the rationale of these changes. Successful implementation is, therefore, left with individual teachers.

Based on experience and research in areas of (a) curriculum development, (b) implementation of innovation, (c) teacher thinking and teaching, and (d) professional development of teachers, this paper argues for the importance of looking at implementation issues from the eyes of practitioners in schools. Research findings suggesting that teachers’ conceptualization of teaching and the way they carry out their professional duties are influenced by their personal theories and school culture will further be presented. With knowledge and understanding of the social realities of teachers, strategies for effective implementation of educational innovation will be proposed.

l Niyom, Prapapat. (Rung Arun School, Thailand)

Young Adults

“YOUTH” or “YOUNG ADULTS” or the so-called “Next Generation” are the proper agenda to be considered in the present situation. The solution for today’s chaos in Thai society is a badly needed utopia, that is to say holistically developed persons able to cope with problems. How Thailand puts her efforts into youth development should be today’s crucial question.

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The Thai approaches to human resources development are governed by both internal and external factors. The major key point is “The Middle Path” for balancing those inside advantages with outside incentives based on the teachings of The Lord Buddha. Therefore the individuals will strive to reach the utmost level of their potential.

Youth display special characteristics. They are sensitively able to enlarge or change their own power in doing and understanding things, much more than children or adults. With the correct stimuli, youths respond and are more encouraged and more imaginative in bridging relations between different dimensions. Simply said, youths have the potential to be the springboard for changing the world.

Among the current education systems the traditional Thai approach to youth development may not be relied on the produce the required results. However, if we honestly believe in our own wisdom to start again we need to reverse the process of conventional (secondary) education, Instead of aiming at teaching subjects (those required in the curriculum) in order for a youth to be considered properly educated, we had better start to educate persons holistically in order to really thoroughly understand those subjects and to gain knowledge and wisdom using both their own intuition and the outside world.

l Pradet, Gawsombat. (Non-formal Education Northeastern Region Centre, Thailand)

The Trends of Secondary Education in the Y2K

The era of the Y2K should bring necessary changes to the Secondary Education System in Thailand. Students should be allowed to escape the iron- fisted rules that presently exist, e.g., the length of hair, the length of girls’ skirts, the fact that boys must wear shorts, etc., etc.

The two-semester system, as decreed by central government, should be more varied in our society. It is quite pitiful to see secondary school children walking past their parents, who are toiling in the fields, planting or harvesting rice. Surely it would be better to adjust the term time to allow the students free time to help their parents during such seasons ? So many changes need to be made, it is difficult to know where to begin. It is also painfully obvious to those in power that changes need to be made. However, those in power, for some reason, do not seem to wish to make those changes. Should the students and their parents, who pay for this service, not be allowed to demand changes?

As a beginning, there should be fewer regulations for students to follow and many more for teachers. The present system does not check any teacher’s quality of work. Once a teacher has passed out of Teacher’s College or has a university degree, he or she is licensed to teach - but his or her standard of teaching is never checked.

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Should uniforms, whilst maintaining a good appearance for the students and thus each school, are fine but the regulations about the style and colours should be relaxed. The number of subjects taught and tested in Thailand is about 50 per cent greater that in the West. Most students study and are tested in about 12- I3 subjects against 8-9 overseas.

Much time is wasted during each term here on activities not related to study. For example, students have to reduce the time allowed in each study period to make time for practicing cheering a future sports event, thus losing valuable study time. Is it any wonder that in the West, students’ results are better?

Regarding the method of preparing tests and testing, the present system should be abolished immediately. At present, each school sets its own tests, leading to opportunities for both teachers and students to cheat.

In addition to all this, distance education, self study and the community learning centres of the Non-formal Education Department must be upgraded to meet the demands of the younger generation, the secondary school students of the Y2K.

In conclusion, the entire Education System needs to be revamped and preferably styled on a system that benefits the student, not the teacher as at present.

l Piya-Ajariya, Laeka. (National Education Commission, Thailand)

Youth’s Participation in Community Development: A Case Study from the Thai School

Children of the 1990s have entered the world at a point in history when over 170 nations have ratified the United Nations Convention on the Rights of the Child (CRC). The foundation articles of CRC express the overarching principles of non-discrimination, the best interest of the child, the rights to survive, develop, and be protected and the right to participate and have one’s views considered. The CRC has provided a sound basis for designing programme activities to address specific problems.

A right-based approach to programming requires a nation to find effective ways of influencing outcomes for children at the family and community level, as well as through institutional and administrative arrangements of the government at local and national levels. It also calls for more inherently integrated, cross- sectored and decentralized activities, and for active participatory approaches. This people-centered approach recognizes that children/youth themselves are also central actors in the development process.

As in most nations, the CRC has been creatively used in Thailand to promote the idea of children as independent, thinking subjects capable and

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deserving of a greater degree of participation. Education in Thailand is an on- going effort toward further developing the potential of individuals in a holistic and integrated manner. A complex issue that we are facing now is how to balance children’s needs for physical and psycho-social development with their participatory rights.

One of the education projects supported by UNICEF Thailand is trying to address this issue. The project emphasizes the involvement of children’s participation in community development through the teaching and learning process at the pre-primary, primary, and secondary education levels. The project recognizes the fact that it will take a long time before we see broad changes in attitudes toward children’s participation in civic life. Nevertheless, if the process of change is done in an informed and sensitive way that is appropriate for the particular culture, children’s participatory rights can be easily accepted.

l Pomchulee, Achava-Amrung. (Chulalongkom University, Thailand)

An Educational Model for Equilibrium in the Context of 21” Century for Thailand

The purpose of this research is to study the future scenarios of Thailand and the world in the 2 1”’ Century so as to propose an educational model for equilibrium in the context of 21” Century in Thailand. The methodology employed was the future scanning process wherein approximately 200 documents, comprising texts, research results, articles and seminar proceedings were scanned and 30 experts contributed in scrutinizing the draft model according to the Connoiseurship Model procedures of naturalistic inquiry.

The results from the scanning process revealed both the Thai and the World contexts, which were presented in a paradigm and five dendograms, namely, (1) Thai context towards the future; (2) Thai economic context; (3) Thai social and cultural context; (4) Thai political context; (5) Thai educational context, upon which the proposed model are based. The final draft’of the model was presented as a paradigm and a table comparing scenarios of the 21”’ Century Thai education with and without the reform proposed by the model, encompassing the following attributes: (1) A Composite Profile; (2) Morality, Ethics and Values; (3) Curriculum; (4) Instruction; (5) Disciplines; (6) Evaluation; (7) Directions and Resources; and (8) Administration.

Highlights of the findings were presented as a paradigm of Educational Impacts Resulting from Reforms of Content for the 21”’ Century According to the Model at 8 levels: (1) Individual; (2) Interpersonal; (3) Organizational; (4) Community-Oriented; (5) Cultural; (6) National; (7) International; and (8) Universal.

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l Punsalan Twila G. and Myra Villa D. Nicolas. (Philippine Normal University, Philippines)

Partnership of School and Youth organization in the Promotion of the Values Education in the Philippines

The Philippine Secondary Education Programme has emerged as a distinctive force for the learning of values necessary for the youth’s full participation in social life. The learning process is not merely theoretical but experiential in that for the most part, high school students are inducted into the ways of thinking, feeling and acting through introspective, sometimes highly subjective and personal or group activities that provide for values learning. These educational experiences inspire in the students a certain level of social commitment that induces them to organize and form school-based Values Education Clubs. Through these clubs, they are able to continue socially relevant activities beyond the classroom setting. The organizations, so far, have successfully initiated community outreach activities, regional symposiums, leadership training programmes, sportfests, clean and green projects, livelihood programmes, disaster teams, quiz bees, among others. Some VE clubs have set up libraries for the out-of-school youth.

The Pambansang Samahan para sa Edukasyon sa Pagpapahalaga (PSEP), a national professional organization for values educators, recognized the need to put up a youth sector of the organization. Kabataang (youth)-PSEP was thus born in 1996 when student leaders were invited to attend the national PSEP convention. As a youth organization and being school-based, K-PSEP provides avenues for the legitim ization and translation of classroom learnings to actual life in their families and respective communities. Seeing the rich potential of K-PSEP as a partner of the school and of the teachers in promoting the objectives of the Philippines VE Programme, PSEP is presently working for the approval of a national DECS Memorandum that will encourage support and guidance/advisorship of school administrators and teachers all over the country for K-PSEP as a school-based youth programme and organization.

l Randell, Shirley AM. (International Technical Assistance Consultant, Australia)

The participation of youth and non-government organizations in non-formal vocational education and training for employment enterprise in Papua New Guinea

In late 1997, the Asian Development Bank and the Government of Papua New Guinea (PNG) funded a project to develop a policy agenda for Labour, Employment and Skills Development for the next decade in PNG. The author was a consultant on the project team.

The paper briefly reviews medium term economic prospects, labour market structure and change, employment policies, the structure of technical and vocational education, and policy recommendations for technical and vocational

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education and training in PNG. It reports on surveys of young people and visits to youth groups and NGOs in 13 provinces and details policy recommendations on increasing the participation of youth and NGOs in employment and skills development, specifically on their contribution to non-formal vocational education and training.

Policy reforms suggested include sharing power and decision making with youth and NGOs, establishing accreditation and registration systems of NGOs, strengthening NGO skills development activities with young people, developing management capacity in young people, improving dissemination of information, extending youth credit schemes, designing curriculum, providing facilities and conducting research. Enhancing the participation of youth in PNG is particularly relevant given their previous limited involvement in skills development and the rise of youth crime in urban areas. The achievements of youth in the non-formal sector and their training opportunities are described, and implementation constraints are analysed to provide a basis for policy reforms. Improving planning and. coordination of opportunities for youth, and expanding credit schemes to encourage further development of income generation activities for young people are recommended.

There is an important role to be played by churches and other NGOs in employment and skills development for young people across the region, and government partnerships with NGOs in PNG could be useful models. Investment in skills development of youth through .non-formal education strategies will be critical to the future wellbeing of youth in countries across the Asia-Pacific region.

l Ratchaneekom Tongsookdee, and Pius M. Kimondello. (Chiang Mai University, Thailand)

The Response of Social Studies Teachers Regarding Teaching AIDS Prevention Education

Since the diagnosis of the first case of AIDS in Thailand in 1984, the pandemic of HIV infection has continued to strike silently in the northern provinces of the country (Division of Epidemiology, Ministry of Public Health, 1998). School-based education and mass education have been the comer-stone in the fight against its deadliness.

There are a number of studies conducted to assess teachers’ knowledge about HIV/AIDS but none has specifically been conducted to assess teachers in Thailand’s northern provinces, especially teachers of social studies whose responsibility is to educate students about society’s moral values, cultural norms, and traditions. These societal values, norms, and traditions influence one’s attitudes and behaviors and therefore may actually prevent the risk behaviours associated with the spread of HIV. The purpose of this research study was to examine social studies teachers’ knowledge, attitude and roles regarding teaching

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AIDS prevention education in secondary schools. A total of 1,239 questionnaires were mailed to all social studies teachers in all l-9 public high schools in eight upper northern provinces. A response rate of 70.7 per cent (n = 876) was obtained.

The data showed that more than 80 per cent of the respondents believed that the AIDS epidemic has been a national crisis. However they were optimistic about prevention methods that target specific groups and focus on changing individuals’ attitudes and risk behaviors. Most teachers indicated that AIDS prevention education is crucial and necessary in improving the current situation and it can be integrated into various social studies courses. However, more than 90 per cent of the respondents needed training in curriculum design that aims to reduce and prevent students risk behaviors. Other important items in the study and its implications will be further discussed.

l Reynolds, Peter. (Edith Cowan University, Australia)

Australian Teacher-Education Students and Their Attitudes Toward the Education of Indigenous Youth

Australian Teacher-Education students are drawn overwhelmingly from the mainstream (75%) Anglo-Celtic, English-speaking part of the population. Most enter university courses straight from secondary school with little other work experience. Australia has a small (2-3%) but diverse indigenous population e.g. Aboriginals and Torres Strait Islanders who have life-chances indices considerably lower than those of other Australians.

Survey research indicates that while teacher education students support policies to provide equal opportunity ,and outcome for all Australians, they also believe that indigenous families should do more to help themselves and the students have little appreciation of the importance of linguistic and cultural differences, and of the ways in which teachers may adapt schooling processes to meet these differences.

Present teacher education policies in Australia tend to emphasize “managerialism” rather than anthropological and linguistic understanding, and this works against intercultural education in both its intra national and international contexts.

l Salite, Ilga. (Daugavpils Pedagogical University, Latvia)

Learning and Spirituality

Education seeks a more inclusive conceptual view which could serve as a background in designing learning models. Holistic philosophy and holistic theory of education may be used as such a background. We study learning in the context

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of integration and the environmental and spiritual principles of holistic education and conclude that learning is connected with spirituality and is spiritual. Spirituality is the result of learning, as well as a source of the learning process. Learning which reaches to spirituality can be grounded in individual learner connectedness with the world. To activate this general idea in educational practice, we need to concretize concepts of learning and spirituality, their general structures and adequate teaching/learning methods.

The following will be discussed:

1. Concept of spirituality and its development in context of learning;

2. Integrative teachingnearning method in a humanistic model by focusing on learning and development of spirituality;

3. Possibilities which holistic teachers can use to make their model of pedagogical activity based on learning and the need to each student to be involved in the learning process and to develop their own strategies of spiritual interaction with the World.

From the viewpoint of these considerations, it follows that spiritual pedagogy will care about the development of each student’s internal potential, and the aim of this pedagogy can be interpreted as facilitating the self-development of each individual as a unique being by assisting his/her personal inquiry for the acknowledgment of Beauty, Goodness and Truth.

l Sangob, Laksana. (The Ministry of Education, Thailand)

Quality Education Improvement Through Quality Assurance

The Problem : Parents always struggle for the best schools for their children reflecting the standard disparity of school performance. It results in the loss of public confidence in school quality; the wastage of resources; and poor qualification of students.

Objective : The main objective is to gain public confidence that schools will produce students with expected quality standards.

Quality assurance framework : Four components of school operations were formulated and implemented at school level.

a. Quality Standards. The appropriate combination of universal standards, national standards and local-based standards has been set up as the ultimate goals of teaching and learning.

b. Ouality Control. In collaboration with school boards, the management staff developed quality control tools, such as, the school charter, the operation plan, active learning and learners centered activities,

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monitoring teachers’ performance and students achievement, remedial sessions, authentic assessment incorporating portfolios, etc.

c. Qualitv Assessment. The management staff regularly conducted the self-evaluation of school effectiveness in accordance with prespecified standards. Corrective measures were immediately utilized to improve the weak parts of operation.

d. Oualitv Auditing. The external evaluators had been set up as the check and balance mechanism. School performance has been assessed annually, or on a 2-3 years basis. The results have been used for recognition of the standard of schools and for guiding school improvement.

l Sapra, C.L. (National Institute of Educational Planning and Administration, India)

The Problems of Youth and Secondary Education Reform in India - A Critical Appraisal

This paper attempts to analyse the problem of youth arising out of changes in social, political, economic, technological and cultural domains in India since independence. The analysis reveals that the impact of such changes as the break- up of the joint family system, increasing divorce rates, environmental degradation, population explosion, criminalisation of politics, increasing incidence of unemployment, breathtaking technological advancements (particularly information technology revolution, cable TV, etc.), and the erosion of values on the psyche of Indian Youth, have been so great that it has rendered the youth virtually directionless and totally confused.

The paper also traces in historical perspective the process of secondary education reform in India in terms of its quantitative expansion and qualitative improvement during the period 1947-l 997. Keeping in view the equity principle, quantitative expansion throws light on achievements in providing secondary education facilities for the underprivileged segments of population, such as girls, scheduled castes, scheduled tribes and minorities. Qualitative improvement covers such areas as structure, facilities, curriculum, teaching methods, instructional materials, teacher education, evaluation, supervision, etc. The paper also examines how secondary education reform has impacted the problems of youth.

The paper concludes that the reconstruction of secondary education attempted in the last fifty years has been merely cosmetic in nature. It also argues that, because of excessive emphasis on rote memorisation, addition of more subjects in the name of ‘curriculum enrichment’ and virtual neglect of non- cognitive aspects, the secondary education reform has failed to address the core

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problem of the increasing tension among students, this pushing some of them into -drugs, sub-social activities and, in some cases, even to committing suicide. The paper, inter alia, suggests that secondary education in India in the new millennium will have to be revamped by placing equal emphasis on the development of EQ (Emotional Quotient) as that of IQ, and training students in stress management.

l Sarinya, A.M. Sophia. (UNESCO, Bangkok, Thailand)

A Study of Perceptions of Interpersonal Youth Behaviour in Thailand

This study is based on a survey conducted at Assumption University in Thailand. It focuses on youths’ perceptions of their ideal and actual behaviour, and on others’ perceptions of ideal and actual youth behaviour. It recognizes that youth participation in the decision-making processes in the societies in which they are brought up, is becoming a major factor in future development policies.

The results of the survey showed that in general the perceptions of’those surveyed are quite similar. They indicated that youth are highly cooperative; highly submissive; have high levels of dissatisfaction and have low leadership characteristics. The study indicates that youth like to have more freedom; and more responsibility to manage their own lives and affairs. They are helpful and friendly, and they are dissatisfied with things very easily. The study also indicates that they can be easily influenced by trends and people around them. The results of the survey also suggest that, although youth have low levels of tolerance of others’ views, the level of violence is less. These findings will provide some guidelines for policy makers to ensure that the importance of the interpersonal behaviour of youth in learning to live together with others in the society is a factor in future policy planning.

l Soedarmo, (Institut Teknologi Nasional Malang, Indonesia)

Learning to know: the youth in 21st century,

To help the needs of the society and to improve education quality in the 21st century especially the quality of education, teaching instruction and curriculum need to be developed. Several approaches have been adopted to improve the pre-service training of academic staff. Among these are modifying courses, revising course outlines and selecting new materials. New methodologies, current research findings, and other relevant documents have been considered for improving the programme for the next school year. In general, activities are carried out through the following procedures: first, relevant information is gathered from academic staff, students, experts, and documentation. After that, through academic staff meetings and seminars, problems are identified and decisions are made. There follows a review of the curriculum so that decisions can be properly applied or implemented. The decisions made include: (1) improving the foreign language course programme; (2) developing new teaching materials for secondary education; (3) using inexpensive media for teaching.

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0 Strangward, Suzanne. (Future Problem Solving Programme, Deakin University, Australia)

Empowering and Preparing Secondary Students for the 21st Century

For at least three decades there has been concern in the developed countries about the pessimistic attitudes shown by young people. They may be worried at the personal level about opportunities for their future employment; many feel overwhelmed by the changes in the world and the responsibilities they feel for sustaining the ecology of our planet, protecting its resources, facing and solving global crises. As educators, we must help our young people face their concerns with optimism and confidence. A key step is to prepare them for making important decisions about their future tertiary courses and/or employment. The Future Problem Solving Programme trains students to explore issues, think critically, futuristically and positively, work independently and in teams. W ith the explosion of information available on the Internet, educators cannot give students all the content they will need for their futures. They must learn research skills to discriminate so that they select relevant material. They must learn thinking. skills to use burgeoning technology. They must learn to think creatively about employment. Although, as its name implies, FPS has its ma in thrust in the future, this paper will demonstrate how the FPS process may be used for decision-making and community problem solving in thi: present. This training will help prepare students to become an ethical workforce in the future.

The Australian programme has shown the flexibility of the components of the FPS programme: its adaptability for general classroom use so that all students may experience success with improved skills in communication, problem solving and an increased optimism towards their own ability to contend with issues emerging in the future.

l Suda, Biyaem. (Department of General Education, Thailand)

The Student : An empty bottle to be filled or a candle to be lit?

The movement of education reform in Thailand has made the people involved in education realize that it is now time for the way of teaching and learning in schools to be changed to serve the 21”’ century educational goals. Living in this highly competitive and rapidly changing world, life should be seen as a continuing process of education. So students are expected to be taught how to learn from the schools. From this point of view, what has been done by the Department of General Education (DGE) in terms of teachers preparation will be described in more detail in this paper. A target group of teachers of English has been trained to know how to equip their students with the tools for undertaking their own learning and to run self-access learning centres. A number of self- access materials used for learning to learn English activities in the Thai context will be explored.

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l Sunee, Klainin. (The Institute for the Promotion of Teaching of Science and Technology, Thailand)

Motivating students to learn the process of science

If science is the new culture of the 21” century, it is necessary that the future citizen be well educated in science. Science must be taught to students in a way that it will be sustainable; and enable students to pursue science after leaving school. Teaching must focus more on the process of science, or the process of acquiring knowledge. However, teaching the process is not an easy task. One way to make it possible is to motivate students, letting them be informed of the problems we are now facing, and encouraging them to recognized that if they want the nation to be able to complete and to survive in the international community, science is the only tool for this goal. Motivating students to be curious and to appreciate the process of science, they need to show their enthusiasm in being “curious”, and to search for knowledge rather than to accept information given by teachers. Nevertheless, the problem is not likely to rise from the students” side, rather it is from school and teacher’s side. This is due to the pressure schools (and teachers) received from the university entrance examination, especially the new system of university selection process which has been implemented this year (in Thailand). Therefore, it is suggested that education at all levels must be made congruent.

l Tipawan, Prasertphan. (Rajabhat Institute Uttaradit, Thailand)

Journal W riting: W riting to Learn

As teachers and administrators we should be very concerned with the growth and development of the students in our classroom. Learning and teaching should involve the whole person. In our changing world successful living means developing and improving thinking skills. W riting shapes thinking and thinking is essentially related to writing.

Reflection is essential to growth. Reflection is a way of embracing a thoughtful and responsible attitude toward experience so that we think back on those aspects of experience to learn and grow. Thus the skills and habits of reflection should be deliberately taught, consistently nurtured, and rigorously practised. W riting can help students think about what happened, why it happened, and what else they could have done in that situation. W riting is a tool of exploration.

Journal writing is a very important means on encouraging students to express their feelings. Keeping a journal can lead to better self-understanding and self-discovery. Journal writing is especially important in the learning process because it affords students the opportunity to describe and explore their own experiences and to record their opinions, impressions, insights, questions, musings, feelings, or interpretations with regard to their experiences and learning.

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Everyone has a unique way of looking at the world based on his or her unique experiences. Only they can write about those experiences from the inside out in their natural voice. These feelings can often be overlooked in the rush to cover content, and in the routines of classroom management. Journal writing is a way to ensure students’ voices are heard.

As educators throughout the world look for ways to ensure students are prepared for the challenges of our changing world, the value of journal writing must be considered.

l Tupuola, Anne-Marie. (Global Edge Research Consultancy, New Zealand)

Pacific Youth at the Crossroads: Taking Uninformed Risks

Pacific youth in New Zealand are facing new challenges in this current era of shifting social and cultural boundaries.

The intention of this paper is to highlight the complexity of the notion of personal identity in Pacific contexts. There will be a focus on the intricate nature of personal identity formation for Pacific youth of traditional, cross-cultural and westernised backgrounds in the 1990s.

This paper will discuss key issues arising from studies of identity formation processes for young women of Samoan descent living in New Zealand. I will emphasise some of the troubling measures these women considered as ways of reaching an ‘achieved’ personal identity and sense of self. The realities of suicide are highlighted as are some of the risks they take in forming identities similar to their western, papalagi (European) peers.

This paper will conclude with a brief discussion of the implications of my research for young Samoan women as well as some recommendations made to youth workers, educators and health practitioners working with youth of cross- cultural and/or Pacific backgrounds.

l Van der Sluis, Melis. (Childrens Art House Foundation, New Zealand)

The Childrens Art House Foundation - Creative Children Ensure Creative Communities

The Childrens Art House Foundation believes it is a fundamental right of youth to explore their own creativity and supports the establishment and development of children’s art clubs and stand-alone children’s art houses. This organization believes that art education is the vehicle for the development of the ‘Culture of Peace’, and that art is the foundation tool in the promotion of healthy, beautiful, peaceful, creative communities. This is a model for every society which dreams the future differently. It understands the needs of the visual generation, born of today’s info-techno-revolution and struggling to become the creative species at a time of marginalised art education in both school and society.

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.-- 1

The Childrens Art House Foundation represents and supports creative nests, honouring imagination as being more important than knowledge - where opportunity for dialogue and validation of youth’s icons and madonnas occur in gallery and studio spaces, with research and resource facilities available. It upholds the individual artistic experience (I.A.E.) as being critical to the flourishing of dreams and supports open house philosophies, where children’s art clubs and art houses are recognized as the treasure houses of a community.

l Vina, Nontapantawat. (Ministry of Education, Thailand)

Survey of Drug Use by Secondary School Students

The objectives of this survey was to study the nature and extent of drug use by secondary school students from schools under the jurisdiction of the Department of General Education in Thailand; to provide date on drug use and to determine and initiate effective approaches to prevent drug use by schooI-aged youth.

The findings of five surveys over eleven years involving 15,306 students with respect no, little or regular drug use, and the type of drugs used will be presented at the paper session as will findings on drug use by male and female students.

l Wang, Vivian Ota. (Arizona State University,‘U.S.A.)

Who Am I? Learning to’Be in the 21”’ Century

Throughout the ages, youth have grappled with understanding themselves in a way that unities their sense of self and life experiences. They often ask themselves, “Who Am I?’ In this regard, Erikson attempted to understand identity less as an individualistic phenomenon and more within a social context. By shifting “... emphasis from the conditions, which blunt and distort the individual ego to the study of the ego’s roots in sqcial organization”, he recognized that social-cultural norms are powerful influences in identity formation.

This paper introduces self-identity development as a fundamental life skill for Learning to Be. In particular, what identity development offers is a model for thoughtful exploration and understanding of the psychological complexity of individuals within a social-cultural-political context. Based on the understanding of how the dynamics of power and oppression influence psychological, social, and cultural development, identity theory provides a more flexible, relevant paradigm for scholars and educators to examine how identity influences lifelong learning. By accepting identity development as one of the necessary life competencies for youth in the 21”’ century, individuals will be able to more thoughtfully develop an integrated schema of who they are within the context of understanding their own social, cognitive and material experiences.

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Learning to Live together begins with understanding and being able to Learn to Be and know oneself. When all aspects of an individual are valued, education can then operate as an integrated and meaningful catalyst that can allow students, teachers, and administrators alike, to discover whom they are while simultaneously finding their place within society. Therefore, to more realistically perceive the needs of the youth of today and the world they live in, understanding identity suggests a person be contextualized in a manner that takes into account the interdependent influences of this or her real-life cultural environments on personal development. Only within this spirit of cultural pluralism can fidelity, care, and hope flourish because one cannot Learn to Live Together” until one knows thyself and is at peace with who they were, who they are, and who they are Learning to Be. “...[I]t is in our becoming that we are one” (Thamen, 1998, p. 77).

l Watanapom, Ra-ngubtook. (Samsenwittayalai School, Thailand)

Student-Centred Instruction : A new paradigm for Thai teachers

In the present globalization era, students need to have the proper global competencies. “Student-centred” is considered the major concept of teaching and learning in the borderless education since learning must meet the unique needs of the students and must be flexible and adapted to the best means by which a particular student learns. Teachers will become learning facilitators rather than instructors in the traditional sense.

Although the student-centred concept has been widely accepted and applied for more than three decades, unfortunately, in Thailand, it has appeared in the educational lectures and textbooks only. Hence, the urgent challenging mission of the Department of General Education (DGE) is to put the ideas into action. Shaping the educational personnels’ instructional paradigms to accept and implement the concept is then the first chosen strategy.

The Project to Reform Learning Experience Management System has been set up in the budget years 1996- 1998 by the Supervisory Unit of DGE. The project objectives are to shape secondary school administrators’ and teachers’ instructional paradigms and to promote teachers~ to implement student-centred techniques in their instructional activities. It is hoped that these strategies will be the starting point to enhance students to become learner autonomous with the global competencies of the 21”’ century.

l Waterworth, Peter and Amparn Duangpaeng. (Deakin University, Australia and Rajabhat Institute Udor$hani, Thailand)

The spirit of cooperation: Using cooperative learning strategies in teacher education in Australia and Thailand

Cooperative learning is claimed to be a learning strategy which generates a true sense of shared responsibility and tolerance and, as such, demands the attention of educators who are intent on maximizing the full participation and

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engagement of the learners. Although it may be regarded as a strategy which is better suited to innovative teaching contexts and to younger learners, this paper explores the application of the strategy to adult learners in both Australia and Thailand in the field of pre-service and in-service teacher education. If teachers are to be encouraged to use cooperative learning in their classrooms, it is argued that they would benefit greatly from an experience of the strategy as learners themselves.

The paper examines the definition and purposes of cooperative learning and illustrates the way in which the strategy may be employed. It then describes two projects in which cooperative learning strategies were employed with firstly, undergraduate teacher education students in Australia and, secondly, in-service graduate teachers in Thailand. The outcomes of the projects indicated that the strategy has far reaching implications for the development of a cooperative and tolerant spirit in learners. At the same time the projects identified the factors which inhibited the acceptance of cooperative learning strategies in learners and suggested ways in which difficulties in implementation could be obviated.

The development of pedagogies which are responsive to learner needs and adaptable to a variety of classroom contexts will go a long way towards meeting the present and future needs of young people. The paper presents a strong rationale for the consideration of cooperative learning strategies as a means of developing a sense of shared purpose and mutuality in young people. In the multiethnic classrooms of today, a strategy with such promise warrants examination.

l Winter, Sam. (University of Hong Kong, China)

‘Learning to Be’: A Hong Kong pilot project

The UNESCO Delors Report (‘Learning: The Treasure Within’) presents a vision for education in the next century in which great importance is placed on ‘learning to be’; broadly entailing the development of personality, and specifically involving the enhancement of abilities to act autonomously, to exercise judgment and to accept personal responsibility. Further, the Delors Report discusses the many tensions to which people are subjected in today’s complex world. In view of these tensions, it is particularly important that schools develop students’ abilities for purposeful and positive social problem solving.

This paper describes one approach to the development of these faculties. The “Thought Power” programme (Chapman, 1994) aims to cultivate students’ ability to harness helpful thoughts and suppress harmful thoughts in solving their personal and interpersonal problems. A version of the programme was used in a secondary school in Hong Kong. The programme focused on topics such as (i) identifying unpleasant feelings, (ii) becoming aware of the role of thoughts in generating feelings, (iii) identifying harmful thoughts that prompt unpleasant feelings, (iv) identifying automatic harmful thoughts, (v) replacing harmful thoughts with helpful thoughts that generate positive feelings, and (vi) making

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helpful thoughts thoroughly automatic. Data suggest that the programme can lead to reduced levels of harmful thinking and increased levels of helpful thinking, with consequent reduced stress levels, increased happiness and, importantly increased perceptions of control by students over their own lives.

This, and other, research offers support the case for incorporating programmes designed to foster positive thinking patterns in secondary schools of the 2 1 St century.

l Wilson, Steve. (University of Western Sydney, Nepean, Australia)

Fourth Generation Education: A constructivist and empowering approach to secondary schooling

In their book Fourth Generation Evaluation (1989), Guba and Lincoln argued that a new form of evaluation is necessary if organizational change is to be successful. They suggested that successful change results from evaluation processes in which stakeholders are empowered to accept and contribute to change. They called this a ‘responsive constructivist’ approach to evaluation because it places stakeholder constructions at the centre of organizational change.

This paper argues that it is timely to conceptualize the notion of ‘fourth generation education’. Previous ‘generations’ of secondary schooling have been structuralist and have emphasised, in turn, elite academic curricula, comprehensive schooling, and differentiated tracking and/or ‘choice and diversity’. The paper argues that the curriculum and pedagogy of secondary schools in the new millennium needs to build on principles underpinning responsive constructivist evaluation, if schools are to meet the demands of young people. Such principles recognise the developing autonomy of young people and accept them as key stakeholders in the enterprise of education, whose voices must be heard if the enterprise is to succeed. The paper examines the implications of responsive constructivist schooling for the practice of secondary schools, and argues that ‘fourth generation education’ will emphasize constructivist processes and empowering outcomes as fundamental issues in secondary education, rather than the concern with structural models, that has dominated the twentieth century.

l Wisedsook, Sarnit. (Muban Chombung Rajabhat Institute, Thailand)

Secondary Education for Survival

Education is considered as a process for developing the quality of human resources for the nation. Secondary education is critical between elementary and higher education.

Most students and parents consider secondary education a way to succeed in higher education. Consequently, only the fast learners who come from the rich families can succeed in the competitive entrance examination to the famous higher institutes. The slow students who come from the medium class families try to

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_~ .-----~ -.. -.- ~ .-.. - ..- -- ‘7 -.

enter the local higher institutes. The remaining high school graduated students become unskilled laborers.

The second and third portions of the high school graduated students expect to become the white collar workers. According to the uncertainty in the economic situation, a large number of bachelor degree people and high school graduated students become unemployed. Some of them return to their families in the local areas and survive there. Accordingly, the attendance in the secondary schooling system is not effective and not sufficient for. developing the quality of human resources. Many factors affecting the secondary schooling system should be reconsidered and reformed.

The secondary curriculum implementation should be shaped to activity orientation. Contents for survival in every day life should be included. The teachers need to be reoriented. The high school principals should be confident to announce that their schools can help the students survive in the uncertain economic situation. Parents should be educated to see that secondary education for survival is as important as education for competition. Desirable characteristics of life for survival must be fostered and various vocational skills taught. If this critical aspect is implemented, it can make secondary education sufficient. This will support the efficiency of higher education as well.

l Xian, Guorong. (Zhaoqing Institute of Education, China)

Secondary Education and Qualifications for the Future Workforce

China, as a developing country with rich human resources, attaches great importance to its manpower system reform. Secondary education plays an important and far-reaching role in this project. (By secondary education, we mean the level between the junior middle school and the university.) The junior middle school graduates are too young and inexperienced, so they must receive further training. Today, we need skilled workers and technicians as well as scientists, and there are far more skilled workers than scientists in China. Some measures taken to promote secondary education include: general education and job-training courses to be merged; private school to be supported; and the employment of more graduates from the secondary education schools.

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___~ -- 7