Bibliography: Globalization (page 204 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Chrobak Ricardo, Wil Lepkowski, Helena Benitez, George Tesar, Otto Mihaly, Marc Raboy, Sven Groennings, Attila Horvath, Nelio Bizzo, and Burkart Sellin.

Nemeth, Balazs, Ed.; Poggeler, Franz, Ed. (2002). Ethics, Ideals and Ideologies in the History of Adult Education. Studies in Pedagogy, Andragogy, and Gerontagogy. This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. Descriptors: Adult Education, Adult Learning, Agricultural Education, Andragogy

Scott, Robert A. (1991). The Trustees' Role in the Globalization of University Programs. University trustees have an important role to play in the globalization of university programs. Global education prepares students to work in an increasingly interdependent and "multicultural" world. Institutions of higher education have 11 points of leverage that can be employed to raise the institutional priority for global education: the mission statement; the annual plan; annual reviews; annual goals and evaluations; annual budget/fundraising; staffing decisions; rewards and recognition; the trustees agenda; and accreditation self-studies. A first step in activating points of leverage is to identify and approach one or more key actors in the institutional structure. In developing a strategy, it is necessary to develop a set of principles for decision making. No matter how limited the programming is to be, assessment should be designed into it from the beginning, and assessment must be routine. At Ramapo College of New Jersey there are six broad areas of initiative with specific goals and a formal system of assessment. The six areas are professional development, curriculum development, skill development, experential learning, partnerships, and recruitment/retention. These goals, as institutional goals, are ultimately the responsibility of the board of trustees. Typically, boards fulfill their responsibilities through actions both as a full board and in committee. The trustees' role is to consider the relationship of the activity to the mission, to educational philosophy, to comparative institutional advantage, and to the efficient and effective use of resources. Included are reproductions of seven overhead transparencies used in the presentation. Descriptors: Administrative Policy, Board Administrator Relationship, Campuses, College Administration

Klein, Fred (1993). Government, Globalization, and Translation (International Technical Communication), Technical Communication: Journal of the Society for Technical Communication. Offers the author's personal pricing experience for translations (both as a freelancer and in a large corporation) to argue that antitrust proceedings against the American Translator's Association are, in practical terms, seldom important to working translators. Descriptors: Costs, Technical Writing, Translation

Benitez, Helena (1994). Globalization of United States History: Six Strategies, Social Education. Asserts that U. S. history instruction is too often characterized by a narrow focus on national events and leaders viewed through a monocultural lens. Proposes an approach that replaces this narrow view of the past with one that regards the contemporary United States as the result of both internal struggle and global interaction. Descriptors: Class Activities, Cultural Differences, Curriculum Design, Educational Strategies

Bizzo, Nelio, Ed.; Kawasaki, Clarice Sumi, Ed.; Ferracioli, Laercio, Ed.; Leyser da Rosa, Vivian, Ed. (2002). Rethinking Science and Technology Education To Meet the Demands of Future Generations in a Changing World. International Organization for Science and Technology Education (IOSTE) Symposium Proceedings (10th, Foz do Iguacu, Parana, Brazil, July 28-August 2, 2002). Volumes I [and] II. This document is the proceedings of the 10th annual meeting of the International Organization for Science and Technology Education (IOSTE). Papers include: (1) "Liberal Education, Information Assessment and Argumentation in Science-LIA" (Andreas Quale, Anders Isnes, Terje Kristensen, and Ketil Mathiassen); (2) "Placing the History and the Philosophy of Science on Teacher Education" (Antonio F. Cachapuz and Fatima Paixao); (3) "Can Feminist Critique of Science and Science Education Be of Relevance for Gender and Science Projects in Developing Countries?" (Astrid Sinnes); (4) "A World of Different Colors: Trying to Teach Solidarity and Global Consciousness in Sixth Grade" (Aurora Lacueva); (5) "Constructing Technology Education: A Cross-Case Study of Teachers Realizing Technology as a New Subject of Teaching" (Berit Bungum); (6) "The Evolution/Creation Science Controversy: Educate Rather than Debate" (Beverly Jane); (7) "Towards Learner-Centered Approach in Senior Secondary School Science Lessons" (C.D. Yandila, S.S. Komane, and S.V. Moganane); (8) "Process Skills in Botswana Primary School Science Lessons" (D. Letsholo Francistown and C.D. Yandila); (9) "Globalization, Traditional Knowledge and HIV in South Africa: Challenges for Schools and Curriculum" (Cliff Malcolm); (10) "The Role of Teacher Preparation for Informal Settings: Understanding the Educators and Teacher Perspectives" (Christiane Gioppo); (11) "Science and Scientists: A Complementary Study" (Edward L. Shaw, Jr. and Ann K. Nauman); (12) "Dinosaur Forests and Glacial Terrains: New Zealand Preservice and United States Inservice Teachers Developing a Vision of Environmental Sustainability" (Eleanor Abrams and Miles Barker); (13) "K-12 Instruction in the United States: Integrating National Standards for Science and Writing through Emerging Technologies" (Kathy I. Norman and Katherine L. Hayden); (14) "Agrochemistry: An Institutional Project of the Universidad Nacional Autonoma de Mexico, for the Elementary and the High School Education" (Laura Berta Reyes- Sanchez); (15) "Fostering Both Creativity and Care in Science and Technology Education" (Leo Elshof); (16) "Chaos in the Science Center: A Multimedia Exhibit" (Nelson Canzian da Silva and Ernst Wolfgang Hamburger); (17) "The Teaching of Business Administration Using Business Games" (Paulo A. Marques-Filho and Marcelo S. de Paula Pessoa); (18) "Complementary Epistemologies of Science Teaching: An Integral Perspective" (Peter C. Taylor and John W. Willison); (19) "Satisfied or Dissatisfied with Their Science Teaching? What Distinguishes between Teachers Who Evaluate Their Teaching Positively from Those Who Evaluate It Negatively?" (Tom Klepaker, Siv Almendingen, and Johannes Tveita); (20) "Methods of Using Student Assessment to Improve a Conceptual Physics Course" (Peter Martin and Adam Niculescu); (21) "An Applied Methodology for a New Form of Technology Education: Electronic Commerce" (Victoria E. Erosa Martin and Pilar E. Arroyo Lopez); (22) "The Knowledge of Teachers, Mothers and Stuttering Subjects on the Stutter: Pedagogical and Educational Implications" (V.S. Galvao, D.T. Curriel, J.D. Delagracia, and A.P.G.  Carvalho); (23) "Pedagogic Skills Needed by the University Professor for Successful Teaching and Learning" (Etelvina Maria Valente dos Anjos Silva, Silvia Regina Sangaletti Bellato, and Jaya Earnest); (24) "Partnership in Primary Science Project: Developing a Community of Practice to Encourage the Development of Pedagogical Content Knowledge" (Susan Rodrigues); (25) "The Role, Value, and the Actual Circumstances of Science Museums in Japan" (Midori Suzuki); (26) "Approaches Using Analogies in Interactionist Environments in Education" (Ronaldo Luix Nagem and Dulcineia de Oliveira Carvalhaes); (27) "The Testing of Skills in Dutch Central Examinations" (Joop Hendricx and Boy Kneepkens); (28) "The Science Education Enterprise in Developing Countries as a Battlefield of Different Dreamers: How to Overcome Groupthink Symptoms?" (Masakata Ogawa); and (29) "Classroom Debates on Biotechnology in Agricultural Education" (Laurence Simonneaux).   [More]  Descriptors: Biology, Elementary Secondary Education, Environmental Education, Foreign Countries

Ricardo, Chrobak (1998). The Globalization and the Engineering Teaching for the XXI Century. This paper discusses current theories of learning and their application to engineering education, particularly in Latin American nations. The principal objective is to show methods by which insight can be gained into human learning, particularly in the engineering colleges. The development of more effective engineering teaching remains a necessary task. Few institutions have done something to improve the quality of learning and to raise students' motivation. The theories of Ausubel, Novak, and Gowin are examined. The paper assumes two fundamental premises: (1) the nature of classroom learning and the factors influencing that learning can be unquestionably determined; and (2) such knowledge can be both systematized and transmitted to prospective professors. The paper concludes that engineering teaching changes are realizable when powered by a comprehensive theory of education and a constructivist point of view. (Contains 31 references.)   [More]  Descriptors: Cognitive Processes, Educational Change, Educational Improvement, Engineering Education

Ramo, Roberta Cooper (1996). A Practitioner Looks at Globalization: I, Journal of Legal Education. This paper argues that to be effective, lawyers in the new global economy will need second language skills, understanding of international law, intercultural competence, and communication skills. Law schools must begin to prepare lawyers with these skills for practice even within the United States. Descriptors: Communication Skills, Cross Cultural Training, Educational Needs, Global Approach

Lepkowski, Wil (1989). Japan's Science and Technology Aim toward Globalization, Chemical and Engineering News. Investigates Japanese efforts to enter a new phase of its postwar technological period with a focus on internationalization of its economy and industry. Analyzes which technologies will dominate the early 21st century and their relationships to each other. Descriptors: Chemistry, College Science, Developed Nations, Foreign Countries

Horvath, Attila; Mihaly, Otto (1990). Globalization of Education and Eastern Europe, Prospects. Addresses need to solve global problems through international cooperation and education's role in meeting these challenges. Examines possibilities for global education in Hungary, and by extension, Eastern Europe, in light of recent liberalization still inhibited by traditional habits. Suggests building cooperative networks and establishing summer institutes to develop global education through changes in curriculum and teacher training. Descriptors: Cultural Pluralism, Educational Change, Educational Planning, Educational Responsibility

Sellin, Burkart (1998). Co-operation in Research on Trends in the Development of Occupations and Qualifications in the European Union. Report on the Current State, Results and Development of the CEDEFOP Ciretoq Network. Interim Report, CEDEFOP Panorama. The European Centre for the Development of Vocational Training has developed a thematic network on the Circle for Research Cooperation on Trends in Occupations and Qualifications (Ciretoq) to follow up its preliminary work on trends in qualifications and certification. On the basis of available surveys and surveys evaluated by Ciretoq, the following trends in European Union Member States can be identified: increased female employment; improved career and employment prospects for youth; substantial differences in recruitment patterns and deployment of those with varying qualifications within the same sector, depending on company size and geographical location; increased private services; more services closely related to production and manufacturing, research and development, design, marketing and distribution, consultancy, and further education; increasing importance of additional qualifications, practice, and experience abroad for employment; increasing importance of basic capabilities and skills; counterproductivity of premature vocational specialization; and inflexible institutional structures of certification. New survey topics include structure of training levels, perspectives for the low-skilled in future service industries, and comparison of links between initial and continuing training in Member States. The creation of new work by the quantitative and qualitative supply of labor with certain qualifications and implications of globalization of the world economy are issues to be addressed in the future. (German, English, and French versions appear in three columns. Lists of products and research projects are appended.)   [More]  Descriptors: Continuing Education, Educational Certificates, Employment Patterns, Employment Practices

Atkinson, Dave; Raboy, Marc, Ed. (1997). Public Service Broadcasting: The Challenges of the Twenty-first Century. Reports and Papers on Mass Communication No. 111. This report presents a review of key research on public broadcasting and a synthesis of the actuality of public service broadcasting today in the face of increasing globalization, with case studies from 16 countries. Following the General Introduction (Pierre Juneau), the report is divided into two parts. Part 1–"Public Service Television in the Age of Competition" (Dave Atkinson)–gives an overview of the crisis, and discusses the legitimacy of public television in the era of the market and the public television ideal. Part 2–"Public Service Broadcasting for the Twenty-first Century" (Marc Raboy, Ed.)–contains an introduction–"Public Service Broadcasting in the Context of Globalization" (Marc Raboy), and two sub-sections. The first sub-section–"Shifting Paradigms in the Heartlands of Public Broadcasting"–includes: "Great Britain: Public Service Broadcasting, From National Culture to Multiculturalism" (Paddy Scannell); "Sweden: Broadcasting and the Social Project" (Olof Hulten); "Germany: The Regulation of Broadcasting" (Wolfgang Hoffmann-Riem); "Belgium: The Politics of Public Broadcasting" (Jean-Claude Burgelman and Peter Perceval); "Canada: The Hybridization of Public Broadcasting" (Marc Raboy); "Australia: Broadcasting, Policy and Information Technology" (Marcus Breen); "Japan: Public Broadcasting as a National Project" (Shinichi Shimizu); and "United States: PBS and the Limitations of a Mainstream Alternative" (Michael Tracey). The second sub-section–"Emerging Models for Development and Democracy"–includes: "Poland: Prospects for Public and Civic Broadcasting" (Karol Jakubowicz); "Ukraine: Public Broadcasting Between State and Market" (Olga V. Zernetskaya); "India: Broadcasting and National Politics" (Nikhil Sinha); "Namibia: Broadcasting and Democratization" (Nahum Gorelick); "Philippines: Towards an Alternative Broadcasting System" (Florangel Rosario-Braid with Ramon R. Tuazon); "Equatorial Africa: Broadcasting and Development" (Charles Okigbo); "Cambodia: Broadcasting and the Hurdle of Poverty" (Gareth Price); and "Latin America: Community Broadcasting as Public Broadcasting" (Rafael Roncagliolo). Descriptors: Broadcast Industry, Broadcast Television, Case Studies, Democracy

Kim, Ki Su (1996). West in East and Vice Versa, or Globalization in Adult Education. In terms of their unique views of education, and adult education in particular, the question is what East and West can learn from each other. It can be answered by qualifying and clarifying three assumptions: (1) there are certain modernist and postmodernist perspectives that differ from each other and have different impacts upon education; (2) the two worlds exist distinctly, operate separately, and embrace differing views of education; and (3) the two worlds can enter into some kind of transaction to give and take some of their educational views to each other's benefit. Regarding the first assumption, the postmodernist writers Lyotard and Foucault have criticized the totalizing logic of modernism; they suggest multifaceted, plural discourse as an alternative. Regarding the second assumption, East and West can be qualified in terms of the latter's modernist expansion. East in this analysis is a relative concept, the content of which changes as the East-West relationship develops. As to the third assumption, attention is drawn to the phenomenon of globalization, in which the problems of the West become increasingly infused into the discursive veins of the East. The West's modernizing experience can provide valuable lessons for Eastern adult educators in coping with their newly arising problems, whereas Western adult educators can find in the Eastern phenomena important hints for charting their ways to a stable postmodern condition. (Contains 17 references.)   [More]  Descriptors: Adult Education, Cultural Context, Educational Development, Educational Philosophy

Tesar, George; Moini, A. H. (1998). Globalization of Faculty, Students, and Programs: An Approach, Journal of Teaching in International Business. Proposes that a successful effort to internationalize the business administration curriculum requires (1) strong and consistent administrative commitment; (2) strong leadership from faculty to develop, operationalize, and manage the internationalization effort; and (3) clear encouragement of interested students and institutional commitment for them to benefit from program participation. Descriptors: Administrator Attitudes, Business Administration Education, Change Strategies, College Curriculum

Groennings, Sven (1987). The Impact of Economic Globalization on Higher Education. A Regional Project on the Global Economy and Higher Education in New England. Staff Paper Number III. The third document in a series of special papers released by the Project on the Global Economy and Higher Education in New England is presented. The paper examines the causes and manifestations of change toward internationalization at New England colleges and universities and the extent to which change is linked to the coming of the global economy. Information is in two sections as follows: (1) the impact of economic globalization on higher education: the quickening internationalism of higher education; five causes of change; and (2) patterns of change in New England: comprehensive planning and integrative structures; the internationalization of business education; the liberal arts and economics; internationalization in the academic disciplines; foreign language and the area studies (the Asia phenomenon, other world areas, and reinforced interest in Canada); New England and the ocean; foreign students and study abroad, including internships abroad; and New England library resources. Two broad sets of findings emerge. One is that there is lively change along the international dimension at every one of the more than 40 institutions examined, indicating that internationalization is becoming one of the most powerful substantive developments in the history of American higher education. Another is that while both New England's economy and New England's colleges and universities are becoming increasingly more international, these developments have been on essentially parallel tracts, weakly connected.   [More]  Descriptors: Business Education, Change Strategies, Educational Economics, Educational Planning

Vogelson, Jay M. (1996). A Practitioner Looks at Globalization: II, Journal of Legal Education. In the new global context, American law schools must go beyond teaching international law to teach international aspects of every subject, including legal systems, tax systems, and varying cultural perspectives. Schools should provide more international education not only for their own students but also for the bar and the judiciary. Descriptors: Cross Cultural Studies, Cultural Context, Educational Needs, Educational Trends

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