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Report presented at the 40th session of UNESCO ICE, 1986. Description of organization and structure of the educational system, and the educational developments during 1984-1986. (Centre for the Study od Education in Developing Countries)

International Cooperation requires an assessment of Development Education as a guide to understanding, evaluating and making decisions that improve the efficacy and impact of its actions. This study focuses on demonstrating how a tool that is used in formal education can also be used to assess Development Education and Global Citizenship Education (DEGCE).Through a descriptive analysis, we compared DEGCE with the social and citizenship competences assessed in the Spanish region of Andalusia. We found a strong relationship between them in terms of content, teaching-learning method, and evaluative approaches. This implies that the diagnosis of social and citizenship competences not only serves as a model, or example, for DEGCE assessment, but it also provides relevant and useful information to evaluate its present state.

In attempting to predict and prescribe the future, my vision of the recent history of legal education differs from Professor Moliterno's in certain relevant ways. I graduated from Law School in 1967. I learned largely through doctrinal courses that delivered steady training in thinking like a lawyer and information about areas of law. These courses exposed me and my classmates to legal lingo and to the standard types of legal arguments. We learned, largely by hearing the teacher and our fellow students, to make verbal moves and to see the strengths and limitations of others' argumentation skills and techniques. We also learned a great deal about how to argue by dissecting the opinions of appellate judges. In the three decades since I graduated, legal education has changed – improved, in my opinion – in two different ways. First, law professors have broadened and deepened the theoretical stances from which legal dialogue and legal writing are evaluated and criticized. Many of us do not see an independent science of law. We instead consider legal questions as economists, philosophers, theologians, political activists, sociologists, and political scientists. Such professorial viewpoints expose students to many ways of thinking about questions that arise in class. Although their training is often superficial, they do see, and some even become proficient in, various ways to think and argue about legal questions. Second, curricula have incorporated practice opportunities for students. Columbia Law School employs ten percent of its faculty as clinical professors whose full-time job is to supervise eight students each per semester. Various clinical courses guide the students into the profession by taking steps that resemble medical students' first practice experiences. Also at Columbia, recent years have seen a substantial increase in simulation-based instruction. Columbia's curriculum has expanded to include such things as: the week-long intensive ethics experience for third year students; many trial practice sections; and four sections of a simulation-based course in negotiation. Additional efforts are currently on the drawing board.

This article is a case study on the education of Orang Asli in Malaysia. Indigenous people or "orang asli" are the oldest inhabitants of Peninsular Malaysia but they are the minority among the total population in Malaysia. A study showed that around 50 percent of the students from the Orang Asli community do not further their study in secondary school after finishing their primary school and only 30 percent of students of Orang Asli finish their secondary school, which is less than half of the national average. The statistics of the education progress of Orang Asli are quite worrisome for a lot of parties especially the government and there are a lot of factors that contribute to those, not good-looking results. In order to improve the quality of education, studies on the challenges faced by the Orang Asli are a must. There are a lot of factors causing that specific problem. One of the factors is would be the awareness amongst the Orang Asli community towards education and another factor is would be the Orang Asli accessibility to their nearest education institution. In a nutshell, the Orang Asli are the minority communities that had been marginalized for decades and to achieve the aim to reduce poverty and uplift quality of life them, education is the main key to success.

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools

Review of the literature: p. 155-161 ; Bibliography: p. 162-170 ; Mode of access: Internet.