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

PurposeTo explore some of the factors that could obstruct the implementation of the sustainability initiatives in higher education institutions as a way for assisting key players to improve the effectiveness of their potential or current sustainability initiatives and being ready for the United Nations Decade of Education for Sustainable Development.Design/methodology/approachIt was conducted a literature review of published and unpublished articles, conference proceedings, university reports, books, and website documents. It was not target any specific discipline. However, most of the material was from engineering, economics, sociology, and related sciences. The time frame of the literature review was from 1990 to 2002. Important references prior to 1990 were also analyzed.FindingsThe adequate conditions for the successful implementation of sustainability programs do not exist. There are many obstacles preventing the success of sustainability initiatives on campuses around the world. However, sustainability initiatives on campuses are flourishing despite these difficulties.Originality/valueUsually, literature about sustainability on campus is focused most on good experiences, paying little or no attention to describe the issues hampering their evolution. What went wrong is mentioned without sufficient consideration or given a secondary status making it impossible to learn from bad experiences. This paper reveals several failures as a way to anticipate solutions for overcoming institutional barriers confronted in particular situations.

" … [control] is in the buildings which were adapted or purpose built, the space thus created, and the material contents of this space – furniture and equipment. Above all, it is in the order imposed on the human bodies in this space, down to their tiniest gestures, including the gaze of their eyes." (Thomas Markus, 1996) This roundtable addresses the interrelationship between material design and technologies of governance and the production of the schooled child in the past, in the present and in possible education futures. It is about governance as it is constituted, materialized and transformed in and through material school designs: from the material and aesthetic language of schooling to the design of the built environment, from spatial organisation to the furnishing and equipment of classrooms and from technologies of regulation to the incorporation of tools of learning. Over the last decades, governance as a concept developed within political science has gained a growing popularity in an increased number of research fields, also within the field of educational research (Amos 2010). Recent theories on governance open up to look at governance beyond political decision-making processes and state administrative institutions (Bevir 2011). In continuation of this, the educational comparativist Karen Amos encourages to ask 'what is governance all about' rather than using governance as an answer (Amos, 2010, p. xvii). This roundtable aims to ask what governance by material school design is all about. The roundtable takes its outset in the forthcoming book Making Education: Governance by Design (Rasmussen & Grosvenor, forthcoming). The anthology seeks to analyse and discuss governance through material designs from a number of theoretical and methodological approaches, in different national and international settings, and at different steps in the process of making. Highlighting material design in the study of governance becomes an entrance to explore how governance is by far a solely political and cognitive affair, but involves and takes place through bodies, senses and emotions. Moreover, the studies in the book focus on design processes and on designers/architects and people involved in the planning of school design as well as on school leaders, teachers and pupils adopting, inhabiting and re-shaping them in everyday school life. By stressing the processual aspects of school designs, the book puts forward the notion of governance as a complex matter, stretched out in time, cutting a number of institutional levels and networks and involving a numbers of actors, ideas, practices and not least materialities. A general presentation of the book and its core issues together with some of the authors exemplifying their approaches, answers – and further questions – will set the roundtable discussion. Concentrating on the questions of how to study and how to understand governance by design in the field of education, the roundtable brings together the unifying theme in the book's individual studies. On this background the roundtable invites to discuss the role of material school design in past, present and future governing processes as well as how to understand, analyse and act upon the notion of governance on wishful, actual and ethical terms. References Amos, S. K. (2010). Preface. In: S. K. Amos (ed.) International Education Governance. Emerald Group Publishing Limited2 Bevir, M. (2011). Governance as Theory, Practice, and Dilemma.In: Bevir (ed.) The Sage handbook of governance. London: Sage Publications ltd. Markus, T.A. & Cameron, D. (2002). The words Between the Spaces. Buildings and Language. Routledge Rasmussen, L. & Grosvenor, I., eds. (forthcoming). Making Education. Governance by Design. Springer

Multicultural education : characteristics and goals / James A. Banks -- Culture, teaching, and learning / Christina Convertino, Bradley A. Levinson, and Norma González -- Social class and education / Lois Weis, Seong Won Han, and Hyunmyung Jo -- Christian nation or pluralistic culture : religion in American life / Charles H. Lippy -- Gender bias : past, present, and future / David Sadker, Karen Zittleman, and Melissa Koch -- Classrooms for diversity : rethinking curriculum and pedagogy / Mary Kay Thompson Tetreault -- Queer lessons : sexual and gender minorities in multicultural education / Cris Mayo -- Approaches to multicultural curriculum reform / James A. Banks -- Backstage racism : implications for teaching / Leslie H. Picca and Ruth Thompson-Miller -- Language diversity and schooling / Rachel Snyder and Manka M. Varghese -- Civic education for non-citizen and citizen students / James A. Banks -- Educational equality for students with disabilities / Sara C. Bicard and William L. Heward -- Culturally responsive special education in inclusive schools / Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni -- School reform and student learning : a multicultural perspective / Sonia Nieto and Patty Bode -- Communities, families, and educators working together for school improvement / Cherry A. McGee Banks -- Classroom Aasessment and diversity / Catherine S. Taylor and Susan B. Nolen.

What are the prospects in Canada for legislative action to ensure the right of children to an education devised according to individual needs, and especially of those with extreme needs? The authors trace the history of special education from its beginnings in the separation (and exclusion) of those children identified medically as different, through the educational testing movement that enabled the identification of further groups that could he segregated, to the civil rights movement that led finally through parental agitation and court cases in the United States to statutory regulation by the federal government. Canada has neither institutions at federal level nor the American tradition of corrective action through the courts to make sense or justice out of the present mixture of fragmentary and uncoordinated legislation; but the way ahead lies principally through strong parental action aimed at legislators. "The models for mandatory legislation are everywhere."

SUMMARY The proposition that a more educated person is more productive is so well entrenched that few have sought to question it. This paper synthesises IDS research in Mexico, Sri Lanka and Ghana which has attempted to test the proposition, and draws on research from elsewhere. The IDS data suggests that differences in educational level (across a span of five years of education) appear to be unrelated to supervisors' ratings of individual productivity among groups of people doing the same job. The treatment of the education variable in this research was conventional: education was measured in terms of years of schooling. A more quantitative approach to the educational variable in future research of this kind is recommended. Such an approach might have the effect of turning the attention of manpower and educational planners towards qualitative improvement of their systems.RESUMEN ¿Está la educación relacionada con la productividad?La idea de que una persona más educada es más productiva está tan arraigada que pocas personas se atrevene a ponerla en duda. En este artículo se condensa la investigación de IDS en México, Sri Lanka y Ghana para tratar de comprobar esta afirmación y se utiliza también la investigación hecha en otros sectores. Los datos de IDS sugieren que las diferencias en el nivel de educación (en un lapso docente de cinco años) parece no tener relación con los índices supervisados de la productividad individual entre grupos de gente que hacen el mismo trabajo. El tratamiento de la varíente de la educación en esta investigación fue convencional: la educación se midió a base de dos años de escolaridad. Se recomienda una actitud más cuantitativa hacia la variante docente.RESUME La productivité dépend‐elle du niveau d'instruction?L'idée qu'une personne d'un niveau d'instruction plus élevé est plus productive est tellement bien ancrée dans les esprits que peu de gens ont pensé à la contester. Le présent exposé fait une synthèse des recherches effectuées par IDS au Mexique, dans le Sri Lanka et au Ghana pour tenter de vérifier le bien‐fondé de cette idée, et l'auteur s'inspire aussi de rechercher dans d'autres pays. Les données de IDS suggèrent que les différences dans le niveau d'instruction (sur une durée de cinq années d'études) semblent être sans rapport avec les évaluations des agents de maitrise de la productivité individuelle dans des groupes de travailleurs effectuant le même travail. Dans cette étude la variable instruction a été traitée d'une manière classique: l'instruction a été mesurée en termes du nombre d'années d'études. A l'avenir, il serait préférable d'adopter une méthode plus quantitative pour traiter la variable instruction.

Sonia Jackson and Sarah Ajayi report findings from the first UK study of young people in care who go to university. They suggest that foster care could play a major role in enabling more looked after children to access higher education and complete their courses successfully