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The interest in developing effective multicultural education practices derives from the increasing heterogeneity of most societies... The growing worldwide relevance of cultural awareness in general and multicultural competence in particular (did not) imply a comitant growth in the appreciation for the disciplinary contributions of cultural anthropology... In fact, anthropology has benefited only mariginally from the "cultural turn" taken by the humanities and social sciences since the mid-1970s. The article characterizes the American case underlining that the contributions of scientists have been disregarded or downright misused. Than it reviews the results of the COER survey (Commission of Ethnic Relation) which was organized in preparation for the 14th ICAES (International Union of Anthropological and Ethnological Sciences) world congress which was held in 1998 in Virginia (USA). Finally there are given some basic recommendations in developing multicultural education. (DIPF/Orig./St.)

The paper examines the literature that links social capital to the political function of associations, and describe some of the motives and incentives that encourage individuals to join associations. It also identifies characteristics (collective assets) that distinguish the higher education community from other policy arenas. Finally, it demonstrates how associations leverage the outcome of power through collective action to influence and shape public policy. ; American Association of Hispanics in Higher Education (AAHHE)

This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries.

This article discusses the state of global/development education in twelve Central and Eastern European countries. It is based on key findings and recommendations obtained from national global education seminars which took place in 2009/2010 with support of the North-South Centre of the Council of Europe and the European Commission. These seminars brought together different stakeholders with the aim to discuss the situation of global/development education (GE/DE) in the respective country and promote national policy recommendations and good practices. The reports have mainly been drafted by the NGDO Platforms in each respective country. (DIPF/Orig.) ; Der Beitrag befasst sich mit der aktuellen Lage des Globalen Lernens und der entwicklungspolitischen Bildungsarbeit in zwölf mittel- und osteuropäischen Ländern. Es werden dabei die Erkenntnisse und Empfehlungen von national durchgeführten Seminaren zum Globalen Lernen reflektiert, die mit Unterstützung des Nord-Süd-Zentrums des Europarates und der Europäischen Kommission 2009 und 2010 stattfanden. Die Seminare brachten unterschiedliche Stakeholder zusammen, um die Situation des Globalen Lernens und der entwicklungspolitischen Bildungsarbeit im jeweiligen Land zu diskutieren und nationale Strategien und good-practice Beispiele bekannt zu machen. Die jeweiligen Länderberichte wurden vor allem von NGO-Plattformen verfasst. (DIPF/Orig.)

"Age-appropriate" relationships and sex education is to become part of the national curriculum in primary and secondary schools

"GAO/IMTEC-92-17." ; "B-246456"--P. 1. ; Cover title. ; "April 1992." ; Includes bibliographical references (p. 24). ; Mode of access: Internet.

"Chapters 1-3 provide an overview of philosophical ways of knowing and key ideas from the past. The next section (Chapters 4-6) focuses on young people their cultures, concerning issues and challenges. Using these beginning chapters as background Chapters 7-10 outline key ideas and theories associated with teaching and learning including examples of innovative schooling and global dimensions of technologies. The final section, Chapters 11 - 14 consider place-based connections and how best to maximise pedagogical practices through affordances or opportunities casually or deliberately made available"--

ABSTRACTMy paper considers two questions relating to the roles that education in college and university degree programs and in continuing professional education (CPE) programs play in the social control of the public accounting profession. These questions consider how: (1) educators should respond to the possibility that outside stakeholders might misinterpret the effect of ethics education in accounting degree programs in colleges and universities and ethics-related CPE, and (2) CPE should be used in the public accounting profession's disciplinary process. An assessment process and content similarity are suggested as ways to approach issues raised by the first question. CPE is most appropriate as a sanction when a Certified Public Accountant (CPA) in public accounting unintentionally violates an ethical standard of the public accounting profession and an effort is being made to rehabilitate the CPA. However, if a CPA in public accounting intentionally violates an ethical standard of the public accounting profession, the appropriateness of using CPE as a sanction in an effort to rehabilitate the CPA is controversial and requires research. Both questions and their discussion in the paper draw on comments in Waithe and Ozar (1990).