ASIA AND THE PACIFIC

Summary:

The Open Learning Technology Corporation Ltd (OLTC), was established by Australia's Ministers of Education and Training, as a first step in facilitating national, collaborative approaches to open learning. An independent organization, OLTC works with all sectors of education and training, to assist and support the provision of high-quality, cost-effective open learning on an equal basis for all.

The loose leaf folder contains 15 information sheets on open learning delivery systems used in schools, vocational education and training, higher education and adult and community sectors. Four discuss developments in open learning and distance education. Eleven others each describe a delivery system, who uses it and where, who has developed it, its successes, special features, any immediate feedback, etc., concluding with its strengths and limitations : print-based packages; computer based education; interactive multimedia; video conferencing; computer mediated communication; interactive television; radio; broadcast television; audiographics; and interactive book.

Australia has approximately 10,000 government and non-government schools providing primary and secondary education to about 3,000,000 students. Rural and remote areas make up 95% of Australia's land surface, and many children attend rural schools or receive lessons by correspondence and/or radio. The open access approach offers a broad range of courses to students in urban and rural areas. Based largely on the use of information technologies, it gives students greater curriculum choice and better quality learning experiences. Perceived benefits have been greater learner control, clearer focus on the strategies to support individualized learning and greater access to courses.

Some of these delivery systems can be used at the secondary school level. For example:

Audiographics is a technology linking audio and computer communication between remote sites. Personal computers or workstations display graphical information, which is transmitted over a network or by the Public Switched Telephone network. In remote regions, audiographics creates opportunities to open up the world of education and lifelong learning by offering a wider choice of subjects, by increasing retention rates, linking schools to share resources, ensuring quality teaching and learning, and guaranteeing the best level of student-teacher interaction.

A major advantage of audiographics is that the technology spans large distances, enabling individual students and small groups in remote locations to have direct contact with each other and their teachers. Audiographics operate over the standard telephone network, but require at least two telephone lines per site, of good quality, and trained delivery staff with skills and expertise. The cost can be high over long distance.

In Tasmanian schools. audiographics is used to support the teaching of the "Languages other than English" (LOTE) program. This has been expanded to cover over 700 students throughout Tasmania. The Tasmanian School of Distance Education delivers specialist language lessons to staff and students using the interactive program called "Electronic Classroom". This program is also used in Queensland to provide cost effective expansion of the subject options available to small groups of students at small schools.

Indonesian by Telematics is an interactive Distance Education course developed by staff at the Distance Education Centre at the Catholic Education Office in the Archdiocese of Canberra and Goulburn. Secondary students in 8 schools in remote areas of New South Wales participate in four 40-minute sessions of LOTE per week as part of their secondary curriculum. Classes range from 4 to 12 students per group. This program has enabled a curriculum area particularly relevant to Australia's geographical position in Asia to be introduced into rural schools which would not normally be able to offer a study of Asian languages and cultures. It has also enabled an extension of technical expertise on the part of both the participating students and the staff in the schools involved in the programme.

"Electronic Classroom" is an audiographic software package designed specifically for use in education. Using this package a teacher seated at a computer can write, type or draw on up to five other computer screens. With a second telephone call, the teacher can speak to students at the same time as writing on the screen. A high level of interaction occurs between teacher and students. As a delivery platform with no in-built curriculum content, "Electronic Classroom" should be applicable to any country to deliver lessons appropriate to local needs.

Interactive Multimedia (IMM). Multimedia systems make it possible to mix different media, such as video, audio, graphics and text through computer software. Learners access information using software stored on a CD-ROM. Interactive Multimedia is used in teacher education in the Remote Area Teacher Education Program (RATEP) which was first offered in 1911 to Aboriginal and Torres Strait islander students in far North Queensland. Through IMM and other electronic technologies, students can study for this accredited course while remaining in their remote communities. RATEP teaching and learning materials bring together traditional and distance education strategies (print, audio tapes, videotapes, audioconferencing and telephone access) with other electronic technologies such as IMM. The training packages reflect the cultural backgrounds of Aboriginal students. A limitation is that IMM courseware is costly to produce and making alterations to existing materials is expensive.

Print-based learning packages: One of the traditional techniques used in distance education to deliver courses to external students, who study off-campus, is print based learning packages, such as books and articles, which may be supported by other media such as videotapes, audiotapes or computer software. An example of this is the "Study Circle Kit" which contains information on 8 topics for discussion including histories, cultures, contemporary issues, causes of disadvantage and reconciliations, and suggests different ways of conducting group activities.

The Information Folder can be consulted at UNESCO HQ (ED Sector)

Further information is available on these and other delivery systems from OLTC at the above address.

For further information on "Electronic Classroom", please contact: Robert Crago, Revelation Computing Pty, Ltd., PO Box 356 Zillmere, Brisbane Queensland 4034 Australia (Fax: 61.7.3263.8871) e-mail: revcom@powerup.com.au; worldwide web: Further information on LOTE from Mark Hogan, Archdiocese of Canberra and Goulburn, PO Box 3317 Manuka ACT 2603; Tel: 616 234 5455; Fax: (06) 239 6567

Summary:

The University of Canberra provides the following information on its approach to teacher education:

The Curriculum Resources Centre at the University houses a variety of up-to-date instructional materials available to prospective and practising teachers in Australia on History, Geography, Health, Social Sciences, Literature, Music, Classroom teaching, Cultural education and languages other than English (Japanese, Chinese, Indonesian, Lote, French). The audiovisual library contains kits with videos, on Drug education, Civics, Aids and Art.

With regard to the interpretation of "exemplary" materials, the University stresses that it subscribes to the notion of graduating beginning teachers, capable of demonstrating exemplary practice in secondary teaching contexts, using materials in ways appropriate to the goals of teachers, learners, the school and community and capable of creating honest learning events in situations where teaching resources are (and always will be) limited. They illustrate this goal with the following example: Students are confronted with a tray bearing a ball of string, three pins and a (wilted) lettuce. Instructions on a piece of paper say (inter alia) "Using these materials, design a 45 minute class, appropriate to the year 11 level, to introduce students to a basic understanding of cultural imperialism/economic rationalism/thermodynamics". There are no other materials available. The good student comes up with an imaginative lesson plan replete with a statement of intentions, content, review and test like events using the materials available. The better student uses the piece of paper as a resource material. The outstanding student uses the tray as well.

For the purposes of the present inventory, in 1994, the University conducted a series of interviews with expert curriculum lecturers, which they have summarized as follows:

History

Exemplary Practice: Focusing on simulations and models when curriculum students are required to design, teach and evaluate a unit of work in history. Examples would include

- Eureka - a three week simulation at year 9 high school levels teaching for understanding of the issues;

- Medieval Village - year 8 pupils made a model using a simulation and grappled with social relations within the village;

- Changing Land Use in the ACT - Year 7 pupils made a local study from pre-European settlement times to the present; painted the classroom window;

- Squatter Selections in the Monaro - Year 10 pupils created a simulation based on 19th century land sales;

- The Israel/Arab Conflict - a three week simulation for Year 10 pupils culminating in a UN type forum.

Social Science

Resource Material: Computer software (geography, politics and history) is available, as are Curriculum materials (Social Sciences, Tourism, Small Business Management). Simulations are also used and videos are available.

Exemplary Practice: The social science curriculum lecturer interviewed states "What I try to do is to get students-as-teachers to work to a context rather than focus on sheer availability (of exemplary materials)".

Literature

Resource Material: The English Curriculum Profile (Curriculum Corporation), 1994 is used. School-based curriculum design; how to localize the English curriculum, the focus is on the schools in suburbs to the north of Melbourne with a high proportion of Greek and Italian students).

Exemplary practice: A UC Masters student at Monaro High School, Cooma NSW is developing a contemporary year 12 English programme within the NSW Department of Education guidelines. The work is being done with pupils not destined for tertiary studies and previously uninterested in English. The project is predicated on the belief that good English requires clarity and sincerity and its products should be simple and clear. The students have a column in the local newspaper where they review performances in music, film and theater; with a local sporting club another group recently produced an advertising brochure.

Fuller information on materials available and exemplary practice, from Dr. John Nicholas, at the University.

Summary:

Focussing on a preventative approach to HIV/AIDS education, these teaching materials aim to develop teachers as HIV/AIDS educators and provide effective strategies to be used in HIV/AIDS education for secondary school students. Designed in consultation with a wide range of professionals in regular contact with secondary schools and/or having particular expertise in HIV/AIDS education for young people, they have been tested over an 8-month period with 150 teachers in Metropolitan West and North West Regions.

Four teaching units, each consisting of 8 lessons, aim at providing opportunities for students to develop knowledge and understanding, attitudes and values and behaviours and skills to assist in reducing the risk of HIV transmission amongst young people. Each unit contains factual information about HIV/AIDS and a section for evaluation. Early units commence with a broad focus on human sexuality and deal more specifically with HIV/AIDS once students have developed their knowledge and understanding about related issues. The following units deal with issues pertaining to relationships, decision making and HIV/AIDS in society, and the last ones contain optional extension lessons for developing specific skills to be taught if time is available.

There are 4 Appendices: Foundations and Principles of HIV/AIDS education; sample letter to parents; HIV/AIDS Services and Information Directory; HIV/AIDS Education Resources, and a complete set of master copies of all worksheets and overhead transparencies, and a video for Lessons 6 (who is at risk) and 7 (discrimination).

Available for consultation at UNESCO HQ (ED Sector)

Summary:

Drug Education: Do It, is designed to assist schools and teachers develop a continuous program of drug education from Kindergarten to Year 12 as part of a school health curriculum. It identifies the drug education specific outcomes which appear within the National Health and Psychical Education Curriculum Profile. The levels used in these booklets correspond neither to age nor school year level, but to a developmental level of student learning.

Drug Education: Do It Well describes the competencies needed by teachers of drug education, which have been designed to assist in the development of preservice and inservice teacher training.

Drug Education: Do it Together is a guide to more effective interaction between schools and health and drug education agencies in the provision of drug education in schools.

Drug Education: Do It Resourcefully is a guide to assist in the selection of drug education resources for schools.

Available from the contact point.

Summary:

The overall objective of the National Drug Offensive campaign "Speed Catches Up with You", originally developed as part of the Federal Governments response of he National Action Plan on Problems Associated with Amphetamines Use (March 1991), is to minimize the harm associated with amphetamine use among Australian youth, targeting non-users and recreational users of amphetamines in the 15-25 year age group. The campaign, launched in 2 phases, in June and December 1993, comprised advertising and other marketing activities including: commercials on national TV, cinemas and radio; national outdoor advertising; sponsorship of Drug Offensive Video Smash Hits Dance Parties in conjunction with Channel 7's Video Smash Hits TV program; a street campaign magazine, the "Dance Offensive"; and information brochure, distributed via schools and drug and alcohol information/counselling lines; the Dance Offensive Album; a school teaching kit and 2 monographs, distributed to health professionals and academics.

The main focus of the campaign was to heighten awareness of the dangers associated with injecting amphetamines and with using drugs of unknown purity and strength and the physical and mental problems that can result from amphetamine use.

The Teachers Kit, designed for use with senior secondary school students, contains teacher's guidelines, a copy of one TV and one a radio advertisement, two posters, a copy of the brochure "Amphetamines; the facts".

Teacher's guidelines are divided into four sections: the first part highlights the need for educators to be prepared prior to embarking on a drug education program. It warns that illicit drug use can evoke strong emotional reactions and have serious health, legal and social implications. Teachers should be aware that difficulties may arise from classroom discussion and should be prepared to handle them.

The second section provides teachers with background information on the effects, legal issues and social context of amphetamine use. It discusses the reasons why young people use drugs in general and amphetamines in particular.

The third section explains the purpose of the teaching materials and how they can be used most effectively, and outlines some simple procedures teachers can use to assess the impact of the activities on students.

The final section describes 9 classroom activities and provides student handouts and teachers notes. A TV advert and hypothetical scenarios are used to stimulate discussion and raise issues. A range of activities has been included so that teachers can select and adapt particular activities to suit the time available, the needs of the students and their own teaching styles.

Summary:

The general aims of this teaching kit are to discourage the non-medical use of drugs, to enhance personal and interpersonal skills and to raise self-esteem by raising awareness of drug-related issues and problems and alternative ways of coping with stress and pressure; deepening students' understanding of basic human needs; exploring the emotional, social and physical consequences of drugtaking; developing and strengthening decision-making and refusal skills.

The resource kit comprises:

- A teacher's guide to the kit and suggestions for use;

- Two video films (junior & senior levels) exploring different-sub themes and structured follow-up activities for use with them.

- Ten lesson plans to further develop themes contained in the videos.

- Drug information sheets providing accurate factual information on the main drugs of misuse.

- Three essays for teachers dealing with the fundamental components of drug education, group work and self-esteem

- Reference material and three posters.

It is suggested that two periods be made available for using the kit. Whilst the videos are not dependent on the lesson plans to make them intelligible, the likelihood of achieving the kit's aims and objectives are enhanced if the supplementary materials are used. The videos do require some form of follow-up activities, either those provided or of the teacher's own design. It is suggested that the kit be used in the following sequence: show the video; conduct the follow-up activities; introduce and lead the selected lesson plans.

Available from the Action Committee, or for consultation at UNESCO HQ (ED Sector)

Summary:

1. Political Science Curriculum:
   
   "Democracy in India"(revised ed.1995)
   This political science textbook for grade XII contains a chapter on 'India, United Nations and Global Problems' (pp. 215-243) to promote an understanding of various world problems, including disarmament, development, security and human rights, the objectives and role of the United Nations and the role of India in the United Nations and with reference to various global problems. In addition to this chapter, the textbook covers themes related to the Essentials of the Democratic System, Foundations of Indian Democracy, Goals of Indian Democracy, India and the World - all of which have a bearing on promoting a culture of tolerance and peace.
   
   
2. English language and literature curriculum
   
   (a) "Dear to all the Muses" (1992),for grade XII
   
   
   'Mano Majra' (pp. 35-39), a short story by Indian writer Khushwant Singh (b. 1915), tells how people in a small village live in an atmosphere of peace and tranquility. The inhabitants belong to different communities, but live in perfect harmony with one another. The narrative focuses on common features of corporate living, which bind them together with the thread of peace and understanding.
   
   'Jamaican Fragment' (pp.43-46) is a short story by West Indian writer A. N. Hendricks (b. 1922). Two children, one white and the other black, are playing a game which suggests to the onlooker the superiority of the white over the black. The situation is just the opposite the following day when the rules of the game are reversed. A game is a game, opines the onlooker and wishes to share his thoughts with another onlooker who turns out to be the father of the two children. A subtle commentary on the hollowness of distinctions based on the colour of skin, the story embodies the spirit of oneness and mutual tolerance.
   
   
   (b) "I, the People" (1990) for grade XI
   
   
   'The Little Black Boy' (p.31) is a poem by British poet William Blake (1757-1827). Social distinctions based on colour have to be overcome. In the eyes of God, everyone is equal. Peace is synonymous with social equality brought about through understanding and tolerance.
   
   'The Appointed Day' (p. 25-27) is a message delivered to the press on the dawn of Indian freedom by Jawaharlal Nehru (1889-1964) the country's first Prime Minister and distinguished writer. Urging his countrymen to bind themselves to the service of he nation, Nehru thinks of people across political boundaries. He vows to fight poverty ignorance and disease and to create conditions that will ensure justice and peace. He promises to cooperate with the peoples of the world in furthering peace, freedom and democracy.
   
   (c) "Supplementary Reader" (1990) for grade X
   
   'War' (p. 26-30), a short story by the Italian author, Luigi Pirandello (1867-1936) is about people's reactions to war. Some, whose children fight and die in defence of the country, wear masks of courage, others are bedevilled by personal grief, and still others seem to rationalize their emotions.
   
   
   
3. History curriculum
   
   (a) "The Story of Civilization", Vol. II. 1994, (Revised ed.)
   
   Four excerpts have been taken from this history textbook for grade X which deals with major developments in twentieth century world history. The first extract (pp. 368-371) is a brief description of some important recent developments, particularly the end of the Cold War and the possibilities of the creation of one world. The second (pp. 373-375) is the introduction to the Chapter on 'The Heritage of India' which emphasizes the evolution of Indian culture through processes of mutual interaction between cultures. The third, (pp. 453-455) taken from the Chapter on India's struggle for Independence, describes the internationalist position adopted by the leaders of the Indian nationalist movement. The fourth excerpt from the same chapter (pp. 464-467), sums up the basic features of the Indian nationalist movement, including its internationalist attitude.
   
   (b) "Contemporary World History", Nov. 1990 ed; and 1995 Revised ed (under press)
   
   Six excerpts have been taken from this textbook - four from the version first published in 1990 and two from the proof pages of the revised version presently under press. The first·excerpt, from the Introduction (pp.4-7), stresses the centrality of worldwide perspectives in the study of contemporary history. The second (pp. 121-126) describes the Allied war aims and the formation of the UN. The third (pp. 218-220) taken from the chapter on 'Developments in Science and Technology', deals with the development of arms and how many of the worlds problems can be solved with 'the help of science and by all nations working together'. The epilogue of the book (pp. 270-273) is a summing up of major world problems and their interconnectedness, and the indispensability of 'a world based on mutual cooperation to solve all the problems which humankind faces'. The proof pages deal with developments leading to the end of the Cold War and opening up prospects for a peaceful world. Excerpts on the Nonaligned Movements from the chapter entitled "The World since 1945" describe the growth of the Nonaligned Movement and its role in shaping a new world order.
   
   These two history textbooks provide a broad historical perspective worldwide for the study of contemporary problems and promote the understanding that they are the common concern of all. The history course in Grades IX and X comprises the history of human civilization from prehistoric times to the present. Among the stated objectives of the course are: to develop an appreciation of the basic unity of humankind and of the contributions made by various cultures to the total heritage of human kind and to foster the understanding that the mutual interaction of various cultures has been a major factor in human progress. The first volume of "The Story of Civilization" is mainly an introduction to the study of world history from the beginning until about the end of the nineteenth century. Up to the end of grade X, all subjects, including history, are compulsory. In grade XI-XII, there are four courses in history - three in Indian history and one in contemporary world history - which are studied by students who opt for this subject as an elective. One objective of the history course is to 'help develop a spirit of enquiry and a critical appreciation of the past, so that the pupil's personality is free from irrational prejudice and from bigotry, parochialism and communalism (religious chauvinism) and is imbued with a scientific and forward-looking outlook'.
   
   
   
4. Hindi Language and Literature curriculum:(in the Hindi language)
   
   (a) "Mandakini" Part 1 (1989) for grade XI
   
   The poem entitled 'Shanta Gagana Ho Shanta Dhara Ho' (Let there be Peaceful Cosmos and Peaceful Earth) by Mahadevi Verma, an Indian poetess, focuses on the theme of peace. She longs for peace everywhere in the Cosmos and on earth, peace in its totality covering the material and the spiritual.
   
   (b) "Niharika" Part 1 (1989) for grade XI
   
   The poem entitled'Hiroshima' by Sachchidananda Hiranand Vatsyayan Aggeya is a figurative expression of the agonies of the human being who experiences the horrors of destruction caused by the atom bomb
   
   (c) "Parag", Part 2 (1990), for grade X
   
   The essay entitled 'Vishwa Mandir' (The World Temple) by Viyogi Hari, an Indian author, portrays the world as a temple of peace where human beings tormented by sectarian and communal violence seek solace in love and peace.

Documents available from NCERT


(Also available from NCERT: information on reorientation of content in social sciences and languages and international education contained in a report on "Some Aspects of Reorientation and Reform of Secondary Education in India", prepared in 1989)

Summary:

The Ministry of Education and Culture has published, inter alia, the following official texts in respect of general secondary education and improvement of teacher training. Texts are written in the national language; titles only are translated into English for easier reference.

Training to Improve Management Capacitites for OpenLearning Secondary Schools (1994)(Pelatihan Peningkatan Kemampuan: Pengelola SMP/SLTP Terbuka (MOP 10))

Bulletin: Further Teacher Training and Workshops at the General Secondary Level : For Budgetary Years a) 1990/1991; b) 1991/1992; c) 1992/1993; d) 1993/1994 (Buletin: PKG/SPKG - Pendidikhan Menengah Umum)

Curriculum for the Secondary School: Guidelines for the Teaching Programme (1993) (Kurikulum Sekolah Menengah Umum: Garis-Garis Besar Program Pengajaran)

Complementary Programme Materials for Educational TV for Secondary Schools (1992/93)

English Language Teaching: a) Regrets; b) Coordinate Conjunctions; c) Adverb of Place; d) Complex Sentences; e) Introducing People; f) Going Swimming. (Bahan Penyerta Program: Siaran Televisi Pendidikan; Petunjuk Pemanfaatan Program Siaran Televisi Pendidkan)

Complementary materials for Geography and Population Teaching (1992/1993) (Bahan Penyerta Program: Siaran Televisi Pendidikan and Petunjuk Pemanfaatan Program Siaran Televisi Pendidkan)

Further information available from Professor W. P. Napitupulu at the Ministry of Education and Culture.
Copies available for consultation at UNESCO's Office in Jakarta (UN Building, Jalam Thamrin 14, Tromolpos 1273 Jakara.

Summary:

The the Indonesian SMP Terbuka (The Open Junior Secondary School) was established in 1979 as part of the national formal education system. It uses the same curriculum and assessment criteria as the formal system, but applies the methodology of independent learning and distance education. Instructional materials are specially designed printed self-instructional modules, supplemented by non-print materials such as radio, audio and video cassettes, sound-slides and broadcast television programmes. This monograph recently published by the Indonesian Ministry of Education and Culture, UNESCO and UNDP, explains the background issues to the project, outlines its objectives, role, conceptual framework, profile, development and future prospects, ending with a summary and conclusions. There are also statistical annexes. In his preface, Prof. Dr. Ing. Wardiman Djojonegoro, Indonesian Minister of Education and Culture, endorses SMP Terbuka and is optimistic about its future extension and its achievement in bringing education to the disadvantaged, underserved and underreached. Colin Power, Assistant Director General for Education at Unesco states in his foreword to the monograph that "... The experience of SMP Terbuka is important on a much wider scale than its impact on Indonesia alone. There are, for example, many distance learning institutions at the tertiary level all round the world, but few that provide real experience for secondary level children." From the outset, it was intended that the operational budget of SMP Terbuka not exceed 60% of the regular SMP budget; this target was successfully achieved.

The overall objectives of SMP Terbuka are to extend educational opportunities to the disadvantaged, the economically deprived and those school-age children who are not reached or served by the regular education system, by creating alternative outreach and opportunity without a loss in educational quality, by developing student's positive attitudes to discipline, environmental adaptability, initiative, responsibility and self-reliance and by helping to create a lifelong learning society.

To attain the major short term objective of getting the children into the education system, focus in SMP Terbuka is placed on:

- increasing the participation rate of elementary school graduates at the next educational level and learning the basic skills they need to work in the community;

- making provision for elementary school graduates whose geographic and socio-economic conditions would normally not allow them to continue to the SMP level;

- supporting the attainment of universal education at the lower secondary level.

Students mainly learn through individual or group self learning activities, most of which are extra-mural and supervised by Guru Pembimbing (teaching aides). Students attend face-to-face teaching sessions with Guru Pembina (qualified SMP subject teachers) for only 3 to 6 hours a week. Great efforts are made to keep the educational quality of the SMP Terbuka students equivalent to those attending regular junior secondary schools by providing additional student support wherever possible. Students are evaluated and individual reports prepared for them by the Guru Pembina at the end of each semester. Those passing final exams at the end of the 9th semester are awarded SMP certificates at the same level as students in the regular school system.

Many elementary school graduates are unable to continue their studies due to socio-economic handicaps (many school age children are compelled to work to augment the family income), or those of a geographical nature (terrain is dangerous or schools far distant). With SMP Terbuka, children can continue working whilst studying, mostly by themselves, at their own pace and at a convenient time. Local study areas and adults help them and support the system, which not only ensures effective use of community resources, but is often a source of considerable local pride.

By 1994, 59 SMP Terbuka had been opened in 26 provinces with a total of 20,428 students. It is proposed to expand the system to 1,687 schools by the end of 1998/1999. Projections for 2009 put the total number of expected SMP Terbuka at 3,800. Between 1981/82 and 1992/93, 5,450 students have graduated from SMP Terbuka. Projections indicate that enrollment will peak at 289,600 students in 1999/2000, then decreasing until it levels off in 2008/2009 with a total holding capacity of 2,280.000 students

In line with the 9-year Universal Basic Education programme adopted by Indonesia, as of the 1994/1995 school year, junior secondary education, including SMP Terbuka, follows a yearly three semester pattern. 10 subjects per class per semester are required. The first 6, which must be taken for the State Final Examination to graduate from the SMP level, are Mathematics, Natural Sciences (physics and biology), Social sciences (history, geography and economics), Bahasa Indonesia, English, Pancasila Moral Education. The remaining 4 subjects, examined for the Local Final Examination, are Religion (Islam, Christian (Protestant), Catholic, Hindu and Buddhism), Health and Sports, Arts and Crafts, Local Content (i.e. local language, culture, vocational skills).

Supplying each SMP Terbuka student with their own copy of each subject learning module demands an immense amount of printed materials. When the number of modules is 310 for a projected 1,678 locations, and a projected 717,825 students, the number of separate published items will amount to 222,525,750 (310 modules x 717,825). The situation is similar for non print media. The number of radio programs is determined by the total air time allocated by state, regional and commercial radio stations. Daily transmission of only one SMP Terbuka radio programme will require 240 programs each year (6 days x 4 weeks x 10 months). With 13 subject areas, only one or two radio programmes per week per subject at one level is possible without repeats. In addition, by 1994 SMP Terbuka provided students with about 100 audio cassettes programmes, 100 slide tape and 20 video programs.

Results achieved so far have served as a catalyst to the preparation and launching of the Indonesian Distance Learning Network involving several Ministries, and also became the starting point for elaborating sub-regional cooperation in Distance Learning among Indonesia, Malaysia and Thailand.

Summary:

1. The High School Curriculum
   In order to achieve the objective of ensuring the development of well-educated individuals, who are healthy, independent, creative and moral, the High-School Curriculum has been defined within the following general framework:
   

   a) to bring up students as democratic citizens with a sense of moral maturity and a hightened consciousness of civic life;

   b) to develop creative abilities to cope with social change;

   c) to diversify the content and methods of instruction with respect to the individual differences, abilities and needs of students;

   d) to enhance the quality of education by improving the system of curriculum organization and implementation.
   

   The curriculum comprises subject matters and and extracurricular activities. Subject matters are divided into general subjects and specialized subjects: There are 13 general subjects (i.e. ethics, Korean language, Chinese characters and classics, social studies, mathematics, science, physical education, military training, music, fine arts, vocational education and home economics, foreign languages). Specialized subjects include, inter alia, courses of study in agriculture, industry, commerce, domestic science, science, physical education, the arts and foreign languages. Extracurricular activities comprise classroom and school activities, group activities and youth clubs.
   
   

2. Teacher Education
   

   To prepare teachers to work in secondary schools, a four year teacher education programme is offered by Colleges of Education. These colleges include the Korean National University of Education, various other departments of education and those with teaching certificate programs in general colleges and universities and graduate schools of education. All teachers colleges are nationally financed.
   

   To provide on-the-job training, each college of education has a primary school, a middle school and a high school attached thereto.
   

   The curriculum of colleges of education is composed of general humanities subjects and specialized subjects which, in turn, are divided into required and elective subjects. The former are intended to produce broadly-informed teachers, whereas the latter focus on specific skills associated with teaching. Students are also encouraged to specialize in a discipline of their interest with up to 21 credit hours. A four-week period of practical classroom teaching is added to this.
   

Available from the authors, or for consultation at UNESCO HQ (ED Sector)

Summary:

Submitted to UNESCO by the President of the Korean Esperanto Association, this Chapter of "One World" entitled "Social Life" describes, in simple language, the development of Esperanto: In order to facilitate communication among people with different languages, in 1887, Dr. Zamenhof of Poland, created Esperanto, the international common language. The basic idea is "to unite the world into one unity with one international common language". Esperanto, conceived 100 years ago, is being spread throughout the world by those who want to pursue the basic idea. Although many different languages are still used for international communication, the basic humanitarian ideals of Zamenhof will endure.


(Further information from the contact point. The Korean language version is available for consultation at UNESCO HQ)

Summary:

The New Zealand Ministry of Education proposes a wide and varied collection of exemplary materials relating to secondary education, comprising curriculum statements and syllabuses, print and non-print resources for students and teachers and documentation on a modular approach to curriculum. Education is seen as a continuous process, and curriculum statements cover both primary and secondary schools.

Curriculum Statements and syllabuses

1. The New Zealand Curriculum Framework
   

   The "New Zealand Curriculum Framework" (available in English and Maori), published in 1993, is the first coherent, overarching national curriculum document applying to all New Zealand state and integrated schools and levels of schooling. It sets out the official policy for teaching, learning and assessment in such schools.
   

   The "Framework" describes a set of broad curriculum principles, specifies the seven essential learning areas (language and languages; mathematics; science; technology; social sciences; the arts; health and physical well-being) and the eight essential skills (communication; numeracy; information; problem solving; self-management and competition; social and cooperative; physical; work and study) to be developed by all students. It indicates the place of attitudes and values in the New Zealand school curriculum. It also outlines the policy for assessment at school and national levels and promotes new emphases in learning areas important to the country's health and growth, such as, inter alia, second language learning, te reo and nga tikanga Maori. It is a gender-inclusive curriculum, acknowledging and including the educational needs and experiences of girls equally with those of boys. It also acknowledges the value of New Zealand's bicultural identity and multicultural society.
   

   National curriculum statements are being developed for each of the learning areas. These include sets of achievement objectives for students at eight levels to indicate progress in learning throughout the years of schooling. Teachers are expected to assess and report each student's progress in relation to these objectives. New national curriculum statements have already been published for Science, Mathematics, Physics, Biology, Chemistry, and English. The curriculum statement for "English in the New Zealand Curriculum" provides the basis for English programmes in schools from junior classes to Form 7. It builds on New Zealand research and curriculum development in English language education and focuses on developing the highest levels of literacy and understanding of language for a variety of purposes, to enable students to participate fully in society and the world of work. It includes a range of diagnostic and formative assessment procedures to enhance the learning of all students. Draft statements have been prepared for te Reo Maori (Science in Maori), Mathematics (in Maori) Samoan, Chinese, Social Studies (in English and Maori) Technology. The curriculum statement for Health and Physical Well-being is currently under preparation.
   

   Other print and non-print resources for secondary school teachers and students, in both English and Maori linked to core curriculum subjects also deal with assessment, life skills and cultural education. They come in the form of books, newspapers, magazines, audio and video cassettes and slides. The following are illustrative examples:
   

2. Assessment: Policy to Practice, 1994
   

   "The primary purpose of school-based assessment is to improve students' learning and the quality of learning programmes" (New Zealand Curriculum Framework, page 26)
   

   This Ministry of Education handbook provides schools with assistance in developing school-based assessment consistent with the policy directions outlined in "The New Zealand Curriculum Framework" and the focus placed upon assessment in the New Zealand Curriculum Statements. It is also designed to assist school boards in meeting the assessment requirements of the National Education Guidelines. The handbook covers issues relating to the purposes of assessment and their underlaying principles; types of assessment; meeting national assessment requirements; planning and conducting assessment in the classroom; recording information on students' achievements; reporting to students and parents; the development and implementation of an assessment policy.
   

3. Te Kohao o Te Ngira: Culture & Learning: Education for a multicultural society, 1990
   

   "Culture and Learning" is intended to assist teachers in creating multicultural classrooms. In recent years there have been important changes in New Zealand schools: a growing diversity of ethnic groups, substantially increased proportions of Maori and Pacific Islands children in many schools, increased knowledge about language development and particular emphasis on and provision for language and cultural diversity in schools. This publication explores the importance of culture in schools. The meanings of the terms "culture" and "multicultural" and related terms are examined, policies of the past and present discussed and policies for the future considered. "Culture and Learning" should provide school staff with goals that offer a basis for discussion both among themselves and with their local communities with a view to developing agreed policies for their schools.
   

   Research worldwide has made it clear that language and culture are inexorably bound up with each other. This handbook is, therefore, a step forward in bringing together the background knowledge teachers need to continue to respond imaginatively, with innovative programmes, to the challenges which confront education on the threshold of the twenty first century.
   

4. "Prejudice" (A bulletin for Schools, 1975)
   

   This Bulletin is about prejudice and its many forms and is, therefore, about people and the ways in which they come into conflict in their own feelings and with the feelings of others. Because to explore the effect of prejudice in the relations between different ethnic groups an attempt must be made to understand the origins and nature of prejudice itself, extracts in the Bulletin were chosen from a wide variety of sources and present situations and events, facts and opinions around which teachers can build a framework of questions and learning situations. Discussion, individual and group projects, role playing, writing and reading are some methods teachers may use. Part I of the Bulletin relates to the origins of prejudice, its growth and the conditions in which it flourishes. Part 2 is about New Zealand and the problems of living together in a multicultural society.
   

   To understand the nature of prejudice is an enormous task - and one in which strong feelings may be aroused. This bulletin is not meant to be a comprehensive textbook which can be handed out at random to individuals and classes, but rather a resource book for use by teacher and class to provide opportunities for discussion and future study. It raises matters which affect attitudes, such as parental influence, loyalties, differences, stereotyping, tolerance and intolerance and discrimination, not with the goal of presenting conclusions or offering solutions, but rather to introduce an inquiry in which pupils, under the guidance of teachers, can try to work towards an understanding of their own attitudes and actions and experiences of society.
   

   The bulletin was published as a contribution to achieving the goals of the UN International Year for Action to Combat Racism and Racial Discrimination (1971) about which the then Secretary General said that "...Education and information are powerful instruments which must be used to promote understanding, tolerance and friendship among nations, communities and individuals."
   

5. Television News in Focus, 1992 (Video cassette + Notes for Teachers)
   

   Intended for use by teachers and students of media studies at senior secondary level, the video's aim is to examine concepts such as news values and how these affect decision-making. It provides an insight into news values and production methods, and looks at the decisions made in the step-by-step process from idea to transmission, discussing both the analytical and practical aspects of filming and broadcasting news items. As a practical application to the classroom, it aims to encourage students to produce a television news item of their own. The video is in two parts: (i) An Introduction to news values and to news item production at TV3., followed by a detailed account of the visual and audio decisions made for the production of a specific item (20 minutes); (ii) Raw field tape of events at Waitangi on Waitangi Day, 1992, from which students can edit their own news item (40 minutes).
   

   Taking advantage of the practicality and accessibility of video cameras and recorders, this resource encourages students and teachers to become involved in television news item production. Students are also invited to examine such concepts as news values and how these affect the decisions made at each point of the production process. Suggestions for practical exercises and discussion starters are provided for this purpose.
   

6. Shorts 1 New Zealand Films, 1992 (Video cassette and Teachers Notes)
   

   "Shorts 1" is the first in a series of New Zealand Films videos aimed at providing schools with good examples of New Zealand film for them to build up their film libraries as the series develops. Each video is accompanied by teachers' notes and is designed for use in film and media studies programmes in secondary schools. "Shorts 1" consists of three short films ("Snail's Pace" (4'); "Walkshort" (10'); "Kitchen Sink" (15')) and a booklet containing background notes and suggestions for classroom activities (such as previewing, discussion, synopsis, evaluation, creative response...).
   

7. Votes for Women, 1992 (Audio-cassette and Teachers Notes)
   

   Produced to mark the centenary of women's suffrage in New Zealand and intended for use in form 4 social studies and in forms 5, 6 and 7 history as a special study or as a useful resource for English, sociology and legal studies.
   

   The audio tape follows two fictional characters, Matty and Sarah, as they grow up during the latter half of the nineteenth century. They provide a running narrative linking various scenes and introducing issues of concern to women at that time. Their story is interspersed with excerpts from original sources - articles, speeches and parliamentary debates. The latter taken from Hansard, are placed beside the Franchise meetings in order that, by contrasting bombast with inexperience, the rant with the meekness, students may get some insight into the inequality of the sexes and the different ways that the powerful and subservient use language. The tape describes some of the factors which contributed to women gaining the vote and the arguments for and against women's suffrage. Six modern songs were especially composed for the tape to contrast with the language and style of spoken words on the tape.
   

   Teachers Notes contain suggestions for class activities, with a timeline detailing events in New Zealand in each decade from 1860 to 1900. A general description of events of national importance is followed by more detailed descriptions of changes in the life of women and widening of opportunities for them. A parallel timeline details suffrage events. A flowchart shows the process of passing legislation in the late nineteenth century.
   

   A modular approach to curriculum organization and contentin a secondary school is described in:
   

8. The Tikipunga Experience: A case study in modular learning, 1992
   

   Produced by the New Zealand Qualifications Authority in booklet form, with the main objective of improving the quality of education and training. Contact for those wishing further information: Edna Tait, Principal, Tikipunga High School, PO Box 7041, Tikipunga, Whangarei, who states that "The booklet is helpful for schools interested in establishing a modular curriculum".
   

   A modular approach to curriculum organization and content allows secondary schools to offer multi-level learning opportunities to increase the range of learning areas, to adjust quickly to student, community and national education needs, to provide fast feedback on learning achievements, to foster creativity and innovation in students and staff and to promote quality teaching and learning in schools.
   

   The Tikipunga experience is a local example of this modular approach, designed to satisfy local needs within existing assessment and qualifications systems. It does, however, provide a model for other schools, many of whom are using what they learn at Tikipunga to introduce flexible, shorter courses and to broaden the curriculum and satisfy the needs of those students who are now staying on longer at school. This booklet has been made available to all New Zealand schools. The "Tikipunga High School Modular Studies" programme reflects the school's desire to offer a modular learning programme for all students. It provides catch-up, core and challenge modules, free choice and guidance, in line with the theoretical basis of modular studies as stated above.
   
   
   

(These materials are available from Learning Media Ltd., or for consultation at UNESCO HQ (ED Sector). Learning Media Ltd also publishes a very comprehensive Catalogue of Learning materials produced for New Zealand Schools)

Summary:

This course uses a variety of distance learning technologies, materials and methods to make information training available to practising teachers throughout New Zealand. The target group is trained, experienced teachers wishing to gain more expertise in the areas of information skills, information management and information technology. It is based on experiential learning and problem-solving methodologies. Teachers use their own students and classrooms to trial the materials and methods as the course progresses, so that theory is integrated into practice, and teachers are helped to be self-reflective practitioners. The extent to which students learn "learning to learn" skills and apply them in every curriculum area has been established in two research studies (New Zealand Council for Educational Research, Ministry of Education).

A short informative video has been prepared which gives details of training and shows participants in distance training sessions.

An independent consultants' review (1993) commissioned by the Ministry of Education states, inter alia, that the programme "has provided teachers with skills & knowledge directly applicable in the classroom and the school which support requirements in the NZ curriculum framework and curriculum statements for teaching information skills, for technology in learning and for supporting independent learning".

Material available from the producing institution, or for consultation at UNESCO HQ (ED Sector).

Summary:

1. The Civics Curriculum for Secondary and Intermediate Classes (1994)
   

   The Ministry of Education decided to reform the civics curriculum in order to keep abreast of national and international developments, and in 1994 a new civics curriculum for secondary and intermediate classes was introduced, recast to take account of improvements in content and methodology, and to strengthen belief in the ideological foundations of the nation.
   

   General objectives are to:
   

   1. Familiarize students with the nature, place and role of civic life, inculcating notions of good citizenship;
   2. Arouse interest in the subject, acquainting students with some of the concepts used in other social science disciplines;
   3. Develop understanding of social, economic and political developments in the light of ideological commitments;
   4. Prepare students for life in Islamic society;
   5. Develop understanding and appreciation of the Muslim struggle for national identity in Southern Asia, social and political developments in Pakistan, problems and future prospects; and
   6. Create a sense of national unity.
   
   

   To meet these objectives, the curriculum encompasses "The Principles of Civics" and "The Civics of Pakistan". In the first part, civics is defined as a subject, its importance, relations to other subjects, and primary concepts within the family, community and higher levels are described. There are chapters on state, sovereignty and government, the state and the individual, rights and duties of citizens and citizenship, the constitution, politics, culture and civilization and internationalism. The part of the curriculum more specifically related to Pakistan describes the history of Pakistan, the land and its people, constitutional development between 1947 and 1973, and the constitution of the Islamic Republic of Pakistan in 1973. Reforms, social services, health and education, are covered, terminating with law and order, institutions, national and international policies.
   
   

2. The English Curriculum for Middle, Intermediate and Senior Classes(1994)
   

   The English curriculum for secondary education was revised in 1994 to take account of changes in teaching methodology, resource materials, and renewal of textbooks to ensure a rational approach to classroom teaching, to render it interesting, dynamic, innovative and productive. For each level, guidelines for activities, functions and vocabulary listings have been added. The natural sequence of language acquisition is followed: listening, speaking, reading and writing, and an eclectic teaching approach is recommended, focusing upon language as a communication skill.
   

   The curriculum at level IX-X adds other functions to meet the needs of pupils wishing to pursue courses of studies in English in other disciplines, exposing them to a wide variety of literature and functional English genres, in prose and poetry. Newspapers are recommended as supplementary reading materials.
   

   For Intermediate classes, XI-XII, more emphasis is laid on reading and writing academic texts, to equip students with the linguistic proficiency required to lead a successful life after school. The main objective is to provide opportunities to listen to good English and acquire proper pronunciation, with equal emphasis on reading and writing. Students should now read both critically and for pleasure - short stories, modern prose, science fiction, Pakistani culture, contemporary issues, poetry, etc.
   

   The Curriculum includes "Guidelines for Training of Teachers", where advice is given mainly in the areas of curriculum development, objectives to reinforce the overall teaching-learning process, recommendations on the effective use of textbooks, managing classroom activities, communication, being able to teach interestingly and innovatively, pacing learning for individual learners. The trainee teacher must recognize that English is a medium through which students are given the ability to use language and acquire modern scientific and technological knowledge and skills. In-service training to improve teacher's own proficiency in English, making use of computers, peer teaching, continuous feedback and short courses in skills training, class management, etc. should be available. Teacher training programmes should take account of the new learner centered classroom approach, including strategies for teaching listening/speaking skills, role play, interactive approaches to reading, using a variety of texts. Given the necessary shift in focus from language as a subject to language as a skill, a variety of other aids in addition to textbooks, i.e. multimedia packages, and audio tapes, etc, should be used.
   
   

3. Manual on Drug Prevention in Schools for Inservice training/orientation of school teachers (produced in collaboration with the Integrated Drug Demand Reduction Project (IDDRP) of the UNDCP) (1994)
   

   The basic purpose of drug education in the context of teacher education is to equip teachers with the knowledge, skills and competence to understand, prevent and cope with drug problems in school. In Pakistan, particularly in remote rural areas, the teacher is sometimes the only educated person in the village or settlement. Therefore the teacher also tends to be the opinion leader in the village or community.
   

   The broad objectives of this training programme, therefore, include the following:
   

   - To familiarize participants with drug abuse in Pakistan, focussing on aspects adversely affecting the quality of life at the personal, family, community levels and from physical, moral, emotional, social and economic standpoints;

   - To impart functional knowledge of drugs of abuse and their affects;

   - To enable trainees to identify drug abuse among students at early stages and to handle problems of addiction;

   - To familiarize participants with various causes and consequences of drug addiction, mainly focusing on school and family factors;

   - To familiarize participants with basic concepts of prevention and possible ways of starting Drug Prevention Programmes in schools;

   - To introduce participants to various approaches to preventive drug education and strategies to implement drug education programmes in the context of healthy living;

   - To introduce participants to practical skills to prevent drug addition amongst students and handling high-risk groups.
   

   After setting out the Islamic concept of healthy living, the manual gives an overview of drug abuse in Pakistan, describes the causes, consequences and prevention of drug abuse, along with the various types of drugs and their effects. It outlines a Strategy for Drug Prevention Programmes in Schools, defining the goals of such prevention, school related factors, teacher behaviour and peer support programmes, before going on to discuss general approaches, strategies and methods of drug education. The Manual concludes with information on training in life skills and practical exercises for teachers.
   

   A similar Manual has been produced for Primary Teacher Training Certificate trainees, and there exist Teacher's Guides on Drug Education for CT and B.Ed Teachers.

Summary:

The author states that this 246 page resource book is a collection of 32 teaching-learning strategies in peace education for secondary education. It represents the accumulated insights and outcomes of many workshops and seminars among Filipino teachers, administrators, community citizens, graduate students, priests, nuns, and even two groups of soldiers over a period of four years. The action research process has been applied in understanding, theorizing and conceptualizing; putting into practice successive drafts of teaching-learning activities; learning from the reflections and creative interactions inherent in participatory pedagogies; redressing deficiencies and enhancing strengths; and clarifying visions and affirming commitment to finally arrive at the offerings in this book.

While the teaching-learning situations are specific to economic, social, cultural and political conditions in the Philippines, the process of analysis throughout the book requires understanding and acknowledgement of the interconnectedness and interdependence of the local and the global. Oftentimes, the realities of poverty and violence operate under similar conditions in many places in the world, hence the activities are easily adapted to local contexts other than the Philippines.

This book is currently used not only in Philippine schools, but in Australia, Canada and Japan as well.

(*) Submitted by the International Peace Research Association

Summary:

1. "Silver Line" (1994)

   (Contact: Mrs. A. Gunaratne, Director, Department of Educational Technology, NIE)
   
   

   "Silver Line" is a video produced by the Department of Post Graduate Teacher Education at the NIE, as an aid to training teachers in conflict resolution. It is based on a case study prepared by a beginner teacher. The video is used in workshops organized for teacher trainers, as well as for practicing teachers. Schools have also used the video in their staff development programmes.
   

   The main objectives of the video are:
   

   - To provide a basis for conflict analysis and thereby promote conflict resolution skills;

   - To initiate a discussion on professional ethics;

   - To examine the role of language in escalating a conflict and to perceive factors that break down communication between individuals and groups;

   - To initiate a discussion on group decision making.
   

   Tamil and English sub-titles are available.
   
   

2. Distance Education Course Handbook (1993/1994)

   (Contact: Dr. S. D. L. Amaragunasekera, ADG of the NIE)
   
   

   This handbook introduces the Distance Teacher Education Courses implemented by the Department of Distance Education at the NIE. The Distance Education System is used by that Department to train beginner teachers, thus increasing the previously limited opportunities in professional teacher education. The authors believe that this handbook will encourage student involvement and interest in distance learning activities.
   

   The Distance Teacher Education Courses are based on a self-learning system, followed mainly through the study of printed learning materials in the form of Modules. These have been prepared in the subject areas of development of language skills, phonology, linguistics, English literature and methodology of teaching English. The structure of each module has been planned in accordance with the theories of educationists, in a common format with common features - an introduction, objectives, pre-test, subject matter (knowledge, attitudes and skills), a summary, post-text, assignment, and answers for texts, which provide immediate evaluation, feedback and reinforcement for the student. Audio and video tapes supplement printed course material.
   
   
   

Materials are available from the NIE or for consultation at UNESCO HQ (ED Sector)

(Also available from the NIE are 6 educational programmes produced in Sinhala language depicting some aspects of the Sri Lankan Heritage, all of which have been broadcast on the national Television Network of Sri Lanka)