(1989). Teacher Incentive Systems, Final Report. Policy Research Initiative: Haiti, Liberia, Somalia, Yemen Arab Republic.
Findings of a study that examined the implementation of a teacher incentives initiative in four countries–Haiti, Liberia, Somalia, and Yemen–are presented in this paper. The countries are participating in a 10-year initiative founded in 1984, Improving the Efficiency of Educational Systems (IEES). Methodology involved interviews with approximately 200 primary teachers and small samples of former primary and secondary teachers in each country. Teacher trainees in Liberia and headmasters in Somalia were also interviewed. Findings from each country are presented in individual sections. The lessons learned fell into two categories: fiscal and managerial. Fiscal concerns involved local budgeting and the transfer of funds, while managerial problems centered on confusion of goals and lack of technical support. Recommendations are made for remedying each problem. Three figures are included. Appendices contain an outline of the status review on primary teacher initiatives, the coding and… [PDF]
(2006). Understanding Networking in China and the Arab World: Lessons for International Managers. Journal of European Industrial Training, v30 n4 p272-290
Purpose: To explore the implications of internationalisation for "guanxi" and "wasta" and the role of trust, family and favours in underpinning these traditional models of networking. The paper also draws some implications for management development professionals and trainers. Design/methodology/approach: The argument is based on relevant literature and cases, and the authors' own knowledge acquired through research in China over 8 years and the Arab World over 25 years. The Chinese research involved analysis of company reports, informal conversations and semi-structured interviews conducted with almost 100 interviewees including Western expatriate managers and local Chinese managers between 1998 and 2005 in Shanghai, Beijing, Suzhou and Wuxi. The Arab research also involved analysis of company reports and informal conversations, as well as interviews and surveys conducted throughout the Middle Eastern region, including the GCC states, Algeria, Jordan, Libya,… [Direct]
(1989). Yemeni Student Characteristics and Language Progress.
A study was undertaken to identify useful methods for measuring progress in English language proficiency among students at the Yemen-America Language Institute (YALI) in Sana'a, Yemen. The study examined factors critical to such progress as well as the profiles of student attitudes and demographic characteristics. A questionnaire was administered to the student body, and other student data were collected. Measures of English language learning progress included: gains on the Test of English as a Foreign Language (TOEFL) over two terms; YALI grades; and attendance. Factors expected to influence language learning progress were: age; number of dependents; motivation; self-esteem; learning style; and level of enrollment in YALI. Results show a negative correlation between age, number of dependents, and TOEFL gain. There was a positive correlation between motivation and self-esteem, associated with high TOEFL gain rather than low. A negative correlation between enrollment level and TOEFL…
(1970). International Library Manpower; Education and Placement in North America (ALA Preconference Institute. Detroit, Michigan; June 26-27, 1970). Education for Librarianship: Country Fact Sheets.
Fact sheets on the general education system and education for librarianship are presented for 49 countries. The following countries are represented: Algeria, Australia, Austria, Burma, Chile, Costa Rica, Cuba, Denmark, Ecuador, Ethiopia, Germany, Ghana, Guatemala, India, Indonesia, Iran, Iraq, Israel, Italy, Jamaica, Japan, Jordan, Korea, Kuwait, Latin America, Lebanon, Libya, Mexico, Morocco, Nigeria, Pakistan, Panama, Paraguay, Peru, Philippines, Saudi Arabia, Sudan, Syria, Taiwan (Formosa), Thailand, Tunisia, Turkey, United Arab Republic, United Kingdom, Uruguay, Venezuela, Viet Nam, West Africa, Yemen. (A related document is LI 004193.) (SJ)… [PDF]
(1980). Personnel for Health Care: Case Studies of Educational Programmes, Volume 2.
A compilation of case studies of training programs for health personnel consists of nonevaluative descriptions of innovative efforts. Contents include: The University of New Castle, New South Wales, Australia: Developing a New Medical School (D. Maddison); Universidad del Valle, Cali, Colombia: Dental Manpower Training (R. Guerrero, C. Tasama); University of Kuopio, Finland: Reforms of the Health Care System in Finland–A Challenge for a New University (T. Vanha-Perttula); Universidad Autonoma Metropolitano, Xochimilco, Mexico: An Interdisciplinary Innovation in Medical Education (R. Villarreal); Tribhuvan University Institute of Medicine, Nepal (M. Shah); College of Allied Health Sciences, Madang, Papua New Guinea: Health Extension Officers (J. Banam); University of the Philippines College of Medicine: The Institute of Health Sciences, Tacloban–Search for a Model (A. F. Bonifacio); Faculty of Medicine, University of Edinburgh, Scotland: Introducing a New Curriculum in an…
(1972). Situation Reports–Afghanistan, Cyprus, Iran, Kenya, Lebanese Republic, Malagasy Republic, Malaysia (West), People's Democratic Republic of Yemen.
Data relating to population and family planning in eight foreign countries are presented in these situation reports. Countries included are Afghanistan, Cyprus, Iran, Kenya, Lebanese Republic, Malagasy Republic (Madagascar), Malaysia (West), and People's Democratic Republic of Yemen. Information is provided under two topics, general background and family planning situation, where appropriate and if it is available. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, training opportunities for individuals, families, and medical personnel, research and evaluation, program plans, government programs, and related supporting organizations. Bibliographic sources are given. (BL)… [PDF]
(1972). Situation Report–Bahrain, Central African Republic, Gabon, Iraq, Jordan, Kuwait, Lesotho, Libya, Saudi Arabia, Swaziland, Syria, Yemen Arab Republic.
Data relating to population and family planning in twelve foreign countries are presented in these situation reports. Countries included are Bahrain, Central African Republic, Gabon, Iraq, Jordan, Kuwait, Lesotho, Libya, Saudi Arabia, Swaziland, Syria, and Yemen Arab Republic. Information is provided, where appropriate and available, under two topics, general background and family planning situation. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, sex education, training opportunities for individuals, families, and medical personnel, program plans, government plans, and related supporting organizations. Bibliographic sources are given. (BL)… [PDF]
(2006). Memorization and Learning in Islamic Schools. Comparative Education Review, v50 n3 p478-495 Aug
In recent years, the purpose and methods of Islamic schools have received increased scrutiny from non-Muslim and Muslim leaders as well as the Western media, often leading to negative publicity, criticisms, and statements of official concern. The lack of appreciation of the distinction between radical and ordinary Islamic schools is due to a lack of understanding of the underlying assumptions and related practices of education in Islam. A key source of this misunderstanding concerns the role that memorization plays in relation to knowledge, learning, understanding, and reasoning, all of which have nuances in Islamic education that do not inhere in Western conceptions of these words. Without an appreciation of the purpose of memorization in the educational process and with the media images of children rocking back and forth, memorizing the Qur'an and reciting it in unison under the watchful eyes of stern-looking teachers, the basic mission of Islamic schooling has become confounded in… [Direct]
(1978). Selected Bibliography of Arab Educational Materials, Vol. 1.
One hundred fifty-four English language annotations of books, articles, and government publications about education in 11 Arab countries are contained in this bibliography. Drawing from materials published in 1976, the bibliography examines education for all age groups and ability levels in Egypt, Bahrain, Iraq, Jordan, Kuwait, Oman, Qatar, Saudi Arabia, Sudan, Syria, and Yemen. The material is presented under 77 topic headings, including aims of studying in Arab countries, art education, curriculum development, education and economic development, educational experimentation, illiteracy, mathematics, guidance and counseling, school dramatics, and teaching methods. Lists of items by country, authors, and sources conclude the document. (Author/DB)… [PDF]
(1979). Selected Bibliography of Arab Educational Materials Vol. 2, No. 1, 1977.
A total of 176 English language notations of books, articles, and government publications about education in 11 Arab countries are contained in this bibliography. Drawing from materials published in 1977, the bibliography examines education for all age groups and ability levels in Egypt, Bahrain, Iraq, Jordan, Kuwait, Oman, Qatar, Saudi Arabia, Sudan, Syria, and Yemen. The material is presented under 62 headings, including aims of studying in Arab countries, art education, curriculum development, education and economic development, educational experimentation, illiteracy, mathematics, guidance and counseling, rural education, teacher training, and women. Lists of items by country, authors, and sources conclude the document. (KC)…
(1984). The Admission and Academic Placement of Students from: Bahrain, Oman, Qatar, United Arab Emirates, Yemen Arab Republic.
Information is provided on the educational systems of Bahrain, Oman, Qatar, the United Arab Emirates, and the Yemen Arab Republic in order to assist U.S. colleges and universities as they work with international student agencies and representatives from these countries. For each country, placement recommendations are offered, along with notes to admissions officers. The country profiles cover: the country and its people, the educational system, pre-primary education, primary education, intermediate education, secondary education, public secondary school courses, private secondary schools, secondary level vocational training programs, military schools, technical/industrial education, agricultural education, higher education, teacher education, and English language training. Sample documents from the countries are provided, including transcripts and diplomas. A bibliography for each country, a general bibliography, and a glossary are appended. (SW)…
(1973). Training for Agriculture: Annual Review of Selected Developments.
The topics covered by review articles are: Training for Rural Development (with special reference to Chile); Field Training–Theory into Practice (for women extension workers in Malaysia); A New Look is Needed for Extension (Latin America); 4-D Rural Youth Clubs in Dahomey; Sociological Aspects of Rural Training; Population Education in the Developing Countries, The Role of Rural Extension Services; Some Observations on Middle-Level Agricultural Education; The Future Outlook for Agricultural Education Needs in Industrialized Countries; Training in Communication for Rural Development Personnel; The Financing of Agricultural Education; Traditional Agriculture and Extension; Some Reflections (Ethiopia and Yemen); and Relationship Between National Agricultural Policies and Agricultural Education and Training. (SA)… [PDF]
(1984). Yemeni Arabic II.
Instructional materials for advanced Sanaani Arabic, a dialect used predominantly for oral communication, include 25 units consisting of text derived from recordings of spontaneous conversations of native speakers in various communication situations. Some of the topics are: medical services, marriage, jobs, an interview, a car accident, proverbs and sayings, Yemen, informing others, public baths, and circumcision. The lessons include the following sections: translation of the text; a list of vocabulary occurring in the text; additional related vocabulary; pronunciation notes; notes on grammar and constructions; drills using items in the lesson; and conversations and listening comprehension passages using familiar vocabulary in a new context. Introductory notes on use of the materials and a bilingual glossary are also included. (MSE)…
(1988). The 1984 Literacy Campaign in the People's Democratic Republic of Yemen. A Case Study. Notes, Comments…No. 183.
In 1984, the People's Democratic Republic of Yemen undertook a nationwide literacy campaign, which mobilized the entire nation in an effort to reach an estimated 194,000 illiterate people, 77 percent of them women. The campaign plan demanded the full and active participation of formal school teachers and students at secondary level and above as literacy teachers and supervisors. The campaign lasted from July to December to take advantage of the summer vacation. School in rural areas was also delayed until January 1985 to allow students to participate. The Higher Committee for the National Literacy Campaign designed strategies and concrete activities to achieve campaign objectives–to eradicate illiteracy among 12- to 35-year-old females and 12- to 40-year-old males. Mobilization extended beyond the education sector to involve Local Defense Committees and mass organizations, the media, and special activities to stimulate interest. Literacy activities included transmittal of literacy…
(1986). The Planning and Development of Educational Programmes for Personnel in Oral Health. WHO Offset Publication No. 93.
This report addresses issues relating to the planning and development of educational programs for oral health personnel in World Health Organization (WHO) communities. Opinions and ideas were obtained from professionals in Sweden, Denmark, Canada, Botswana, Australia, Yemen, United Republic of Tanzania, Sri Lanka, Singapore, and Czechoslovakia. The approach taken for program development involves the study of community demand, which is the most reliable way of ensuring that programs meet the needs of the real population. Accordingly, the assessment of oral needs of communities and the planning of oral health services are discussed before educational requirements are considered. Examined in detail in individual chapters are: (1) manpower planning for oral health; (2) identification of educational objectives; (3) design of educational programs; (4) program implementation; and (5) evaluation of educational programs for oral health personnel. (CB)…