By: Guy Benveniste
ABSTRACT This is a personal account by Guy Benveniste, now retired from the Berkeley faculty, of his participation in 1961-1963 in the creation of the International Institute for Educational Planning (IIEP) at UNESCO in Paris. The account covers the early days of financing education at the World Bank (IBRD), UNESCO’s early interest in educational planning including various major regional Ministers of Education Conferences for Asia and Africa, and the UNESCO Santiago Conference of Ministers of Education and of Economic Planning in March 1962. The account focuses on the problems of coordinating foreign aid to education and the potential confl icts that might arise as the World Bank began to fi nance education projects. Benveniste relates how various multilateral and bilateral agencies sought to avoid potential conflicts by agreeing to establish an autonomous institute that could assist in such coordination. He goes on to relate how UNESCO finally reached a direct agreement with the World Bank, how meanwhile the Institute was established, and how the Institute began to train educational planners and conduct research. The account provides many details on the bureaucratic intricacies of creating a new international agency. It points out that what finally happened was not exactly intended and the path of change is not always straight. The account ends in March 1963 when the IIEP held its first seminar.
By: Tak C. Chan, Judy Patterson, J. Eric Tubbs, Daniel Terry, Earl Holliday, Roy Rowe
ABSTRACT: School principals need to be well prepared to manage school facilities assigned to their care. Educational leadership programs can make best use of the Educational Leadership Constituent Council (ELCC) Standards to develop a course of study to address school facility management issues. Every standard has its facility implications that lead to designing course activities to prepare school principals to be facility managers. A school facility management course can be effectively delivered by meeting all ELCC Standards.
By: Ekber Tomu
ABSTRACT: In recent years increasing attention has been paid to equity issues in education. Equal access to education is one of the basic human rights to which all are entitled. In this study, school years and the case of changes in terms of gender and allocation units in Turkey in 1990 and 2000 are examined. When compared to 1990, school years of both male and female increased in all regions in 2000. This increase occurred more in the regions in which years of schooling were low. In 1990 and 2000, male years of schooling were higher than those of female in all regions. While the gap between male and female tends to decrease in the regions where the instructional period is longer, this gap has a tendency to increase in the regions located in the eastern and southeastern parts of Turkey. Male and female average years of schooling in Turkey are below the mean average of the world. Increase in average years of schooling, however, is over the mean average of the world. When it is considered in general, male and female years of schooling were low, and the gap between them was higher in the regions that take place in the eastern and southeastern parts of Turkey.