SIXTH INTERNATIONAL CONFERENCE

Theme : The Learning Society of the Future: Reconciling Education, Values and Technology for Social Transformation

Papers:

1.Technology for Human Learning, Fidel V. Ramos

Barely a month ago, I gave a tele-address from Malacanang to the site of the 4th National Convention of Philippine Government Organizations for information Technology (GO-I.T.). Th e convention was held in Tacloban, Leyte, an island in southern Philippines several hundred kilometers from Manila.

My rather heavy work schedule prevented me from being present at the convention, but as a firm believer and a true disciple of technology as a management tool, I made that tele-address. I spoke with the participants over the airwaves and truly felt that the quality of my interaction with them no less meaningful and rewarding than if it had occured in "real time" and a "real place." I had saved valuable time, and as a result, I was able to do more for the day. Just as importantly, my audience and I accomplished something valuable together.

2. Creating the Climate for Lifelong Learning, Phil Honeywood

The term 'lifelong learning' is, in many respects, a truism because learning is never-ending experience, taking place from the cradle to the grave.

Traditionally individuals have tended to begin and end their formal education within defined segments of education systems in the early years. When I finished my university degree that was all the education I would ever need, I told myself.

Today ongoing movement by students often of mature age between education sectors is prompted by career mobility, industry restructuring, evolving performance demands in emplyment and quality of life issues.

3. Technology and Cultural Identity, Sir John Daniel

Learning society of the future: reconciling education, technology and values for social transformation. Where does one start among these four subject?

Countries all over the world are engaged in social transformation but in your countries those changes are particularly rapid and dramatic. To a large degree those transformations are an inevitable result of the rapid economic growth that you have initiated and experienced. But they are also, notably in the case of countries like Malaysia and Singapore, a conscious attempt to articulate a vision of a country's future and then to take the steps necessary to make it come about.

4. Technology in Distance and Open Learning, John Colin J. Yerbury

This paper focuses on the "sins of the global village" and their genesis, factors generally related to the modernisation process and often, specially to international development work.

Redemption is possible: but it requires the application of the human capacity for invention, the greatest of mysteries. In Classical Athens, Sophocles said:"Wonders are many, and none is more wonderful than man." And at about the same time, Confucius said (analects 11:15)"Going too far is the same as not going far enough."

5. The Malaysian Smart School: A Systemic Reinvention of Education, Siti Hawa Ahmad

Malaysia intends to transform its education system in line with and in support of the nation's drive to fulfil Vision 2020. This Vision calls for sustained, productivity-driven growth, which will be achievable only with a technologically literate, critically thinking and creative work force prepared to participate fully in the gobal economy of the 21st century.

At the same time, Malaysia's National Philosophy of Education calls for "...developing the potentials of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious..." The catalyst for this massive transformation will be technology-supported Smart Schools, which will improve how the educational system achieves the National Philosophy of Education, while fostering the development of a work force prepared to meet the challenges of the next century.

6. World Class Standards for Educational Excellence, Jacques Hallak

Although the topic of my presentation -World CLass Standards for Educational Excellence- may at first seem highly technical and specific, it bears major sigificance both for interpreting the major trends affecting educational development today, and for anticipating change likeliy to affect international cooperation in education in the coming decades.

The question of what constitutes quality and excellence in education has been subjected to an enduring debate in the social sciences since the establishment of public education in several countries in the 19th century. Within thes debates "excellence" has generally been used to refer ro preeminence in a particular field; "quality" has often been defined as the degree of conformity to a standard; and "standards" have usually been used to indicate certain levels to be achieved on agreed scales of measurement.

7. Educating for Values: Research in Philosophical, Professional and Curricular COnsiderations at Newcastke University, Australia, Terence J. Lovat

Ethical thinking can be done in a variety of ways and draw quite different conclusions. People of uprigh intention disagree about the 'moral ought' associated with particular issues, and difference is evident along several lines, including, most importantly, those culture Taylor (1985) contrasts the values positions of ancient and modern cultures, while King (1976) spoke eloquently of the challenge of drawing the various cultures of contemporary USA together in a common push for justice. Charlesworth (1993) suggests that, beyond the most primary values related to autonomy and justice, it is impossible for the modern multicultural society to come to a consensus on most of the practical values that guide everyday living. These are important issues for educators, especially in multicultural sttings.

8. Development in the global Era: The Rapprochement Between Technology and Culture, Emil Q. Javier

The 6th SEAMEO INNOTECH International COnference has been convened to anticipate the needs and address the challenges of the emerging knowledge society.

I have been asked to speak to you today on the rapprochement between technology and culture and its implications for development. In an attempt to do justice to the subject matter, I shall begin with a brief philosophical discussion on technology and culture. Next, I shall discuss development in the context of globalization. Finally, I shall discuss the demands of the learning society of the future and how these may impinge on the formal education syste.

9. Ethnographic Research and Reengineering Education, Julian E. Abuso

Reengineering education in the Philippines and in other countries suggest an efficient top-to-bottom approach to educational reform. This byword can also mean a method of reconfiguing education through 'quickie' prescription of what ought to be.

This presentation, with focus on educational encounters in a variety of settings, takes a humanistic approach to educational change by way of educational ethnography -a cultural description of what actually goes on in schools amd other educational settings rather than what ought to go on in them (Wolcott, 1982). The ethnographies in education presented and cited here are a product of a conscious effort to break the long established tradition of quantitative approach to educational research by introducing a new research paradigm, i.e., ethnographic research paradigm.

10. Distance Education of the Third Type, Gilles Lavigne

Is there a problem? Many Asian countries implemented open and distance tertiary institutions in the '70s and '80s in order to widen access to higher education and thus fulfil, at least in part, some of the education needs they were abd still are facing.

Since the World OCnfernce on "Education for All" in Jomtien (1990), it has been assumed that distance education, and more specifically communication technologies, can play a crucial role in filling the educational gap in countries where financial and human resources are lacking, and this not only for higher education but also for everybody's everyday education, including youngsters, women, adults and those left over by traditional systems.

11. Continuing Education in Asia and the Pacific for the Promotion of Lifelong Learning, Prem Kasaju, Suman Karandikar, Jorn Middleborg and Zhou Nan Zhao

UNESCO is working, through its APPEAL Programme, to assist its Member States in Asia and th Pacific to reach the goal of Education for All. APPEAL is an acronym for the Asia and Pacific Programme of Education for All. The aim of APPEAL is to assist in human and socio-economic development in the Member States by seeing education as a major factor in achieving this goal. The compnents of APPEAL are threefold: Universalizationof Primary Education (UPE), Eradication of Illiteracy (EOI) and provision of Continuing Education for Development (CED).

12. Learning Values through Learning with Computers, Ronald C. Israel

Educators around the world currently are grappling with the need to more effectively integrate the use of computer-based technology into classroom teaching and learning. Many countries are concerned that the calues of students may be adversely affected by what they see anf learn on the internet.

This presentation describes strategies for using computers and the Internet in a classroom setting in ways that build students' self-esteem and relationship skills, and enhance their ability to analyze and make responsible judgements about the value and reliability of different information sources.

13. Teachers as Lifelong Learners: Innovative In-Service Teacher Training Programs in the E-9 Countries, Rose Marie Salazar-Clemena

The professional development of teachers has long been the focus of attention of many educators. It is assumed that quality teacher training will lead to better quality of education and improved student performance.

In this light, the crucial role of teachers in attaining Education for All (EFA) was underscored by the 1990 World Conference on EFA held in Jomtien, Thailand. Subsequent meetings (in New Delhi, 1993 and Bali, 1995) of the nine high-population countries (E-9) -Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, Pakistan- identified teacher training as the most important strategy and the biggest challenge in the global struggle to improve the level and quality of student learnings (Terms of Reference, Innovative In-Service Teacher Training in the E-9 Countries).

14. Learning Communities in the Information Age, Ma. Teresita . Medado

It is mind-boggling to think that despite changes in the work culture and required skills of the infomation Age, educational delivery systems still respond to the age-old reauirements of the Industrial Age.

During that time, workplaces were centralized and workers performed individual tasks without regard for the underlying purpose, reason, or the endproduct of the task. In response to this requirement, the factory model of education prevailed where individuals are trained to be ponctual, recall and repeat knowledge, perform repetitive tasks, and are unable to change, improve or initiate innovation on prescibed methods or established work habits.

15. The Theory of Multiple Intelligence: A Pedagogical Paradigm in the Use of Multimedia Technology in Enchancing Higher Thinking Among Learners, John Arul Philips

Throughout history mankind has been concerned with the art and science of astute thinkong. Greek philosophers and statesmen attribute the golden age of learning and knowledge to the spirit of inquiry and dialogue that was actively pursued.

16. Building a Learning Organization, Maria Milagrosa Alvarez Beekmeijer

Most organizations today are faced with demands created by an increasingly complex environment and rapid growth of environmental change. Hence they need managers with effective leadership and management attributes appropriate to meet the demands of the new challenges.

All over the world there is a mad scramble for continuous improvement programs in search of better ways of doing business ans improved productivity. Unfortunately many are missing the basic ingredient -the commitment to learning, which marks a learning organization.

17. Getting Started as a Teacher of Critical Thinking, M. Neil Browne

One of the most significant roles of higher education is to shape the thinking practices of students. Colleges pledge to shape stdents' thinking by teaching them to use higher level thinking skills to think critically.

It is easy and cheap to be proponet of such an ambiguous objective as higher level thinking skills. In reality, teaching rarely compels students to think critically; thus, it is not surprising that college seniors can rarely identify ambiguity, value assumptions, or simple reasoning errors (Keeley, Browne, and Kreutzer, 1982).

18. I Found It on the Internet: Critical Thinking and Your Computer, Nancy K. Kubasek

ITEM: In early October of 1996, several airports announced that presumably bored travelers will never again be far from access to the internet. These airports plan to place numerous computers throughout their terminals to satisfy consumer demand.

ITEM: A september, 1996 edition of Businee Week contained an article about the latest innovation in consumer electronics. Readers were assured that within a matter of weeks they aould be abble for approximately $300 to purchase WebTV, a small black box that permits the use of the Internet on regular television screens.

19. Earning While Learning through the Cooperative Entrepreneurship Education in the Schools, Teresita M. Coloma

The Third Millennium is an era perceived as characterized by great promise of development but marked, however, by great challenges to society's ability to cope with innovations and competitions.

The schools' role in preparing the people to meet the challeges and to cope effectively with changes and competition need not be overemphasized. The school has often been considered the most facilitating vehicle for people's triumph over the difficulties of life. Th educative process harnesses people's innate capacities through both the "seen and unseen curricula."

20. An Ethics of "Know-Why" Admist (Not Despite) Technological Advancements: A Proposed Education for Freedom, Ma. Andrelita S. Cenzon

The Highly technological world we have poses an ever-increasing challenge to educators to prepare students to cope with its changes, demands, and problems. This educational aim is expected of schools by everyone -industry, parents and the students themselves.

21. New Schools of the People: New Orientations in Education Research, Maria Luisa Canieso-Doronila

The relationship between society and education and, therefore, also between social and educational change has long been accepted as axiomatic.

The education system is the principal institution through which are carried out the fundamental processes of reproducing or recreating the generations in a certain image and for certain social purposes.

In his historical analysis of educational change in France, Emile Dukheim (1965) formulated this relationship as follow:"A pedagogical transformation is always the result and th esign of a social transformation that explain it."

22. Interactive Multimedia Courseware in Education: Issues and Challenges, Vijaya Kumaran K.K. Nair

Multimedia is the integration of text, audio, static graphic, images, animation and full motion videos. Multimedia is not a product, rather it is a technology or, to be exact, a combination of technologies.

For example, when you use MSWord 7 (word processor from Microsoft), you will be able to incorporate many additional features to the text that will be very dynamic as compared to the deatures in the earlier word processors. This, in my opinion, is a form of multimedia; unlike just pages of text, we now can make the headings blink, light, move, march, shimmer and sparkle.

23. In-Service Teacher Training in Japan, Fumihiko Shinohara

Elementary and secondary education in Japan has gained an international reputation for both its level of quantitative expansion and its high quality.

However, various educational systems, as well as practices for operating the systems, have tended to be uniform and inflexible. It is necessary to improve and innovate the existing systems ans practices, with a view to adapting these systems ans practices to the rapidly changing social and economic conditions of the nation and from the perspective of the anticipated social an d economic development in the coming years. In doing so, the Japanese Ministry of Education, Science, Sports and Culture has been considering the importance of developing measures for helping children develop their individuality to the full, and for helping them foster diverse abilities and talents.

24. Relevant Education through Cooperative Ownership and Management of Schools, Candelario L. Verzosa, Jr.

Just after the Second World War (WWII), the Philippines came in second to Japan ineconomic development and technical advancement. Today, the country is near the bottom of the list. The state of this underdevelopment is described below.

25. The Rights of the Child: Perspective from Ghana, John Lawson Degbey and Magnus Kwame Awayevoo

It is my firm belief that the rights of the child are central to the future well-being of Ghanaian chidren. The question is what do we need to do to work towards making it a reality? How in practice can we deliver the goods to the children of Ghana?

Th rights of the child meet the basics of children so that they may grow into useful citizens and develop their potential. They are essential to Ghanaian chilfren who represent more than half of Ghana's populationm yet are voteless ans face immense problems. They provide the enabling environment through which Ghanaian children can strive to fulfill their aspirations and potentialities. For real qualitative improvement to take place on such a scale reauires a comprehensive creed for chidren which can change attitudes and actions. This is what we believe the rights of the child can offer to Children.

26. Is 'Borderless Education' Possible through Brekthrough Technologies ?, Emmanuel G. Cleto and Virginia O. Del Rosario

By the middle of the twentieth century it was commonly perceived that advances in technology would change the face of education. That was true when educational television was introduced about thirty years ago.

Then the new machines were seen to offer the following advantages: they could take students where they had never been before, do things no human could do, and share an un limites reservoir of information. Indeed, that breakthrough technology was believed to have the potential to teach more effecively at a far lower cost than human teachers, so much so that futurists then predicted that it would make human teachers obsolete. Today, the situation of schools in different parts of the world shows that such predicted effect of educational television was overestimated.

27. Preparing the Communication People of Tomorrow, Eyal Shifroni and Z. Weissman

During the last four years, the Center for Educational Technology and the Ministry of Education in Israel have developed a new program for teaching the subject of computer communication in high schools. The program is intended for students in the twelfth grade, majoring in Information Technology (IT).

IT students learn a variety of classical computer science subjects including high level programming language (Pascal or C), datastructures, software engineering and database and file organization. The subject of ciomputer communication was taught according to an old program, developed in the mid 1980's. The new program reflects the significant developments that have occurred in this field in recent years, and accounts for the growing importance of this subjects.

28. Training Others How to Teach Critical Thinking: Lessons drom the U.S.A. and Korea, M. Neil Browne and Yung Che Kim

Instructional development programs provide excellent opportunities for enhancing the role of critical thinking in our classrooms. Because of these programs, many teachers have learned how to overcome obstacles to teaching more effectively such as fear of change, fear of time commitment, fear of appearing incompetent, and fear of movibg backwards before moving forward (Rutherford and Grana, 1995).

In recognition of their benefits, many schools have insituted permanent instructional development programs. Because vast amounts of time and money are spent on such programs to have optimal results. The faculty, administration, and developmental facilitators all must possess certain attributes of the program is to succeed in bringing critical thinking into ots proper position in classrooms.

29. Changing Paradigms in Educational Planning and Management: The Usage of Geographic Information Systems in Pakistan, Vincent A. Lacey and Habib Khan

It has been reported that educational policy-makers do not make adequate use of quantitative information in the decision-making process. Educational practitioners frequently make decisions without knowledge of current research and development findings (Khan, 1993).

Weiss (1989) studied the use of data and analysis in the educational system of Pakistan and found that educational managers acknowledged that they did not make sufficient use of statistical data in making decisions. The infreauent use of data in the decision-making process is related to the inability of administrators to understand complex data, statistics, and information.

30. Problem Based Learning: A Method for Developing Critical and Productive Thinking - Qn Indonesian Experience, Muhammad Djauhari Widjajakusumah, Siti Oetarinj Sri Widod and H. Muhyidin Danakusuma

Indonesia is the world's largest archipelago, extending between two continents, Asia to the North and Australia to the South, and between two oceans, the Indian to the West and the Pacific to the East.

The distance from the westernmost point of Indonesia to the easternmost point is 3,200 miles, and the distance from the North to the South is 1,100 miles. The total area is 3,400,000 square miles, covering both land and territories, consisting of 13,667 islands with total population of more than 200 million. Administratively, Indonesia is divided into 27 provinces, 304 districts and municipalities, 3,839 sub-districts and 655,554 villages. Indonesia, which basically is of Malay heritage, consists of approximately 300 ethnics groups.

31. Technological Innovations in Courseware Development at the Collegiate Level, Presidio R. Calumpit, Jr.

With the advent of the micro-computers runnig on software with graphical user interfaces, user-friendly environment, consistent menus and commands, among others, we have seen the phenomenal rise of a "cottage industry" in the development of computer-based educational courseware such as computer aided instruction (CAI), computer assisted learning (CAL), and computer-based training (CBT).

We have also seen how some people -teachers who barely know the principles of compnuter programming and software engineering and experienced programmers who may not necessarily be involved in education- are now producing "educational courseware". This practice is very alarming from our point of view as educators for we believe that educational courseware developed through this practices are of limited value and of low quality.

32. An Undergraduate Curriculum for the 21st Century, Peter W. Jones

I will concentrate on some of the educational changes taking place in British Columbia, especially the fact that our thirty-or-sopost-secondary institutions are becoming integral parts of a single provincial system which is becoming blessedly more learner-centred than in days gone by.

In the process, old distinctions between universities and colleges, between public and private, betweem learning and doing, between teaching and learning, between education and training and between secondary and post-secondary are rapidly becoming blurred and irrelevant.

33.Organizational Reengineering Readiness among Higher Education Institutions in Southern Philippines, Genaro V. Japos

The 1990s has been described by Naisbitt and Aburdene (1989) as the most exciting decade in human life. This will be an era charaterized by the "management of rapid change as changing environments create new challenges and threats, lead to new tasks, and repauire new changes" (Hahn, 1991 cited by Borromeo, 1996).

Today, institutions of higher learning particularly those in the private sector find themselves in a more competitive and challenging environment. To meet these challenges, institutions of higher learning must seek new paradigms of operation that will enable them to adress their traditional roles with greater effectiveness and to reach to new partnerships to adress the serious opportunities and obligations (Nouris and Poulton, 1991).

34. Using Information Technology in the Professional Development of Educators, Clive B. Kings and Lim Chinn Hwa

it is acknowledged that the professional development of all teachers is essential if they are to be eauipped with the appropriate knowledge, skills, abilities and attitudes to prepare their students for the future society and the world of work.

It is essential that action plans for professional development should not only involve the dissemination of knowledge, but also the relevant skills, abilities and attitudes as well as the spirit of any innovation.

35. Education-Technology-Values Partnership for the Societies of the Future, Corazon C. Osorio

Education is man's enduring legacy. It is the only product that enables people to move up in the world and gives them the freedom and the power to realize their dreams. It is vital to everything and whatever a man is and whatever he can be.

36. Values, Education and Technology - The Engines of Change for Tomorrow, Ma. Victoria Guerrero-Padilla

Great observers of world events,from Naisbitt to Toffler, have seen the rolling waves of great significance that are changing the world. From their observatories, they have woven patterns of these trends that are emerging and that will shake the world and its world view.

These integrators have opened our eyes to the existing decay and turmoil of today as well as opened fascinating potentials for the future. While many of them foresee a world of sweeping technological breakthroughs, they also miss a great historical wave that is cresting befor our eyes. Very few appreciate the dawning of a new miracle, a glimmer of hope that is so inspiring and compelling as to make us look with anticipation for the third millennium. For while the world is constrained by human nature, hitory and by ingrained values and beliefs, we are transformed by the deeper trends of history. It is history that is the truly relevant source of change. President Abraham Lincoln once said:"We cannot escape history."

37. Values Education: Meeting the Challenges of Multimedia Supercorridor in Malaysia, Saedah Yunus

"Education in Malaysia is an on-going effort towards further devloping the potential of individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God.

Such as an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible for and capable of achieving high level personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and nation at large."

38. Technology and Tools for Policy Planning, John D. Hatch III

Policy planning, while sometimes intersting, is frequently tedious and interruptive, especially for those who are far from the actual decision making, but who are asked to provide numbers, do surveys or provide what are presumed to be inputs to the process,

Policies frequently appear to those who have been asked to implement them not to have resulted from any obvious policy planning process -how else to explain the apparent impossibility or contradictory nature of the policy before them which they are expected to implement?

39. Educational Technology and Its Contemporary Role In Teacher Training in Slovakia, Jozef Polak and Alena Haskova

Every child should be afforded the right to the best education he or she can get. In our everyday life we can see how children welcome an exciting world of new technologies. And at the same time we can see how many adults feel insecure and sometimes even threatened by the rapid deluge of technical innovations in the marketplace. To meet the challenge of addressing the educational needs of the new generation, it is imperative that educators find a comfort level with this technology.

40. Joyful Learning Programme (Tarang): The Gujarat Experience, Prerna Mohite

India is one of the world's nine most populous countries which met in December 1993 in Delhi for Education for All Summit. These nine high population countries recognized that education is at the heart of sustainable development. Investing in education, especially primary education, is fulfillment of a basic human right, bridge toward slower population growth, higher economic productivity and a more peaceful, tolerant and democratic society (Education for All, 1994).

41. Enhancing Cultural Awareness among Schoolchildren, Elenita D. Vera-Alba

The National Museum, founded in 1901, is the state museum. The official repository and custodian of the Philippine's natural and cultural heritage, it has tri-dimentsional goal covering diverse fields of knowledge through various educational, scientific and cultural services.

The scientific and cultural goals of the Institution are continuously pursued and achieved very satisfactorily, if not with excellence. Its educational goal, on the other hand, is met more specifically in the tertiary level of education through field schools and lectures. It is at primary level that the National Museum (NM) has not been too successful in promoting the knowledge that it wants to impart. On the whole, the NM resources and services although widely known and utilized by higher level of educational institutions still need to be appreciated by elementary schools. Seen in this context, the problem that this Action Plan and Porject (APP) tackled was how best to utilize the museum resources in enhancing cultural awareness among schoolchildren.

42. The Use of Information Technology in Education, Baharuddin Bin Aris and Mohd. Salleh Bin Abu

Instructional design is a critical component of an interactive multimedia courseware development for educational and training purposes. Good instructional design can help improve learner motivation and achievement, therby significantly increasing the value of the courseware.

Ther is a wide range of references on instructional design such as Rowntree (1982), Dick and Carey (1990), Gagne and Briggs (1979) and Tyler (1949). In general, these writers maintain that the process of instructional design includes the selection and organisation of objectives, content, learning experiences or methods, evaluation and revision. These stages are systematically designed, and are therefore essential in providing a guideline in the development and evaluation of an interactive multimedia courseware.

43. Case Studies of Science and Mathematics Teaching in the Philippines and Lessons for Teachers and School Development, Ed van den Berg and Montana C. Saniel

As other developing countries in S.E.Asia, the Philippines is very eager to gain Asian "tiger" status and science and technology, and consequently science and techonolgy education are considered priority areas for investmen.

44. The Haitian Experience in Distance Education, Vanya Berrouet and Yvrose Luberisse

Located in the archipelago of the Greater Antilles, the Republic of Haiti (27.750 km and about 6.902.595 inhabitants) occupies the western part of the Island of Haiti, which it share with the Dominican Republic.

Haiti has had a very uneasy colonial past until 1804. it suffered foreign occupation for 19 years (1915-1934), malevolent dictatorship for more than 30 years and since 1986, it has gone through a long transition and adjustment period charachterized by a series of crisis at all levels. Consequently, the social, political and economic situation has worsened considerably.

45. Japanese Experience in the Promotion of Computer Use in Education, Norio Tanaka and Nobuyuki Suzuki

The Center of Educational Computing (CEC) is a foundation established in 1986 by the Ministry of Education (MOE) and the Ministry of International Trade and Industry (MITI).

It aims to promote computer utilization among elementary, junior high and senior high schools in Japan. Following are some of its initiatives in promoting technology integration in education.

46. The Changing Role of Educational Administrators: A Threatening Opportunity, Glen B. Earl and Beverly H. Neu

Between 1980 and 1992, in the United States and throughout the world, education was under attack. The disenchantment with the American educational system began in the late 1970's.

The dienchantment was crystallized in a series of national and state reform reports, beginning with the National Commission of Excellence in Education's 1983 report, A Nation at Risk.

47. Educational Leadership for the Next Millennium, Glen B. Earl and Beverly H. Neu

Leadership is an exciting subject. History provides many examples of powerful and dynamic individuals such as George Washington Winston Churchill and Julius Caesar.

Each historical leader had his own style, traits and ways to influence. It is interesting to note that scientific research on leadership did not begin until the twentieth century. To prepare leaders for the next millennium, we need to review the research and to project the needs of the future.

48. Appropriate Technology to Improve Access and Quality of Education in Developing Regions of the World, Kanwar Habib Khan and Lisa Slifer

Given the established need to improve access,equity and quality of education throughout developing parts of the world including Asia, Africa, the Middle East and Latin America and the Carribean, the use of appropriate technology can assist national Ministries of Education worldwide to meet the challenges of achieving the goal "education for all by year 2000."

During this conference World Space Foundation will examine the ways in which communication technology can be used appropriatly to improve access, equity and the quality of education in the classroom setting.

49. Learning Without Frontiers: Towards an Agenda of Appropriation of Technologies, Manish Jain

"It is clear to most people that the post-World War II dream of development id dead. Asia, Africa and Latin America are no closer to becoming 'developed' than in 1945 when the powers of capital and technology were summoned to make them into clones of the First World."

50. The Transformative Potential of Education: Lessons from Women's Studies, Fe Corazon T. Labayen

This paper discusses the prospects of achieving personal and social transformation through education, with specific reference to the experience of a particuler center for women's studies in the Philippines.

It points to certain implications of the institute's experience in the practice of formal esucation in general, specifically with respect to the still-unresolved issu of the transmissive versus transformative functions of education.

51. Scools of the Future: The Lapu-Lapu City Experience, Caridad C. Labe

Many bright ideas are conceived during meals. Such is the case of the Schools of the Future in DECS Lapu0Lapu City. On November 19, 1995, as Secretary Ricardo T. Gloria, Dr. Eladio C. Dioko, and I dined in Madredijos, Cebu Province where we were attenfing the provincial athletic meet, the idea was formed.

It was strengthened very shortly, in February the following year when Undersecretary Alejandro Wilfredo Clemente came with a TV crew of Channel 13 to document the 1995 accomplishments of DECS Lapu-Lapu City. Th final concept ws drawn on paper personally by our Regional Director Eladio C. Dioko on June 11, 1996 at 5:15 p.m. in his office. The sketch required three basic components: the mini amphitheater or the lecture room, the activity center and the computer center. A meeting of the school heads of Lapu-Lapu City was conducted on June 12, 1996 to design the model Scools of the Future for the elementary school level.

52. Building an S&T Culture in the Learning Society of the Future, William G. Padolina

indeed we are buikkding bridges for our common future. In today's technology-driven global environment, scientific discoveries and their immediate transformation into tols of great applicability are laying the foundations for many new "knowledge" or "Learning societies." Ther will be as many of these new societies as ther are different cultures and local, national, and regional economies.

Building our own "learning society" is a task that reauires the active participation of all branch of government and all sectors of our economy. It is a task that embraces the young and the old, the rich and the poor, and both men and women. It is task constrained by the conditions of working and living within the economies, politics and social environments that distinguish each country.

53. Authentic Assessment of Learning, Flordeliza C. Reyes

Authentic assessment has its roots in the arts and in apprenticeship systems where assessment focuses on performance. Presently, the use of authentic assessment has extended to differnt curriculum areas.

This has grown from teachers' realization that in-depth learning, which matters the most, is too complex to be meaured effectively by testing isolated components. They find the need for alternative forms of assessment that enable student to demonstrate the knowledge and competencies that they have acquired in specific subject areas (Guta & Lincoln).

54. Total Quality Management in the Assessment of Public Elementary Education in the Division of Agusan Del Norte, Eden Codilla Omboy

The issue of quality has been the concern of so manyinternational fora on education. This has been partly due to the goal of governments around the world to provide quality education for all their citizens.

While quantity can be easily measured, quality has escaped an ultimate definition. Many educators believe that the notion of quality lends itsel to various interpretations. The questions "What will quality be like?" and "Who will define it and how will it be defined?" are asked aver and aver again.

But if quality education cannot be defined, then how can educators successfully deliver it?

55. Temasek Polytechnic's Experience in Educational Quality Assurance, Lim Thim Veng

There are currently four polytechnics in Singapore offering a range of courses at the diploma level. Students admitted to the polytechnics would have obtained the General Certificate of Education 'O'-level examinations certificate or its equivalent.

Most would be about seventeen years old. They undergo a three year course at the ploytechnic, graduating with a diploma ("course" refers to the whole three-year academic programme; "Financial Accounting 1"would be a subject taught over one semester in the Diploma in Accounting and Finance course). The full-time courses at the polytechnic prepare students for middle management or supervisory roles in industry.

56. "Small Lagoon vs. Open Ocean" - The Use of an Intranet for the Support of a Teaching and Learning Program, Bob Wilson

Like all teachers, I am constantly seeking to find simple ways of communicating my message -I still find telling students a story a very useful and worthwhile techniqur that has seen the test of time. Allow me then to tell you a short story -one that I hope will have a simple message for us all.

One upon a time there was a wonderful tropical island which was home to a village of happy and contented people.