Contributors sought for sections on:

- Afghanistan
- Bangladesh
- India
- Pakistan
- Sri Lanka/Island Nations-Indian Ocean

Please direct inquiries to Emad Alfar: <mailto:alfare%40ncc.edu>alfare@ncc.edu

ENCYCLOPEDIA OUTLINE

International Education and Human Development: An Encyclopedia is the only exhaustive examination of international education. It exhibits a great number of educational concepts as well as the inner workings of educational systems throughout the world. It is divided into two parts, discussed in the paragraphs below, and is projected to be a two-volume work.

GENERAL STRUCTURE OF WORK

The second part of International Education and Human Development: An Encyclopedia consists of 8 sections. Most of the chapters in Part II, Systems of Education throughout the World, will contain 7 entries: i. Introduction; ii. The Educational System; iii. Curriculum, Instruction, and Assessment; iv. Teacher Education; v. Informal Education; vi. Dilemmas; and vii. System Economics. Each entry, with the exception of the entry on The Educational System, will be comprised of 3 main headings: i. Introduction; ii. History and Development; and iii. Current and Future Prospects. The issues for each of the entries are the following:

Introduction. The Introduction entry for each chapter will consist of a broad overview of the country’s educational structure. It will also discuss the country’s political and sociological climate, which often serves as an indicator of the overall educational values of its citizens.

Educational System. This is the only entry whose structure differs from the other five entries. The structure of Educational System is comprised of the following headings: i. Introduction; ii. Pre-Compulsory and Compulsory Education (with subheadings entitled a) History and Development, and b) Current and Future Prospects); and iii. Post Compulsory Education (also with the same subheading titles as the preceding heading). We refer to Compulsory Education as a general term, which represents education as a requirement for citizens between certain ages. For example, in the United States, students are generally (but not always) required to attend school from approximately 5 to 17 or 18 years of age. Pre-Compulsory Education represents formal or informal educational practice prior to compulsory education. In the United States, we generally designate this “early childhood education.” Post Compulsory Education represents formal or informal educational practice beyond compulsory education. In most post-Industrial countries and a number of developing countries, students who complete their compulsory education may decide to attend the college or university. However, this decision is very often determined by one’s socioeconomic status and not by one’s individual desire or volition.

Curriculum, Instruction, and Assessment. The issues in the Curriculum, Instruction, and Assessment entry generally involve a discussion around the primary branches of intellectual or health-related inquiry: language, mathematics, science, arts and humanities, health education, and social education. Other branches of inquiry that are unique to a given country will also be discussed.

Teacher Education. The three primary issues on which this entry will focus have to do with the number of years or the type of background a teacher candidate of any grade level must have in order to teach in the given country; specified content to be mastered for any teacher candidate of compulsory education; and the issue of accreditation and licensure (if it exists in the first place). Other issues unique to a given country will also be discussed.

Informal Education. Issues having to do with informal education include (but are not necessarily limited to): experiential education; expert/novice situations; home, museums, and libraries; learning at work; learning at play, and situated learning.

Dilemmas. This entry has to do with specific dilemmas facing a particular country’s educational infrastructure. Some of these dilemmas may include a country with a high crime rate, a country whose children fight in wars, or a country whose educational system limits educational opportunity by gender or race. Other factors which affect a given population may be included.

System Economics. Issues having to do with system economics—i.e., the revenue having to do with a particular country’s educational system—include (and again, are by no means limited to): annual expenditure on compulsory education; annual expenditure on post-compulsory (and possibly pre-compulsory) education; and expenditure on teacher education, accreditation, and licensure. Evidence of graft or corruption—if it can be verified—will also be discussed.

Jennifer Hayashida, Coordinator
Asian American Studies Program
Hunter College • The City University of New York
695 Park Avenue, 1716 West Building
New York, NY 10065
212.772.5660
jennifer.hayashida@hunter.cuny.edu