Paul, others...

Thanks for the articles...

It is tough to respond as my mind is buzzing; yet not conflicted in
the slightest. I wonder... what good is formal education if it is
entangled in such nastiness?

As one who believes there is much wrong with formal education systems
throughout the world, the articles presents a glimpse into what
greedy administration will do to those at a weaker point in life.

In my opinion schools should be about students, not a place where
students are taken advantage of, mistreated, lead down unsuspecting
paths and in general - given an inferior product when their
investment of time and money is so precious.

Formal education has become an integral function for national
identity building, cultural development, international relations and
future economic/social viability. Thus we should treat it as such
while resisting the temptation to allow such unsavory behavior.

In my view of the teaching profession, our students are "everything",
yet this story once again shows the seedy side of worldwide
overdependence on increasing credentialization.

As I read and re-read the articles I can't help but envision that the
case is taking place in a third-world nation where dictatorial policy
leads the way. Yet it is not... Therefore I wonder what can we do to
ensure our students are not taken advantage of in this and other ways?

I do not have an answer, but all I can suggest for language and
culture teachers is to introduce as much critical thinking skills,
debate and global thinking into your curriculum as is possible. As
teachers we have the power to help our students learn how to learn,
thus that may be the least we can do to further our profession.

Cheers
Tim

2002 Call for Grant Proposals

The APEC Education Foundation (AEF) is a
non-governmental, non-profit institution
established to support APEC  endeavors towards
shared prosperity and community building by
promoting education  and human resources
development in the Asia-Pacific region.
Institutions and non-profit organizations in all
APEC member economies are cordially invited to
submit grant proposals that  are consistent with
the mission of the Foundation, according to the
following guidelines.

1. Program Priorities for 2002 Enhancing cyber
education cooperation within  APEC has been and
will continue to be the Foundation's priority
area. Since  2001, the AEF has supported the
Consortium for APEC Cyber Education Cooperation
(ACEC) in order to help teachers and academic
administrators effectively  use information and
communication technology (ICT) and the Internet.
For 2002, the AEF seeks to take an initiative to
enhance ICT capacity  building for another very
crucial group of players in the region: small and
  micro-enterprises. As important sources of
creativity and  innovation, small and
micro-enterprises can play a pivotal role in
alleviating poverty and enhancing sustained
economic growth of the APEC  region. In
recognition of the significant role these very
small businesses  can play, APEC has recently
placed a special emphasis on micro-enterprises.
At the Shanghai meeting in 2001, APEC Leaders
recognized "the need to  encourage the
incorporation of the priorities of micro, small
and medium  enterprises throughout the APEC
agenda." Furthermore, in 2001 the Ministers
responsible for Human Resources Development
acknowledged the need to provide  small and
micro-enterprises with ongoing training and
capacity building  opportunities. Meanwhile, the
e-APEC Strategy emphasizes the extensive and
effective use of ICT in building human capacity
and promoting  entrepreneurship. In support of
these goals, the APEC Education  Foundation is
seeking grant proposals for projects designed to
enhance the  capacity of small and
micro-enterprises to use information and
communication technology more effectively. The
Foundation recognizes that  effective use of ICT
and the Internet offers a set of tools to smaller
  businesses that are critical to their success in
the New Economy. The Foundation  actively
supports women entrepreneurs. Proposals should
involve training programs and  educational
opportunities to help small businesses make the
best use of ICT  and the Internet, thus
achieving, for example, the following
objectives: Provide quality vocational education,
business  planning and marketing training, as
well as access to research and  life-long
learning; Improve small and micro-enterprises'
capacity to  network with suppliers, partners and
customers to improve productivity  and efficiency
and raise their competitiveness; Create a
consolidated web site that links small  and
micro-enterprises to advice and guidance they
need to develop human  resources, learn
management techniques, manage financial and
budget issues,  access capital, and engage
existing government assistance programs and the
full range of other tools that will improve their
chances for success. Special attention will be
given to initiatives  to enhance ICT capacity
building in those businesses operated by women
entrepreneurs, and those to be undertaken on an
APEC-wide and multilingual  basis.

2. Eligibility Applicants must be institutions or
non-profit,  non-governmental organizations
actively engaged in education and  human
resources development activities in any APEC
member economy. Consortia  or groupings of these
entities are also eligible.

3. Award Criteria In awarding grants, priority
will be given to  projects meeting the following
criteria: Address issues of regional concern and
importance (relevance to the APEC mandates by the
Leaders and Ministers),  especially those related
to women entrepreneurs Prove significant or
unique in relation to other  work being done in
the field Promote APEC-wide, multilateral
cooperation Encourage tripartite cooperation
among  governments, academic and business
communities Produce sustainable and measurable
outcomes Include any arrangements for matching
funds

4. Grant Period The Foundation provides all grant
on an annual  basis. For multi-year projects, the
Foundation decides on continuation  of support
and the amount of grants on the basis of the
previous year's  performance as well as the
proportion of cost sharing.

5. Grant Size A grant may be requested between
US$100,000 and  US$300,000, depending upon the
quality of the proposed project and the
availability of funds.

6. Application Procedures Prospective applicants
are strongly encouraged  to submit a proposal and
a two-page summary. While there is no formal
application form, the proposal should include
such items as the purpose, plan  for activities,
duration of the project, estimated budget and
projected  results. It is also recommended that
the proposal address the following points:
Consistency with the mission and purpose of the
APEC Education Foundation Needs to be addressed
Description of the undertaking being proposed
Description of the principal individuals and
organizations to be involved Explanation of how
outcomes will be measured Preliminary budget with
other funding noted, if  any In order to be
considered, all proposals must be  endorsed by
the applicant's chief executive officer. Final
proposals can be  developed in consultation with
the Secretariat staff of the APEC Education
Foundation.

7. Application Deadline and Announcement of
Grants All applications should be submitted to
the  Foundation by no later than August 31st,
2002. The Foundation's Board of  Governors will
review the grant applications and applicants will
be individually  notified of the results by mid
September. Note: Support will not be provided for
indirect  costs of the applicant such as the
purchase of equipment and supplies, or  for
programs undertaken for the purpose of promoting
any specific business
entity/institution/religious organization.

All proposals and inquiries concerning the AEF
grant should be addressed to:

Executive Director of the APEC Education
Foundation.
Dr. Jaebong Ro
Executive Director
APEC Education Foundation
300-4, Yomgok-dong, Seocho-gu, Seoul 137-747,
Korea
Tel.: (82 2) 576-7373/4, Fax.: (82 2) 576 5303
E-mail: grants@...
<mailto:grants@...
Web site: www.apecef.org
<http://www.apecef.org/



__________________________________________________
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( PreviousURL)

http://mdn.mainichi.co.jp/news/archive/200206/29/20020629p2a00m0fp003001c.ht
ml

>


http://www12.mainichi.co.jp/news/mdn/search-news/857242/entrance20exam-0-2.h
tml
>
> Universities recoil on student refund policy
> 2002.07.28
> Thirty private universities will no longer demand successful applicants
> pay tuition fees before they decide whether to enroll in other
> institutions, a Mainichi survey has shown.
>
> The decision is in response to a directive that the Ministry of
> Education, Culture, Sports, Science and Technology recently issued
> following a massive lawsuit against such practices. The ministry issued
> the directive after nearly 60 students sued 28 major universities and
> vocational schools demanding the return of 59 million yen they had paid
> in entrance and tuition fees before deciding to enroll in other
> institutions.
>
> Currently, many private universities set the deadline for payment and
> refund of tuition fees before the results of national and local
> government-run universities are announced. Therefore, some applicants
> paid entrance and tuition fees for private universities and could not
> receive refunds after choosing to enroll in national universities.
> Successful applicants for some private medical universities, who also
> passed governmental institutions, paid millions of yen for such fees.
>
> The Mainichi Shimbun surveyed 116 major private universities with at
> least 5,000 students and private medical universities.
>
> In the poll, the institutions were asked whether they will demand
> successful applicants pay entrance and tuition fees and set the deadline
> for return of tuition fees before or after government-run institutions
> announce their entrance exam results.
>
> Of the 116 institutions surveyed, 83 currently set the deadline for
> payment and refund of tuition fees after national and local
> government-run institutions announce their entrance exam results. On the
> other hand, 33 others set the deadline before then.
>
> Among the 33 institutions, 30 responded that they have decided to set
> the deadline in the next school year's entrance examination after the
> public institutions' announcement of their entrance examination results.
> The remaining three institutions are considering whether to do so.
>
> However, none of them said they have no intention of returning entrance
> fees to applicants who decide to enroll in other institutions, as they
> have so far refused to do so, according to the survey results. (Mainichi
> Shimbun, July 28, 2002)
> ==^================================================================
>

http://mdn.mainichi.co.jp/news/archive/200206/29/20020629p2a00m0fp003001c.
html

Students duped by universities file lawsuits


OSAKA -- Nearly 60 students have sued major universities and vocational
schools demanding the return of 59 million yen they had paid in entrance
and tuition fees before deciding to enroll in other institutions.

A total of 23 schools such as Doshisha, Kinki, Ritsumeikan universities
and five vocational schools face lawsuits filed by 58 students Friday at
the Osaka, Kobe and Kyoto district courts.

The government advises universities to return tuition fees paid by
students who eventually decide to enroll in other schools.

Most of the schools being sued claim in their prospectuses that entrance
and tuition fees won't be returned once they are paid.

But the students insist that the schools' claims are meaningless and
invalid and so demand the return of all entrance and tuition fees they
have paid.

One student admitted at the Hyogo College of Medicine paid a staggering
8.9 million yen in entrance, tuition and "facility support" fees but the
medical school didn't return the money.

Lawyers for the angry students plan to file similar suits in Tokyo and
Nagoya. (Mainichi Shimbun, June 29, 2002)
--
David P. Agnew
Chair, EWA Kandai Branch
Kansai University
3-3-35 Yamate-cho, Suita-shi
Osaka 564-8680
JAPAN



[Non-text portions of this message have been removed]

I found this article timely as is hits a similar
tune as the upcoming Kyoto JALT conference on
educational conference.

Quote from the cited article.

   "We always ask so much of the kids," said
Rivera, who describes his
tech skills as minimal. "I don't think it's
asking too much for
(teachers) to learn something in turn."

http://www.sptimes.com/2002/08/05/Technology/Teachers_go_to_school.shtml


__________________________________________________
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Hello,

This email message is a notification to let you know that
a file has been uploaded to the Files area of the KyotoLCT
group.

   File        : /optimization of teaching quality.pdf
   Uploaded by : timdenny66 <timdenny66@...>
   Description : alternative methods for using student evaluations of teaching

You can access this file at the URL

http://groups.yahoo.com/group/KyotoLCT/files/optimization%20of%20teaching%20qual\
ity.pdf

To learn more about file sharing for your group, please visit

http://help.yahoo.com/help/us/groups/files

Regards,

timdenny66 <timdenny66@...>

Hi everybody,

I hope everything is going well.

Many thanks to everybody who sent in their ideas and plans for the SIG
Anthology of Working Papers on Learner Development, earlier in the year and
many apologies for us not getting back to you all on that.

Two great opportunities are coming up to get the ball rolling again on this
and share our research in progess:
・ The Learner Development SIG Retreat 2002 at Rokko YMCA, Kobe
on October 5th and 6th, and
・ The Learner Development SIG Forum on Sunday November 24th at
JALT 2002 in Shizuoka

We now need to get names of people who'd like to participate in the SIG
Forum at JALT together quickly. Everyone is very welcome to present, even if
you haven't been involved in any of the Anthology discussions.


As you will see from the summary of the session below, we have gone for the
format which worked well last year: poster presentations from each
participant giving the audience a chance to circulate and talk to the
presenters followed by small/whole group discussions.

As you may have heard, Phil Benson, whose work on learner autonomy is well
known, has agreed to be an advisor/consultant for the the Anthology, is
presenting at JALT this year and will be involved in the Forum.

If you'd like to be involved, please send me the following information:
・ Your name
・ Affiliation
・ JALT member Yes/No
・ JALT membership no (if member)
・ Up to 50 words outlining your research and presentation.

I need to have the is information from you by midday Wednesday 24th July.

Many apologies for this deadline being so tight, and asking you for this
when many of you are finishing work and leaving for the summer! My fault for
not getting this together much earlier, but have only just been told that
the conference handbook goes to press within the week!

Please do respond if you're interested in participating. The most important
thing now is to get names and brief, general descriptions of presentations
into the handbook - these can be developed and refined later. Hoping lots of
you will get involved with the Forum.

One other point: presenters are limited to one presentation each this year
at JALT, so if you have already had a presentation accepted you can't
formally be a presenter in the Forum. But you're still very welcome to be
involved informally in the Forum discussions and sharing of research in
progress.

The summary of the Forum already submitted was based on the questions that
came out of the Retreat last year. I will update this to reflect the
research areas Forum presenters are now working if necessary.

Looking forward to hearing from you and to another great Forum at JALT.

All the best, and apologies one more time for the rush,

Mike

auto-j@... <auto-j@...>



Summary and Abstract for the Forum

Short summary: This year's Learner Development Forum presents research in
progress on the key issues and challenges faced by teachers seeking to
enhance and extend learner autonomy in a variety of teaching contexts in
Japan. This research addresses autonomy in individual and group learning,
within the classroom and across the curriculum.

Abstract: This year's Learner Development Forum will present research in
progress from ongoing research projects on learner autonomy that developed
out of discussions at the 2001 SIG Autumn Retreat. These projects explore
the key issues and challenges faced by teachers seeking to enhance and
extend learner autonomy in a variety of teaching contexts in Japan. The
presenters will address the development of autonomy in individual and group
learning, within the classroom and across the curriculum.

Questions taken up will include: What rights and responsibilities should
autonomous learners have? How can negative expressions of autonomy, such as
students choosing to disrupt or opt out of the learning process, be
developed into an 'informed autonomy' conducive to learning? Which roles,
strategies and structures best enable successful autonomous group work? What
part can learner-learner and teacher-learner negotiation play in setting
goals, deciding learning strategies and evaluating learning? How do learners
develop individual and collaborative self-awareness of their own learning
beliefs, strategies and self-responsibility? What kinds of self-assessment
processes are most effective for enhancing learner autonomy? How can we
build communities of collaborative learning in our classrooms? How do we
move from developing autonomy in the single classroom to promoting autonomy
as an integral part of the whole curriculum?

Poster presentations on each project, giving participants the chance to talk
directly with the presenters, will be followed by small/whole group
discussions on the possibilities for promoting autonomy and questions for
further exploration raised by such research.


============================================================
Mike Nix
Green Heights 205, Takadanobaba 3-39-9, Shinjuku-ku, Tokyo 169-0075,
JAPAN.
Tel: 03-3368-5256 (from outside Japan: 81-3-3368-5256)
============================================================




[Non-text portions of this message have been removed]

Thought this conference may be of interest to
some of you dealing with the issues at hand.

Cheers
Tim


***CALL FOR PAPERS***SUBMISSIONS DUE 1 SEPTEMBER
2002***CALL FOR PAPERS***
----------------------------------------------------------------------------
---------
Australian and New Zealand Comparative and
International Education Society
Conference

6-8 December 2002
University of New England
Armidale, New South Wales, Australia

Internationalizing Education in the Asia-Pacific
Region: Critical
Reflections, Critical Times

Hosted by:  The School of Education, University
of New England, Armidale

----------------------------------------------------------------------------
---------

The primary aim of the conference is to
critically reflect on the
internationalization of education with
particular reference to the
Asia-Pacific region and a focus on meanings,
purposes, ethics, practices,
futures, tensions, contradictions, and
consequences in these critical times.

We wish to examine what it means to
internationalize education in these
times of complex and shifting economic and
social movements. Papers and
panel discussions will be invited from scholars
working in on-shore and
off-shore programs, or researching such programs
or issues related to the
globalization/internationalization of education,
postcoloniality, and global
and regional education movements, shifts, and
transitions. Paper and panel
proposals are also invited on other topics
outside the theme but relevant to
comparative and international education.

Keynote Speakers include...

Michael Singh - Professor of Language and
Culture at RMIT University, the
Head of the Department of Language and
International Studies, and the leader
of RMIT's Globalisation and Cultural Diversity
Research Forum.

Professor Singh is currently working with
Professor Fazal Rizvi (University
Illinois, Urbana-Champaign) to finalise an ARC
funded project investigating
the uses of international education by students
from China and India.
Drawing on theories of postcolonialism and
globalisation he is analysing the
role that mobility, transnationality and
strategic uses of identity play in
their educational experiences.

Professor Singh's recent book, "Appropriating
English: Innovation in the
Global Business of English Language Teaching"
(written with Peter Kell and
Ambigathy Pandian) was published in 2002 by
Peter Lang, New York.

Professor Singh was responsible for the
conceptualisation of an innovative
BA in International Studies which focuses on the
policy and practice of
local engagements with the problems and
possibilities of globalisation; a
global/local orientation to work-integrated
learning; and a choice of three
streams of languages studies - global English;
interpreting and translating,
and other languages.

His studies in the areas of multicultural
education and Asia literacy has
led Professor Singh to his current research into
the problem of White
Australia politics, the sustainability of
linguistic diversity, and the role
that the presence of international students
plays in educational innovation.

CALL FOR PAPERS

Participants are invited to submit papers
relating to the theme of the
conference or to any other issue of concern to
the field of comparative and
international education. Papers, posters, panels
and symposia are welcome.
Three or four papers will be allocated to each
90 minute presentation
session. Presenters may choose to have their
paper refereed.

SUBMISSION OF ABSTRACTS AND MANUSCRIPTS

Please submit abstracts and manuscripts by email
in electronic format using
a recent version of MS Word.

Abstracts (250 words maximum, please) for
non-refereed papers must be
submitted by 1 September 2002.

Full manuscripts (including an abstract) for
refereed papers must be
submitted by 1 September 2002.

Full manuscripts for non-refereed papers and
revised manuscripts for
refereed papers must be submitted by 1 November
2002 in order to be included
on the proceedings CD.

CLOSING DATES

Submission of abstracts:
1 September 2002

Submission of full papers for referring:
1 September 2002

Submission of non-refereed papers:
1 November 2002

Close of early-bird Registration:
1 November 2002

CONTACTS

Registration and Accommodation:

UNE Conference Company
University of New England
Phone: +61  (0) 2 6773 2154
Fax: +61  (0) 2 6773 3766
E-mail: confco@...

Program and Presentation Enquiries:

Peter Ninnes
School of Education
Phone: +61  (0) 2 6773 3087
Fax: +61  (0) 2 6773 3350
E-mail: pninnes@...

To learn more about the conference or to
register, please visit
http://fehps.une.edu.au/anzcies/ANZCIESConf2002.html



__________________________________________________
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I found this interesting perspective on teaching
evaluations and felt it pertains well to our
recent discussion on the state of such in Japan.

Cheers
Tim

P.S. scroll down for the link.

Is it a Level Playing Field?  Factors Which
Influence Student
Evaluation of Teaching.


Moya Adams, Ruth Neumann and Cathy Rytmeister
Centre for higher Education and Professional
Development
Macquarie University, Sydney.


http://www.aare.edu.au/96pap/adamm96.084

=====
John T. Denny, M.S.Ed., Ph.D.
http://www.geocities.com/timdenny66/index.html                International
Cultural Studies Dept.
   American Studies Section
   Kyoto University, Japan

  "A partnership for teachers, children and education"
http://www.vidyaonline.net/

__________________________________________________
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Papers are now invited for CAL '03 '21st Century
Learning' which
will take place at Queen's University Belfast,
Northern Ireland,
8-10 April 2003.

The conference will provide a forum for the
sharing of
experience, knowledge and research for those
working at the
forefront of learning and teaching with
technology.

Conference themes include:
- Emerging Contexts for Learning (e.g.
non-institutional, informal,
work-based, community-based, VLE-based);
- Emerging Pedagogies (e.g. visions, designs and
examples);
- Assessment and Technology (e.g. innovations in
assessment of,
with and for learning);
- Addressing the Digital Divide (e.g. national
and international
differences, globalisation, culture change);
- Emerging Technologies for Educational Contexts
(e.g. educational
uses and implications of emerging technologies).

Papers are invited for oral and poster
presentation at the
conference on the above themes. Authors should
submit abstracts
(maximum 500 words) online at:
http://www.cal2003.com
The deadline for submission of abstracts is 27
September 2002.

For further information visit:
http://www.cal2003.com
or contact April Williams at the CAL 2003
Conference Secretariat:
Tel: +44 (0) 1865 843089
Fax: +44 (0) 1865 843958
Email: a.williams@...



=====
John T. Denny, M.S.Ed., Ph.D.
http://www.geocities.com/timdenny66/index.html                International
Cultural Studies Dept.
   American Studies Section
   Kyoto University, Japan

  "A partnership for teachers, children and education"
http://www.vidyaonline.net/

__________________________________________________
Do You Yahoo!?
Yahoo! Health - Feel better, live better
http://health.yahoo.com

I thought this may be of interest to some of you.
Tim

-------

Ford Foundation's International Fellowships
Program

International Fellowships Program
The Ford Foundation International Fellowships
Program (IFP) provides
opportunities for advanced study to exceptional
individuals who will use
this education to become leaders in their
respective fields, furthering
development in their own countries and greater
economic and social justice
worldwide. To ensure that Fellows are drawn from
diverse backgrounds, IFP
actively seeks candidates from social groups and
communities that lack
systematic access to higher education.



IFP is the largest single program ever supported
by the Ford Foundation. By
investing $280 million over ten years through
2010, the Foundation intends
to build on its half century of support for
higher education. Foundation
programs have long promoted the highest
educational standards and
achievement. Ford fellowship recipients have
become leaders in institutions
around the world and have helped build global
knowledge in fields ranging
across the natural and social sciences as well
as the humanities and arts.



IFP draws on this tradition and underscores the
Foundation's belief that
education enables people to improve their own
lives as well as to assist
others in the common pursuit of more equitable
and just societies.



General Guidelines
The International Fellowships Program provides
support for up to three years
of formal graduate-level study leading to a
masters or doctoral degree.



Fellows are selected from countries in Asia,
Africa, the Middle East, Latin
America, and Russia, where the Ford Foundation
maintains active overseas
programs. U.S. nationals are not eligible,
although Fellows may study in the
United States.



Fellows are chosen on the basis of their
leadership potential and commitment
to community or national service, as well as for
academic excellence.



Fellows may enroll in masters or doctoral
programs and may pursue any
academic discipline or field of study that is
consistent with the interests
and goals of the Ford Foundation. The Foundation
currently works in fifteen
fields to strengthen democratic values, reduce
poverty and injustice,
promote international cooperation, and advance
human achievement.



Once selected, Fellows may enroll in an
appropriate university program
anywhere in the world, including their country
of residence. The program
provides placement assistance to those Fellows
not yet admitted to graduate
school.



IFP support also enables Fellows to undertake
short-term language study and
training in research and computer skills prior
to graduate school
enrollment. In addition, new Fellows attend
orientation sessions, while
current Fellows actively participate in learning
and discussion activities
designed to create information and exchange
networks among IFP Fellows
worldwide. Finally, the program strongly
encourages IFP alumni to maintain
contact with the program after completing the
fellowships to help them
remain current in their respective fields
through the expanding IFP network.



Because local requirements vary widely among IFP
countries, applicants
should carefully follow the specific application
guidelines provided by the
relevant IFP International Partner organizations
listed below, including
deadlines for the submission of applications.



Who Is Eligible?
Applicants must be resident nationals or
residents of an eligible IFP
country.
In addition, successful candidates will:
Demonstrate superior achievement in their
undergraduate studies and hold a
baccalaureate degree or its equivalent.
Have substantial experience in community service
or development-related
activities.
Possess leadership potential evidenced by their
employment and academic
experience.
Propose to pursue a post-baccalaureate degree
that will directly enhance
their leadership capacity in a practical,
policy, academic, or artistic
discipline or field corresponding to one or more
of the Foundation's areas
of endeavor.



Present a plan specifying how they will apply
their studies to social
problems or issues in their own countries.
Commit themselves to working on
these issues following the fellowship period.
IFP selects Fellows on the
strength of their clearly-stated intention to
serve their communities and
countries of origin, and expects that they will
honor this obligation.



IFP Fields of Study
IFP Fellows may choose to study in any academic
discipline or field of study
related to the Ford Foundation's three
grant-making areas, which are:



Asset Building and Community Development
Children, Youth and Families
Sexuality and Reproductive Health
Work-Force Development
Development Finance and Economic Security
Environment and Development
Community Development
Education, Media, Arts and Culture
Education Reform
Higher Education and Scholarship
Religion, Society and Culture
Media
Arts and Culture
Peace and Social Justice
Human Rights
International Cooperation
Governance
Civil Society
The Application Process top of page
All applications must be submitted to the
appropriate IFP International
Partner listed below in the country or region
where the applicant resides.
IFP International Partners determine application
deadlines and selection
schedules in their region or country.
Applications are reviewed and final
selections decided by panels composed of
practitioners and scholars from
various fields of work and study. The level and
duration of awards are
determined as part of the selection process.
Ford Foundation staff and their
family members may not serve on selection panels
and are not eligible to
apply for IFP awards. Members of selection
committees, staff of the
organizations managing the program in the
various regions, and their family
members are also ineligible for IFP awards.



IFP International Partner Offices:
CHINA
Institute of International Education (IIE):
www.china-ifp.org <
<http://www.china-ifp.org
http://www.china-ifp.org
INDIA
United State Educational Foundation in India
(USEFI): www.ifpsa.org <
<http://www.ifpsa.org http://www.ifpsa.org
INDONESIA
Indonesian International Education Foundation
(IIEF): www.iie.org/iie/ief <
<http://www.iie.org/iie/ief
http://www.iie.org/iie/ief
PHILIPPINES
Philippines Social Science Council (PSSC):
www.philsocsci.org <
<http://www.philsocsci.org
http://www.philsocsci.org
VIETNAM
Center for Educational Exchange with Vietnam
(CEEVN): edex@... <
<mailto:edex@...
mailto:edex@...
GHANA, NIGERIA, AND SENEGAL
The Association of African Universities (AAU):
www.aau.org/ifp/ <
<http://www.aau.org/ifp/
http://www.aau.org/ifp/
KENYA, TANZANIA AND UGANDA
Inter-University Council for East Africa
(IUCEA):
www.iucea.org/scholarships/Schorlaships.html <
<http://www.iucea.org/scholarships/Schorlaships.html
http://www.iucea.org/scholarships/Schorlaships.html
MOZAMBIQUE AND SOUTH AFRICA
Africa-America Institute (AAI):
www.aaionline.org <
<http://www.aaionline.org
http://www.aaionline.org
EGYPT AND PALESTINE
American-Mideast Educational and Training
Services (AMIDEAST):
www.amideast.org < <http://www.amideast.org
http://www.amideast.org
CHILE AND PERU
Latin American Faculty of Social Sciences
(FLACSO): www.programabecas.org <
<http://www.programabecas.org
http://www.programabecas.org
BRAZIL
Carlos Chagas Foundation (CCF):
www.programabolsa.org.br/ <
<http://www.programabolsa.org.br/
http://www.programabolsa.org.br/
GUATEMALA
Center for Research on the Mesoamerica Region
(CIRMA):
www.cirma.net/becas.htm <
<http://www.cirma.net/becas.htm
http://www.cirma.net/becas.htm
MEXICO
Center for Research and Higher Studies in Social
Science (CIESAS):
www.ciesas.edu.mx/bibdf/ciesas-ford/home.html <
<http://www.ciesas.edu.mx/bibdf/ciesas-ford/home.html
http://www.ciesas.edu.mx/bibdf/ciesas-ford/home.html
MEXICO AND GUATEMALA
Institute of International Education Office for
Latin America (Mexico City):
iie@... < <mailto:iie@...
mailto:iie@...
RUSSIA
Institute of International Education Russia and
Eurasia Office
www.iie.ru/pgms/IFP <
<http://www.iie.ru/pgms/IFP
http://www.iie.ru/pgms/IFP




=====
John T. Denny, M.S.Ed., Ph.D.
http://www.geocities.com/timdenny66/index.html                International
Cultural Studies Dept.
   American Studies Section
   Kyoto University, Japan

  "A partnership for teachers, children and education"
http://www.vidyaonline.net/

__________________________________________________
Do You Yahoo!?
Yahoo! Health - Feel better, live better
http://health.yahoo.com

Kwansei Gakuin University, Japan
POSITION: Associate Lecturer of English (2)


The School of Policy Studies at Kwansei Gakuin
University announces two positions (EFL/EAP) for
Associate Lecturers in English (ALEs). One
position
begins in April 2003; the second in September,
2003.
Contracts are for three years, renewable for a
fourth.
The positions offer a competitive package of
salary
and benefits including subsidized housing and
funding
for research. The School of Policy Studies is on
the
Kobe-Sanda campus, located approximately one hour

from
the cities of Kobe and Osaka.

The coordinated EAP program is a rigorous and
challenging program serving all 1,200 students
enrolled in the five semester English program. As

a
new ALE, you would offer fresh initiatives based
on
sound SLA principles. You would also be eager to
work
closely with the other ALEs and a dedicated part
time
faculty.

Each ALE teaches eight 90-minute classes per week

and
coordinates one course. ALEs are expected to
perform
the following duties:

_ contribute to the improvement and management of

the
curriculum and the program
_ improve existing course materials and create
new
materials
_ provide and explain those materials to the
course
teachers
_ seek and incorporate feedback from teachers
relevant
to course planning and other issues
_ assess and respond to program, staff, and
student
needs

Besides the duties mentioned above, the ALE
scores and
administers entrance exams, assigns and processes
grades, and participates in meetings about the
courses
and the program. Very occasional attendance at
other
campus events is required.

QUALIFICATIONS
_ an MA or higher in a relevant discipline such
as
TEFL/TESL or Applied Linguistics
_ solid teaching experience in university EAP
_ experience coordinating other teachers or
working in
a coordinated program
_ experience in curriculum design and materials
development
_ a demonstrated ability to function effectively
as
part of a team
_ evidence of and a commitment to professional
development
_ native-like competence in English

SALARY
5,745,600 yen annually, plus research funding of
450,000 yen (with additional conference funding
possible).

APPLICATION PROCESS
By October 1, 2002, qualified candidates should
send a
CV with reference contacts, two letters of
recommendation, and a cover letter describing in
detail the contributions you could make to the
program. Please state in the cover letter which
position (April, September or both) you are
applying
for.

Forward complete applications to the following
address:

Kwansei Gakuin University
School of Policy Studies
2-1 Gakuen, Sanda-shi
Hyogo-ken, Japan
665-0022
Attn: Eric Rambo, SPS-ELP



=====
John T. Denny, M.S.Ed., Ph.D.
http://www.geocities.com/timdenny66/index.html International
Cultural Studies Dept.
American Studies Section
Kyoto University, Japan

"A partnership for teachers, children and education"
http://www.vidyaonline.net/

Dear Everyone,

I am sending you the latest information on Salzburg Fellowship  for August 2002
- August 2003.   You can view the details at www.salzburgseminar.org.

I did attend one session (American Drama: Text and Performance) in 2000 and I
can say that it was very informative.  There was a topic on teaching and IT last
year.  Unluckily, there's none on English language teaching for 2002-2003. 
However, you may give the information to your friends whom you think qualify.

What's  nice about it is that the organization has scholarships.  If you're
lucky, you can get a 100% grant.

Jonathan


[Non-text portions of this message have been removed]

Feel free to forward the job announcement below to whom ever you think may
be interested.
mt

--
N. M. Terhune
Associate Professor
Ryukoku University, Faculty of Intercultural Communication
Seta, Otsu, Shiga JAPAN 520-2123
077-543-7634

=============================================
view on line at
http://efl.world.ryukoku.ac.jp/EFLJobAnnouncement.htm
==============================================
Announcement for the opening of the tenured position of
Lecturer or Associate Professor of English
at Ryukoku University, Faculty of Intercultural Communication

Responsibilities and duties: Successful candidates will teach and research
in English as a Second Language or English language related field with
additional responsibilities to teach a Japanese university seminar class on
an intercultural theme and to perform administrative duties in Japanese.
Rank: The successful candidate will assume the rank of Lecturer or Associate
Professor.
Starting date: The position will begin April 1, 2003
Employment criteria: All candidates should meet the following criteria:
1. 35-45 years of age
2. PhD or equivalent research achievement in an English related field
3. Five years Japanese university English teaching experience
4. Ability to teach in an area other than ESL related to
intercultural communication
5. Ability to participate in committees conducted in Japanese. A
successful candidate must have Japanese language ability in reading and
speaking to supervise student graduation thesis and lecture in Japanese.
Finalists will be asked to demonstrate this ability during an interview.
Required documents: The following documents must be included in your
application:
1. Curriculum vitae in Japanese and English:A@ Use form 1 in Japanese
and use a western style resume on a separate A4 sheet being sure to include
all the same information, in the same order, as the Japanese document.
2. List of publications: Use form 2 in Japanese and in English list
all research articles, books, essays and presentations in these four
separate categories on a separate A4 sheet from most recent first. Indicate
the three documents that you feel best represent your research by placing a
check next them.
3. Copies: Include four A4 size copies of the three papers you
indicated in the list of publications. (number 5.2)
4. Research summary: Use form 3 in Japanese (500 characters) and in
English write on a separate A4 sheet a 500 word summary of the papers you
indicated in the list of publications. (number 5.2)
5. Teaching philosophy: Use form 4 in Japanese (1600 characters) and
in English write on a separate A4 sheet a 500 word essay outlining your
teaching philosophy.
6. Return envelope: If you wish to have your documents returned
include a self-addressed stamped envelope with sufficient postage to assure
its delivery.
Deadline and delivery: All documents must reach Ryukoku University, Faculty
of Intercultural Communication by September 20, 2002. Mail to:
Ryukoku University
Faculty of Intercultural Communication
Attn: English Application
Shiga Ken, Otsu City
Seta Oe-cho Yokotani 1-5
JAPANA@A@ 520-2194A@A@A@A@
Phone: 077-543-7672A@A@ Fax: 077-543-7674
Recruitment procedure:
・ After the applications have been reviewed successful candidates
will be invited for an interview.
・ Finalists will be required to submit a certificate of health.
・ All applicants will receive a reply as to the final status of
their application.
・ All correspondence will be kept confidential.
Note: All documents must be submitted, typed, in both Japanese and English
on A4 sized paper. Use the standard Ryukoku University Employment Form
(follow the links in Japanese to 3recent announcements2 starting at
http://www.ryukoku.ac.jp/) for the Japanese application and use your own CV
format in English.A@ Be sure to include all the same information indicated
above in the same order and under the same headings in both the Japanese and
English versions.





[Non-text portions of this message have been removed]

Sorry. I thought I sent the message to Paul.
--
***************************************************
Dr. Kenji Kitao
kkitao@...
http://ilc2.doshisha.ac.jp/users/kkitao/

Office Phone 0774-65-7191, 0774-65-7070
Fax 0774-65-7069
Doshisha University, Kyotanabe, Kyoto, Japan 610-0394
　　　　　ーーーーーーーーーーー
〒610-00394 京田辺市  同志社大学
     言語文化教育研究センター  北尾謙治
***************************************************

Dea Paul:

I have changed the instrructions for Collected Papers
http://ilc2.doshisha.ac.jp/users/kkitao/organi/kyoto/Conference/

Are these OK?

Please do not inform anyone yet?

You can send an acceptance mail with some changes of these to the presenters
after August 6.

We can change these by then.

The most important is that we have the control over all manuscripts, and editors
do not need to do much work.
***************************************************
Dr. Kenji Kitao
kkitao@...
http://ilc2.doshisha.ac.jp/users/kkitao/

Office Phone 0774-65-7191, 0774-65-7070
Fax 0774-65-7069
Doshisha University, Kyotanabe, Kyoto, Japan 610-0394
　　　　　ーーーーーーーーーーー
〒610-00394 京田辺市  同志社大学
     言語文化教育研究センター  北尾謙治
***************************************************

Hi Tim.  I would like to apologize,too.  I should not have said that Kansai
Gaidai did not use the evaluation correctly since I didn't know the full
context.  Anyway, based on my experience as an administrator,  any university
should be careful in using the evaluation to rehire a teacher.

One model of evaluating teachers consists of a few stages.  First is to inform
the concerned teacher that he will be evaluated.  Second, the evaluation
criteria should be clear and should be explained to him. During the
pre-evaluation period with the teacher, the expections from him (based on the
criteria) should be discussed.  Third is the evaluation proper. Fourth is the
post conference.  It is here that  strong and weak points of the teacher should
be discussed.  Of course, there are other models.

This is my second year of teaching in Japan.  The College where I am teaching
now is just five years old.  The adminsitrators and teachers have a lot of
things to do as far as teaching and curriculum are concerned.

Holding another seminar in Kyoto University is a nice idea.  I'm looking forward
to it.

Jonathan


[Non-text portions of this message have been removed]

Hello,

This email message is a notification to let you know that
a file has been uploaded to the Files area of the KyotoLCT
group.

   File        : /apa format.pdf
   Uploaded by : timdenny66 <timdenny66@...>
   Description : APA bibliographic entry formats

You can access this file at the URL

http://groups.yahoo.com/group/KyotoLCT/files/apa%20format.pdf

To learn more about file sharing for your group, please visit

http://help.yahoo.com/help/us/groups/files

Regards,

timdenny66 <timdenny66@...>

Hi Jonathan, others..

I apologize as I am new (returned after 10 years) to Japan, thus I am
out of touch with many issues which affect teaching and learning in
this context.

Are you saying that in the time spent in Japan (elsewhere) you have
never been evaluated by your students?

Have you ever been evaluated by your peers? If so, was it a fair and
useful evaluation?

Why do you feel Kansai Gaidai is using the evaluation improperly?

And finally...  I agree that teaching and learning evaluations would
be a timely and very useful topic for a seminar.

Would you like to hold the seminar at Kyoto University?  I recently
joined a research center working on a variety of issues regarding
teaching and learning, thus this may be a topic that the center staff
could share as a collaborative interest.

Cheers
Tim



> I haven't experienced being evaluated by my students, and I don't
think my college knows that there's such thing as evaluation not only
from students but also from peers to improve the curriculum and
teaching.  I was surprised to find out that a university like Kansai
Gaidai is not using the evaluation properly.  This can be a good
topic for the next seminar. Then we'll invite the administrators and
their teachers to attend.  What do you think?
>
> jonathan

I haven't experienced being evaluated by my students, and I don't think my
college knows that there's such thing as evaluation not only from students but
also from peers to improve the curriculum and teaching.  I was surprised to find
out that a university like Kansai Gaidai is not using the evaluation properly. 
This can be a good topic for the next seminar. Then we'll invite the
administrators and their teachers to attend.  What do you think?

jonathan


[Non-text portions of this message have been removed]

Thanks Paul,

It is good to hear that Kansai Gaidai is making an effort to improve
quality of education through evaluations.

Sure we can come up with an opposing list of why the system in place
does not work as well as it could or should, yet I remain impressed
as the basic effort put forth in allowing students the chance to
evaluate their teachers is a step in the right direction.

My main concern based on your explanation of the system at Kansai
Gaidai would be the possibility of false interpretation of the
results culminating in unjust rejection of part-time faculty.

I then think what is being done to ensure that full-time faculty work
to improve their classes?

And my last lingering thought... Why do an evaluation at the end of a
course/term?  Is it not too late to make changes? Under this system
it seems the evaluation�fs main purpose would be to remove teachers,
not to improve teaching.

And my last input... for the past few years all of my students have
been "required" to register to a class email list. All homework is
submitted electronically and some level of online interaction comes
about when the students show initiative.

Since my students are all online, I also periodically ask them for
course evaluations via our class email lists, thus each student has a
chance to read the classmates evaluation of the course (I
additionally keep an open line of communication on all class issues
through personal in and out of class contact). After cutting through
some of the niceties of their exchange I am often left with a very
good database of ideas to help create constant positive adjustment.

cheers
Tim

Tim,

I am working at Kansai GaiDai and at the end of every term the students are
asked to fill  out a marksheet with their evaluation of the text, their
opinion of the  teacher and his/her teaching,  and what they think about the
course content. I have not examined  the results  too closely but I have
heard in passing that the school administration uses it in their decisions
regarding the hiring of part time teachers for the next year.

As long as students know the evaluation will not affect their grades,and  is
anonymous,  students are actually pretty honest in their assessment ( the
problem of course being, that many students wouldnt know good teaching or a
good teacher if you hit them over the head with it, in many cases). I have
to leave the room when they fill in the sheets and I dont see what they
wrote, so they have no reason to make it up.

However for me it is nice to get some kind of feedback from the students,
especially as many will not tell you directly what kind of job you are
doing.

Where in the yahoo pages can we put links to useful sites?

Here are two sites of mine I'd like to submit:

The Kyoto directory:
http://www.teaching-english-in-japan.net/directory/cat/114
(You can add useful sites about Kyoto there. I've added the KyotoLCT page
there.)

Kansai ELT Events Calendar:
http://www.eltcalendar.com/events/kansai/
Workshops, lectures, events in the Kansai area.

- Bill

Thanks for the article Paul,

I read the article with great interest, as I am a believer in
assessment/evaluation as a tool to better quality of educational
offerings.

I am left asking the question... are teachers evaluated in Japan?
I've yet to hear of a case where teaching is evaluated in a fair and
open manner by students. If so, I would very much appreciate a
reference institution, as it is informative to learn assessment
techniques.

Cheers
Tim

Just a few thoughts to get us going..

Most of you know Paul Hackshaw through your involvement with JALT and
other activities. But I am certain you do not know me, as I am new to
Kyoto. I fear my newness also means I may not be able to contribute
in a variety of ways, yet my major contribution to get this project
going will be technical direction.

If you come across any problems in using the list or our webgroup
please do not hesitate to contact me for possible solution.

In the meantime I hope each of you will think of how we can use an
interactive list (one in which participants can post at their
freewill), and webgroup as supported by yahoogroups.

I have more than several years experience using these lists as
classroom management tools and equally so in the areas of organizing
large groups. Thus I am a staunch advocate of this form of online
interactivity.

We look forward to your opinions and help so that we can grow into a
useful resource for the years to come.

Cheers
Tim


John T. Denny, M.S.Ed., Ph.D.
http://www.geocities.com/timdenny66/index.html
International Cultural Studies Dept.
   American Studies Section
   Kyoto University, Japan

  "A partnership for teachers, children and education"
http://www.vidyaonline.net/

hi Jonothan, others

Please be sure to pass on notificaiton of the
list to all you think may be interested in
joining.

to join anyone simply emails to:

KyotoLCT-subscribe@yahoogroups.com
to include names as part of the subscription
please type a name in the text of the email,
otherwise send a blank email to join.

Alternatively it is wise to join with a yahoo ID
as more benifits will come through access to the
web version of the list. (beyond email listserve
functions)

As soon as I find some time I'll get together
with Paul and create some in-depth guides to the
list, essentially the tools available are:

#1 email list - (personal settings changes via
email- join, unsub, daily digest and more)

#2 on our webpage:
  A. bookmarks
  B. file database - uploading and downloading
files
  C. calendar - list events
  D. chats
  E. polls - take votes

and more..

We hope this list ill become an informative and
efficent way for area teachers to interactively
communicate while sharing the types of
information useful for language and cultural
studies in the Kansai/Kyoto area.

cheers
your moderators.


--- In KyotoLCT@y..., "alipongaj" <aliponga@n...>
wrote:
> Hi, everybody.  Thanks Paul for the info. on
how to register.  I'm
> glad that we have a discussion board like this.
  I hope all in the
> list will register so that we can start
exchanging views on language
> teaching.
>
> My warm regards,
>
> jonathan

=====
John T. Denny, M.S.Ed., Ph.D.
http://www.geocities.com/timdenny66/index.html                International
Cultural Studies Dept.
   American Studies Section
   Kyoto University, Japan

  "A partnership for teachers, children and education"
http://www.vidyaonline.net/

_______________________________________________________________________
Do You Yahoo!?
Get your free @yahoo.com.hk address at http://mail.english.yahoo.com.hk

Hi, everybody.  Thanks Paul for the info. on how to register.  I'm
glad that we have a discussion board like this.  I hope all in the
list will register so that we can start exchanging views on language
teaching.

My warm regards,

jonathan