A STUDY TO ASSESS THE RELEVANCE OF THE ACTIVITIES AND PROGRAMS OF THE ASIAN INSTITUTE FOR TEACHER EDUCATORS TO THE DEVELOPMENT OF TEACHER EDUCATION IN ASIA ; ThéSisffor' the Degreeof Ph. ‘D. I MICHIGAN STAT-EUNIVERSITY ;. « : GREG AffHASTINGS, thaw-5‘ LIBRARY Michigan State University This is to certify that the thesis entitled A Study to Assess the Relevance for the Activities and Programs of the Asian Institute for Teacher Educators to the Development of Teacher Education in Asia presented by Greg A. Hastings has been accepted towards fulfillment of the requirements for Ph.D. Education degree in 7//f’( ’1' I '7“ / ‘ ‘/[(A”k/\ I J I Major professor Date April 16, 1972 0-7 639 ABSTRACT A STUDY TO ASSESS THE RELEVANCE OF THE ACTIVITIES AND PROGRAMS OF THE ASIAN INSTITUTE FOR TEACHER EDUCATORS TO THE DEVELOPMENT OF TEACHER EDUCATION IN ASIA By Greg A. Hastings Purpose The purpose of this study was to provide an assess- ment of the effectiveness and usefulness of the programs and activities of the Asian Institute for Teacher Educators (sponsored by Unesco) to the development of primary teacher education in Asia. This Institute is the first of its kind in Asia--an institution completely devoted to the education of primary teacher educators. Its courses comprise every aspect of this professional task, from organization and administration of institutions to the teaching-learning processes to be developed in primary schools as well as in the institution for training primary school teachers. This assessment was considered not against the often inapplicable standards of the West, but against standards of primary teacher education in Asia yesterday and today. 5k 33] pers A513 part and from Greg A. Hastings Methodology The field of research was conducted at the Asian Institute for Teacher Educators, University of The Philip- pines, Quezon City, Philippines, and the Unesco Regional Office for Education in Asia, Bangkok, Thailand. Addi- tional travel to several other Asian countries was neces- sary in order to conduct personal interviews with former AITE participants. In order to gather data for this study the researcher: (I) reviewed all available AITE literature and documents; (2) participated in the Sixth Institute for Key Teacher Educators (August 3-November 25, 1970); (3) inter- viewed the AITE and Unesco staff and directors; (4) conducted personal interviews with former AITE participants in several Asian countries; and (S) conducted a mail survey of all participants not personally contacted. A survey questionnaire was constructed to provide information from those AITE participants not interviewed by the researcher. This survey instrument was designed to gather information concerning: (1) the knowledge and expe- riences of the participant prior to the AITE experience; (2) the impact of the AITE experience on the participant and; (3) the utilization and application of this new and/or enriched knowledge. A tabulation of the survey responses and interviews indicated a total survey return of 40% (102 responses from 255 AITE participants) with representation from fifteen of the sixteen participating countries. fx.) Greg A. Hastings Conclusions This study has shed new light on the effectiveness and usefulness of the programs and activities of the Asian Institute for Teacher Educators to the development of teacher education in Asia. On the basis of the research findings the following conclusions were formulated. 1. Most of the AITE trainees believe that they are accomplishing the primary objectives envisaged by Unesco, in the areas of (1) developing effective and workable programs of primary teacher education; (2) organizing, administering and supervising institutions for the education of primary school teachers; (3) promoting and developing pilot pro- jects or model teacher training programs; and (4) helping to organize centers for the preparation of primary teacher educators. 2. The programs and activities of the Asian Institute for Teacher Educators are relevant to the develop- ment of teacher education in Asia. The Institute does provide an excellent opportunity for profes- sional growth and development. It provides Asian educators with an opportunity to: (I) receive formal instruction in modern educational theories and practices; (2) meet and discuss with scholars from other developing countries, problems related to education; (3) view their own educational system in comparison with others in Asia; (4) view various Cipar Asiar their that and s In ad EXpeI natic Greg A. Hastings modern educational developments within the Philip- pines; and (S) to exchange views and seek advice from the Unesco experts who are specialists in various educational fields. 3. Many of the participants felt that because of their AITE training they are better able to promote and develop new educational theories and practices. Generally, it was concluded that most of the parti- cipants surveyed believe that the training received at the Asian Institute for Teacher Educators enriched and enhanced their educational perspectives. Most of these scholars felt that the training did provide them with several new ideas and suggested some solutions for certain educational problems. In addition, almost all of the participants agreed that the experience did, to some extent, promote and develop inter- national understanding and cooperation. The problem of improving primary teacher education in Asia is an enormous one. The Asian Institute for Teacher Educators is not the only solution to the problem. What the Institute does represent is the beginning of a concerted effort by Asian nations to improve the quality of primary teacher education in Asia. A STUDY TO ASSESS THE RELEVANCE OF THE ACTIVITIES AND PROGRAMS OF THE ASIAN INSTITUTE FOR TEACHER EDUCATORS TO THE DEVELOPMENT OF TEACHER EDUCATION IN ASIA BY Greg A. Hastings A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Social and Philosophical Foundations 1972 Our nati enjc If t tram toda illi true the DEDICATION Our ancients said, "People are the foundation of the nation. If the foundation is firm, then the nation will enjoy tranquillity." I apply that to the whole world. If the foundation is firm, then the world will enjoy tranquillity. But three-fourths of the world's people today are underfed, underhoused, underclothed, and illiterate . . . . Now as long as this continues to be true, we have a very poor foundation upon which to build the world. James Yen Ref: Tell The People, 1945, p. 11 by Pearl S. Buck The John Day Co., New York ii Stud) Consj John ackno ACKNOWLEDGMENTS The researcher wishes to express his gratitude and indebtedness to the many individuals whose faith, encourage- ment and c00peration have made possible the completion of this study. To Dr. Harry L. Case my sincere appreciation and gratitude for his faith, interest, support, and inspiration as advisor throughout this doctoral program. My association with him has been a privilege. A word of appreciation is due to the remainder of the graduate committee whose suggestions, guidance, and encouragement did much to assist in the completion of this study. In addition to Dr. Case, this doctoral committee consisted of Dr. Cole Brembeck, Dr. Dale Alam, and Dr. John Useem. A word of appreciation to Dr. Alfredo Morales, Director of the Asian Institute for Teacher Educators and the Unesco staff for the Opportunity and privilege of con- ducting this study. For their suggestions, guidance and hospitality I am indebted. To my parents, Mr. and Mrs. George W. Hastings, to my wife Connie, and to my children, Timothy and Paul, I acknowledge a large debt of gratitude. Their love, iii sacrifice, and faith was boundless and sustained me through- out this study. It is to them this work is dedicated. iv II. TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . . vii LIST OF APPENDICES . . . . . . . . . . . . . . . . . . ix Chapter I. INTRODUCTION . . . . . . . . . . . . . . . . . 1 Ethos of Education in Asia . 1 Need for Regional Cooperation 4 The Karachi Plan . 5 II. THE ASIAN INSTITUTE FOR TEACHER EDUCATORS . . . 8 Background . . . . . . . . . . . . . . . . . 8 Purpose . . . . . . . . 13 Administration and Organization . . . . . . 14 Financial and Material Provision . . . . . . 15 The Institute Course . . . . . . . . . . . . 16 AITE Research Program . . . . . . . . . . . 19 AITE Publications . . . . . . . . . . . . . 25 Professional Meetings . . . . . . . . . . 27 Assistance to Member States . . . . . . . . 29 III. REVIEW OF THE LITERATURE . . . . . . . . . . . 33 IV. RATIONALE FOR THE STUDY . . . . . . . . . . . . 38 Statement of the Problem . . . . . . . . . . 38 Purpose of the Study . . . . . . . 38 Sc0pe and Limitations of the Study . . . . . 39 Assumptions . . . . . . . . . . . . . . . . 39 Hypotheses . . . . . . . . . . . 39 Significance of. the Study . . . . . . . . . 41 V. METHODOLOGY . . . . . . . . . . . . . . . . . . 43 Description . . . . . . . . . 43 Procedures for Obtaining Data . . . . . . . 44 The Survey Instrument . . . . . . . . . . . 45 Cna; VII LIST APPE C37}:- C30 Chapter Page VI. INTERPRETATION AND ANALYSIS OF THE RESEARCH FINDINGS . . . . . . . . . . . . . . . . . . . 48 The Survey Responses . . . . . . . . . . . . 48 The AITE Participants . . . . . . . . . . . 51 The Number and Country of Participants Trained by AITE . . . . . . 51 The Educational Qualifications of the Participants . . . 55 The Professional Responsibilities of the Participants After Their AITE Training . 57 The Institute Course . . . . . . . . . . . . 59 The Extent to Which the AITE Experiences Challenged the Educational Belief and Value Systems of the Participants . . . . 60 The Extent to Which the AITE Experience Motivated the Participants for Continued Study . . . 62 The Extent to Which the AITE Experience Enriched or Enhanced International Understanding . . . . . . . . . . . . . . 63 The Research Unit . . . . . . . . . . . . 65 The Curriculum Unit . . . . . . . . . . . 70 The Unit in Organization, Administration and Supervision . . . . . . . . . . . 75 Evaluation Methodology . . 82 The AITE Programs and Activities That Were the Most Useful and Beneficial to the Participants . . . . . . . . . . . . . . 85 VII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . 88 Summary . . . . . . . . . . . . . . . . . . 88 Conclusion . . . . . . . . . . . . . . . . . 91 Recommendations . . . . . . . . . . . . . . 94 LIST OF REFERENCES . . . . . . . . . . . . . . . . . . 98 APPENDICES . . . . . . . . . . . . . . . . . . . . . . 103 A. List of AITE Scholars . . . . . . 103 B. Course Syllabus, Fourth Institute for Key Teacher Educators . . . . . . . . . . . . . . . 125 C The Survey Questionnaire . . . . . . . . . . . 136 D List of Associated Institutions . . . . . . . . 144 vi Tahi ()1 U! *4 10 ll Table 1. 2. 10. ll. 12. LIST OF TABLES A Tabulation of the Survey Responses (N=102) A Breakdown of the Survey Responses by Course and Year of Attendance (N=102) The Number, Country, and Sex of the Asian Edu- cators Trained by AITE, 1962-1970 (N=260) The Educational Qualifications, Position and Age of the AITE Participants The Professional Responsibilities of the Partici- pants after Their AITE Training as Interpreted by the Participants (N=79) . . . . . . The Extent to Which the AITE Experience Chal- lenged the Educational Belief and Value Systems of the Participants, as Perceived by the Participants (N=102) The Extent to Which the AITE Experience Moti- vated Participants for Continued Educational Study as Perceived by the Participants (N=102) The Extent to Which the AITE Experience Enriched or Enhanced International Under- standing as Perceived by the Participants (N=102) . The Pre-AITE Levels of Understanding and Application of the Dynamics in Educational Research as Perceived by the Participants (N=102) , , The AITE Impact on Research Methodology as Perceived by the Participants (N=102) The Nature and Extent of Post-AITE Contributions in Educational Research as Indicated by the Participants (N=79) The Pre-AITE Levels of Understanding and Applica- tion of Modern Curriculum Methodology as Perceived by the Participants (N=102) vii Page 50 52 54 56 59 61 63 65 66 67 67 72 11 5.4 (ll 16 l? 18 Table Page 13. The AITE Impact on Modern Curriculum Methodology as Perceived by the Participants (N=102) . . . . 73 14. The Nature and Extent of Post-AITE Contributions in Modern Curriculum Methodology as Identified by the Participants (N=79) . . . . . . . . . . . 73 15. The Pre-AITE Levels of Understanding and Appli- cation of Modern Organization, Administration and Supervision Methodology as Perceived by the Participants (N=102) . . . . . . . . . . . . 77 16. The AITE Impact on Modern Organization, Adminis- tration and Supervision Methodology as Perceived by the Participants (N=102) . . . . . . . . . . 78 17. The Nature and Extent of Post-AITE Contributions in Modern Methods of Organization, Adminis- tration and Supervision as Perceived by the Participants (N=79) . . . . . . . . . . . . . . 78 18. The Pre-AITE Levels of Understanding and Applica- tion of Modern Methods in Evaluation as Per- ceived by the Participants (N=102) . . . . . . . 83 19. The AITE Impact on Modern Evaluation Methodology as Perceived by the Participants (N=102) . . . . 84 20. The Nature and Extent of Post-AITE Contributions in Evaluation Methodology as Perceived by the Participants (N=79) . . . . . . . . . . . . . . 84 21. The AITE Programs and Activities That Were the Most Useful and Beneficial as Perceived by the Participants (N=204) . . . . . . . . . . . . 86 viii LIST OF APPENDICES Appendix A. List of AITE Scholars B. Course Syllabus, Fourth Institute for Key Teacher Educators . . . . . . C. The Survey Questionnaire D. List of Associated Institutions ix Page 103 125 136 144 ist att thi beh. aff. org, frOJ att app has Sam the has CHAPTER I INTRODUCTION Ethos of Education in Asia The emergence of most Asian countries into inde- pendent states during the last two decades has been accompanied by unprecedented social and economic development. An atmosphere of change is one of the leading character- istics of modern life in Asia. The habits, customs, and attitudes of thousands of years are changing. Along with this transistion is coming a change in ideas, values, and behavior, in art and literature, in character and moral affairs, and in political, economic and social methods of organization of which education is part. The evolution from a traditional form of life to one characterized by attitudes of critical analysis, pragmatism, and scientific application involves a profound cultural shift. Education has to deal with societies which are largely traditional in character and mores and psychological orientation. At the same time these societies face the necessity of modernizing their status, so that education within the region, indeed, has to face the complex realities of a 20th century world. TI ti 9X. ra be 5p] 35 edu in 50 r Ieve 112 neig the tripj With deve] Cent tion mOre I expans 2 The major factor which dominated educational expan- sion after the end of the Second World War was not economic-— it was the concept of education as a fundamental human right. This received practical expression in the general formula- tion of universal compulsory and free primary education as a global goal. The revolution of rising expectations found expression in mounting pressures everywhere to attain, as rapidly as possible, the levels of economic and social well- being in the already developed countries. In no other sphere is the upsurge of aspirations so vividly reflected as in the demand for education. The 1950's mark the current era of rapidly widening educational Opportunities from the slow growth of education in the preceding decades. In 1950 there were approximately 50 million students in educational institutions at all levels in the countries of Asia. In 1963 there were about 112 million students, and in 1970 there will be in the neighborhood of 150 million students. The enrollments in the developing countries in the region have virtually tripled in 20 years. The proportion of increase varies with individual countries, depending upon their stage of development, from something over 100 per cent to 600 per cent or more. The obvious aspect of the progress of educa- tion in Asia during the last two decades has been more and more pupils and more and more schools. Parallel with this expansion and underlying much of it, are many significant develo effort duced . in all for th to COpI accepte to a 12 t8gic I require tant fa librari UIIIIZe Often a and sha ings an Compete TiOr, CUUCatL help to levels ( recogniz imprOVem Of the C CIESirabl 3 deve10pments which add many new dimensions to the educational effort. Innovations in education are continually being intro- duced and adopted by schools. New knowledge is added daily in all fields, and with these rapid changes, it is essential for the teacher to grow professionally in order to be able to cope with the challenge of his profession. It is an accepted fact that the quality of education imparted depends to a large extent on the quality of the teacher. The stra- tegic position which teachers hold in any educational system requires no apology or defense. Teachers are the most impor— tant factor in the educational scheme. Good buildings and libraries are essential, but without good teachers to utilize them, they are of little value. Good teachers can often accomplish remarkable results with inferior equipment and shabby buildings, but no matter how elaborate the build- ings and how abundant the equipment, if not in the hands of competent teachers, the educational outcomes will be infe- rior. Brains instead of bricks determine the worth of education. All teachers in every system of schools need expert help to develop more professional attitudes and higher levels of teaching proficiency. Educational leaders must recognize this and must organize so that there is a steady improvement in the corps as a whole. Because of the nature of the context of education in the region, it becomes highly desirable that regional and bilateral cooperation be deve10ped among modern Need fl some t of the about I people which 1 0f the Surely as one ical t5 IDVOlyj ideaS, tratiOH neither regiona 3l0und t0 the . geOgrap: C00pera' PraCtiCE action n atlng Cc 4 among the Asian States for the purpose of implementing modern educational programs. Need for Regional Cooperation The concept of regional cooperation has been for some time at the forefront of Asian thinking. The countries of the Asian Region have been striving intensively tp bring about over-all economic and social development of their people and to provide them with a decent standard of living which would be comparable with that of the advanced nations of the world. The case for fostering regional collaboration is surely irrefutable, whether stated in its broadest context as one means, through the minds of men, of reducing polit- ical tensions, or as a professional approach to problems involving the interchange of data, information, experiences, ideas, facilities and peOple, and thus requiring a concen- tration of resources. It is well to recognize that it is neither practicable nor desirable to try to cast all regional cooperation in any simple mould. There is reasonable ground for various forms of c00peration specifically related to the region. It is thus not possible to start from a geographical concept of regionalism, and proceed to fit all cooperation to it; the varying objectives, resources, and practical requirements for each sphere of international action must also determine the nature and number of c00per- ating countries. Nor can political divisions be set aside ent vie tat tur inc of . mea. nat fac has cul the 5 entirely, although, where desirable from the socio-economic viewpoint the machinery set up for collaboration between, say, three or four countries should be designed as to facili- tate circumventing such divisions. More and more the common elements among their cul- tures and the similarities of their needs and problems are increasingly beginning to be revealed to the consciousness of Asian people. The emergence of this new consciousness means no less than the discovery of a region--not merely national selves or of exclusive sovereignties, but of the fact of the inter-relationships among them where a decision has to be made of the political, the economic life, the cultural advancement, of the standard of excellence within the region. In saying this I do not mean to imply that it is impossible for any of these nations to formulate an educational system independent of each other. But I mean to suggest that the terms of enlightenment within Asia cannot ignore the facts of the culture and life of their several societies. For enlightenment aspires to a knowledge of the general, and it is the consciousness of this entity which is Asia, the awareness of the distinctness and the related— ness of these societies, that can constitute a general integration of educational policies. The Karachi Plan A meeting of the Representatives of Asian Member States (namely, Afghanistan, Burma, Cambodia, Ceylon, Re La Th Uni me of e51 yea thI 581' of < and 6 Republic of China, India, Indonesia, Iran, Republic of Korea, Laos, Malaysia, Nepal, Pakistan, Philippines, Singapore, Thailand, and the Republic of Viet Nam) was convened by Unesco at Karachi, Pakistan, in December and January 1959- 1960. The Karachi Plan, which was the outcome of this meeting of representatives from the seventeen member states of Unesco, proposed that the countries should undertake to establish throughout the region within a period of twenty years, free and compulsory education at the primary level through grade seven. The Karachi Plan was the first attempt at the regional level to prepare a perspective plan for the development of primary education by identifying long term targets, the principal one being universal free and compul- sory primary education, and the implications in terms of financial and personnel requirements. The Karachi Plan embodies national desires to create the necessary conditions for full democratic growth. Such schooling provides the true base for the location and selection of a nation's talent and as such is the foundation of the educational pyramid. It also provides the literacy and knowledge necessary for the full exercise of democratic rights and reSponsibilities and have been recognized as a basic right in the Universal Declaration of Human Rights. In addition such schooling makes a major contribution to economic growth permitting a more rapid spread of the understanding and application of science and technology. diffic tire h of ade ing an teache state, the ta Who we traini 7 It soon became evident that one of the principal difficulties to be overcome in the pursuit of such an objec- tive was the lack, almost everywhere, of a sufficient number of adequately trained teachers to staff schools both exist- ing and new. While it was recognized that the training of teachers was primarily the responsibility of each member state, it was felt that Unesco could help considerably in the task by establishing an institution in which those who would be engaged in this work might themselves receive training in the aims and methods that they ought to follow. '0 Back TC Member Karachi 1960, d 0f prim action like Um further QUamtit Which r conside- for Une; in Whicl tating z aSpects level fc EHCES We at ITS e CHAPTER II THE ASIAN INSTITUTE FOR TEACHER EDUCATORS Background The Regional Meeting of Representatives of Asian Member States on primary and compulsory education held at Karachi, Pakistan, from December 28, 1959, to January 1, 1960, drew up a working plan for the region in the field of primary education in order to facilitate concerted action by the Member States and international organizations like Unesco operating within the region. It proceeded, further to examine in detail the various problems both quantitative and qualitative, and identify some of those which required immediate attention. These documents were considered by the Regional Conference of National Commissions for Unesco in Asia, held in Manila from January 18-23, 1960, in which the details of the plans were revised for facili- tating action at the regional level in some essential aspects with a view of stimulating action at the national level for the ultimate solutions of the problems. The recommendations formulated at the two confer- ences were reiterated at the General Conference of Unesco at its eleventh session in November 1960. One of the 8 recommc method: countrj use of opmemt with tI era of intern; cultur; the pe; trainir numbers realis1 develol maRHEr, 0f Obj: Centers would I and f0] manninE 10Catec Would t in the tions w tional trainin ViSOrS . 9 recommendations stressed the need: (1) to evolve modern methods of teaching suited to its environment in each country, to eliminate wastage and to ensure the maximum use of existing resources and; (2) to guarantee the devel- opment of the total personality of the child in harmony with the national heritage of culture, the demands of the era of science and technology and the need for better international understanding through an appreciation of the cultural values of both East and West, so necessary for the peace of the world. Another recommendation was for the training of high-level technical personnel in sufficient numbers in each country who would be able to draw up a realistic and balanced over-all plan for educational development and to implement it in an efficient and speedy manner. The modus operandi for achieving the first set of objectives was the establishing of suitable training centers at the national level so that the training given would be closely related to the environment of the trainees, and for the second, imparting training to the personnel manning such training centers, in Special institutions located within the Asian Region; so that the environment would be as close as possible to the conditions prevailing, in the countries of the trainees. Four regional institu- tions were established to implement this regional educa- tional program of Unesco; one at Delhi, India, for the training of educational planners, administrators and super- Visors; one at Bangkok, Thailand, for conducting regional studi tiona one a of lo the t: countr lnstit pus of Philip Govern! tution first t for the session the Reg the Tra on July on the teacher seminar in Ma y \ TeachEr ‘ePOrt allan. 10 studies and imparting training in the techniques of educa- tional research and to act as an educational clearing house; one at Bandung, Indonesia,1 for the planning and construction of low-cost school buildings; and one in the Philippines for the training of primary teacher educators. In developing cooperative activities among the countries of the region in the field of education the Asian Institute for Teacher Educators was established on the cam- pus of the University of the Philippines at Quezon City, Philippines, following an agreement between Unesco and the Government of the Philippines. It is an autonomous insti- tution and commenced operation in July 1962. During the first two years AITE was known as the Asian Regional Center for the Training of Teacher Educators. In 1964 at the 13th session of the General Conference of Unesco, the name of the Regional Center was changed to the Asian Institute for the Training of Teacher Educators. Classes were started for the first Asian educators on July 9, 1962. They were to undergo a course of training on the various phases involved in developing leadership in teacher education. A curriculum was developed during the Seminar of Experts held at the University of the Philippines in May 1962.2 Before considering curriculum details, the lTransferred later to Ceylon. zRegional Conference Report No. 1, Problems in Asian Teacher Training and a Course for Teacher Educators, A Report prepared at Manila, May 1962, (MS) Unesco, Bangkok, Thailand. meeting would b trainin to form] above, ; the tra the pro] cators 1 were fOl the adm: the ETOL CurriCu] the degr ficatior DegTEe h posseSse degree 1 11 meeting sought to establish the tasks that AITE trainees would be expected to perform upon completion of their training. These tasks are: 1. To develop effective and workable programs of primary teacher education. 2. To organize, administer, and supervise national institutions for the development of primary teachers. 3. To deve10p pilot projects or model primary teacher training institutions. 4. To help organize or improve national centers for the preparation of primary teacher educa- tors. With this criteria in mind, it then became possible to formulate the principal objectives of the Center, namely, to prepare trainees for the performance of the tasks outlined above, and to provide varied opportunities by means of which the trainees might come to know one another and to understand the problems confronting educators, particularly primary edu- cators within the region. It was because the trainees attending the Institute were found to have such varying educational backgrounds that the administration of the Center was constrained to divide the group into two categories: (1) those taking the core curriculum as designed for the Center; and (2) those pursuing the degree curriculum. Those who did not possess the quali- fications required for the University's Master of Education Degree were to take only the core curriculum. Those who possessed the necessary qualifications to pursue a master's degree in education were subjected to the same rules and I-Ial to too be EVal InSt “est 12 regulations prescribed for regular graduate work in the University of the Philippines, i.e., they had to make a minimum grade point average of 2 in each course, pass the comprehensive examination, and write a thesis. An Evaluation Commission of Unesco headed by Dr. Malcolm Adiseshiah submitted a report in 1965.3 According to the recommendations of the Commission, the nine month's course was to be continued only up to a time when it could be transferred from the Institute to the University of the Philippines. A three to four months course for "those responsible for teacher education in Asia" and a two to three week symposium for the "highest level personnel" in teacher education in the Member States, were to be held at the Institute. The Institute was, further, to strengthen .its research activities. Starting from August 1967, it was prOposed that the Institute organize: (l) four-month courses for the heads of teacher-training programs in the Ministries of Education in Asian countries, principals of teacher institutions and those responsible for in-service training programs; and (2) a three-week symposium each year for the higher-level personnel in the field of teacher education in the Member States. 3Unesco's Inter-Asian Programme, Report of the Evaluation Commission on the Regional Offices, Centers and Institutes established or assisted by Unesco in Asia, Unesco, Paris, France, 1965. gr. ext cor fit EdI l3 Purpose The programs of the Asian Institute for Teacher Educators are designed to provide a forum and focal point for those responsible for teacher education in Asia. This includes heads of teacher training programs in Ministries of Education, principals of teacher training institutions and those responsible for organizing in-service training pro- grams. The Institute enables these educators to meet and exchange ideas, experiences, discuss programs, develop common standards and draw up plans for the development and up-grading of teacher education in Asia. To accomplish this mission AITE: 1. Provides successive training courses at the postgraduate level in order to prepare staff for national institutions devoted to the training of primary school teachers in the Asian Member States. 2. Undertakes and promotes studies and research on priority problems in teacher education, with particular reference to the techniques of teacher training and teaching methods. 3. Organizes periodically high-level symposiums to review the substantive aspects of the Institute's training and/or research programs in the field. 4. Promotes the deve10pment, through the exchange of information and advice, of a network of national teacher-education centers, as well as a scheme of associated teacher training colleges, teacher training institutions and services. In the total scheme of regional cooperation in the field of teacher education the Asian Institute for Teacher Educators occupies a vital position because it: Teac C031: har. l4 1. Determines the general policies on the basis of which training programs will operate. 2. Provides financial and material support in the implementation of the program. 3. Provides for the exchange of personnel, students, educators, specialists, etc. 4. Provides for the publication, dissemination and exchange of professional literature. 5. Provides for inter-country visitation. 6. Provides technical and/or material assistance. 7. Provides scholarships for the training of personnel, especially for teacher educators, administrators and supervisors. Administration and Organization The general supervision of the Asian Institute for Teacher Educators is vested in a Steering Committee. This committee includes a: Chairman - - - - - - The President of the University of the Philippines, or his representative. Member - - - - - - - The Director-General of Unesco, or his representative. Representative of the Department of Education - Philippines. Non—voting Member Non-voting Member - The Director of the Institute.4 The Operational direction of the Institute is in the hands of a director, a deputy director, four Unesco full—time 4As stated in the 1962 Agreement, the members of the Steering Committee were: (I) The Secretary of Education of the Philippines; (II) The Director of the Bureau of Public Schools; (III) The President of the University of the Philippines; (IV) The Director Of the Unesco Regional Office for Education in Bangkok, representing the Director-General of Unesco. admini Philip is as : ' . i2 m; itures c funds pr the sala the Admi assumes and allo BilingUa interHat. by Unescc administy tion PTOIC 15 administrative staff provided by the Government of the Philippines. The organizational structure of the Institute is as follows: Director Deputy Director International Teaching Staff (Four Unesco Experts) Colombo Plan Expert Executive Officer Administrative Assistant Documentalist Librarian jFinancial and Material Provision The salaries of the administrative staff and expend- itnires on provisions of material facilities are paid from furuis provided by the Government of the Philippines as are the; salaries Of the Deputy Director, the Executive Officer, thee.Administrative Assistant and the Librarian, Unesco assrunes responsibility for meeting the cost of the salary and zallowance for the Director, the Documentalist and the BiliJigual Secretary. In addition Unesco provides four interunational experts for the staff. Provision is also made by [Unesco for meeting the cost Of honoraria payable to the adminjgstrative staff, part-time lecturers and for certain suPPortzing equipment. The University of the Philippines, as host institu- t1on PIWJvides instructional facilities such as classrooms, librar equipm at the are he stiper travel ment c resear guall) by Une Ln five 1 Course educa1 SEYen1 Unesct IHth) FIRES, five 1 1967-5 Shem tion ( traini 16 library, offices, and the necessary furniture and office equipment. The Institute is accommodated for the present at the College of Education of the University and the fellows are housed in cottages on the university campus. The Government of the Philippines also provides the stipends for its national trainees and cost of internal travel for the fellowship-holders and staff. The Govern- Inent of Australia, under the Colombo Plan, provides a 'research Specialist. When a course is conducted bilin- gually, interpretation and translation services are provided by Unesco. The Institute Course The Asian Institute for Teacher Educators conducted finre training courses between 1962 and 1967. Each training COerse was nine months in duration. One hundred twenty-one edtucators attended the courses Offered by AITE, of whom sevwenty-seven were supported by fellowships awarded by Unessco, fourteen by UNICEF, three by the Asia Foundation and twerrty-seven fellowships from the Government of the Philip- pirnes. In light of the experience gained over the first five txraining courses, starting with the academic year 1967-653, the nine months' course was replaced by high level Short 1:raining courses of three and one half months' dura- tion (tfliree in each biennium). During the first five trainilrg programs of this type, one hundred twelve educators 17 have attended, of whom seventy-nine were sponsored by Unesco fellowships, ten by UNICEF fellowships, twenty-three from the Government of the Philippines and two from non-governmen- tal institutions in Thailand. The three and one half months' course differs from the previous nine months' course in at least three signifi- cant respects. First, it is structured to meet the needs of "key" personnel in teacher education. Second, it is organized as a series of seminars and workshops in which the major emphasis is not so much on lectures but on stimulating the sharing of experiences, ideas and Opinions among the participants through a variety of methods and procedures. Third, there are no formal tests or examinations either during or at the end of the course as are required for courses leading to a diploma or degree. A considerable amount of written work, by the participants in form of papers and reports, is expected by the faculty in charge of the various units that constitute the program. In addition to these periodic assignments, each participant is assisted in the preparation of a research outline on an educational problem in his own country while he is at the Institute. After completion of the research, a report is prepared and submitted to the Institute. While adequate time and attention is devoted to fundamental principles in the fields of sociology, psychology, education, and other social sciences, which l8 undergird practices in teacher education, a special feature of the program is its orientation to the problems of pri- mary teacher training in Asian countries. On account of these distinguishing features, the present program is referred to as "institute for key teacher educators" rather than a "training" course. Apart from the seminars and group discussions, demon- strations in the techniques of teaching were held in the Institute and in the Laboratory School at the College of Education. School visits, visits to teacher-training insti- tutions and centers for audio-visual instruction, speech and language training, and evaluation of programs through mass media, like radio and television, were arranged for each Institute session. Visits were also made to centers of educational administration like the Bureau of Public and Private Schools. A long one-week study tour in the Philippines is a regular feature of the Institute Course. The educators not merely visit institutions for training primary teachers during this tour, but educational institutions at all levels including universities, research centers, curriculum labo- ratories, guidance clinics, as well as the barrio schools widely known for their community oriented educational pro- grams. As significant as the educational experience was, important social experiences were gained from these tours. Invariably there were several receptions by governors, mayors, school authorities and these occasions engendered 19 a greater understanding of the friendliness of the people of the host country to foreigners, and served greatly in promoting international understanding. For a more thorough understanding and appreciation Of the Institute Course the Syllabus for the Fourth Insti- tute for Key Teacher Educators, January-April, 1969, is included in this paper as Appendix B. AITE Research Program Educational research is of recent origin in most Asian countries. In the present stage of development of educational research in Asian countries, it is particularly useful to undertake cooperative research, within each coun- try as well as regionally, because it develops coordinated effort among participating entities, helps by the mutual exchange of information, avoids unnecessary duplication and makes it possible to share limited resources of expertise. Educational leaders are becoming increasingly aware of the need for educational reforms. Inasmuch as the changes are as rapid as they are unprecedented, and since resources in experts and money are limited, educational research must be largely functional and action-oriented. In developing a program of research AITE feels emphasis should be generally on surveys, action research, pilot studies and experimentation, and analytical and descriptive studies based on the practical needs of the member states, although due recognition should be given 20 the needs for basic research. Research programs of teacher education should emphasize not only competence in the con— tent of the school subjects and technical skills of imparting the same within the classroom, but it should also develop observational sensitivity and skills of assessment to enable teachers to analyze and improve their own professional needs. There is need for a kind of action studies which will help the teacher to tackle educational problems in a reasonably Objective and informed manner, to collect relevant facts and evidence, assess them and arrive at workable solutions. Such action studies are considered more valuable and meaning- ful to the teacher than sophisticated fundamental or theo- retical research. They will be mainly based upon real prob- lems arising in schools and in the teaching-learning situ- ation. It is also true to say that it will be too much to expect research to answer all the problems and to weigh the pros and cons of evidence in arriving at decisions and imple- menting them. The approach and method to be used in the research will be determined by the specific nature of the problem. In planning research, AITE considers the need for cooperative research between individuals, between nations, and within a country. The Asian Institute for Teacher Edu- cators plays a very important role in the regular dissemina- tion of research information. It develops and carries on a program of publication of research reports and promotes and organizes inter-institutional research among the regional 21 member states. The following policies were deve10ped by AITE for the systematic organization and encouragement of research in teacher education in member states: 1. 3. Development and promotion of cooperative research. Coordination of research carried out at various levels by various countries. Promotion of the training of research workers.5 The following criteria were developed for determining priorities among possible topics for educational research: 1. Educational research must have a direct bearing on contemporary educational problems. Research should develop and utilize common standards of comparison. The terms used must be precisely defined. Research should be useful and functional. Research should lead to action for improvement. Research should relate to local situations and conditions. Research should be designed to have value and importance for the needs of the country. In line with the Institute's Objective "to undertake and promote research in the techniques of teacher training and teaching methods for primary schools," the fellows were guided and helped in the development Of a research project, the design of which was prepared and submitted to the fi 5Unesco's Inter-Asian Programme, Report of The Evaluation Commission on the Regional Offices, Centers and Institutes established or assisted by Unesco in Asia, 1965, Op. cit. 61bid. 22 Institute. It was expected that upon their return to their respective posts, the research would be accomplished accord- ing to the time-table and the results collected, organized and interpreted. Profiting from past experiences of the previous Institutes, the Fifth Institute for Key Teacher Educators offered a revised program of research along the following guidelines: (1) individual research on a topic of special interest; which was to be finished during the Fellows' stay at the Institute. This plan was a departure from the previous Institutes where the Fellows presented their research outlines and returned to their countries to under- take the research. The AITE professors engage in their own research, after teaching the courses and guiding the scholars in their I'esearch projects, which was their main concern till the end of the long course. As all but one had only short term appointments, it was not possible for them to take up any serious research. Yet the work produced is not inconsider- able. Some of the research studies made by Dr. E. A. Pires during this period are: 1. Principles Of Organization, Administration and igpzrvision for Primary Teacher Educators in 2. A study Of the In-Service Training of Primary School Teachers in Asia. 3. Student Teaching Practices in Primary Teacher Training Institutions in Asia. 23 4. Recruitment and Selection of Candidates for Primary Teacher Training in Asia. 5. The Teaching of Social Studies in Primary Teacher Training Institutions in Asia. Professor Bass completed a study on Evaluation Pro- cedures in Certain Primary Training Institutions in Asia which has been sent to Bangkok for publication. John Driscoll brought out a "Teacher's Handbook to Low-Cost Visual Aids for Asian Schools." Dr. Lebern Miller and Mr. Owen W. Reid prepared abstracts of research carried out in the Asian region and Mr. Reid initiated some work on programmed learning. The research program of the Institute had a rela- tively low priority up until 1967, during which time the stress was mainly laid on the nine month course. With the reorganization of the course following the recommendations of the Evaluation Commission, it was felt that there would be more time left for the staff to do research and the re- search function of the Institute was increased. However, the short tenure of most of the members of the staff made it difficult for any of them to embark upon any solid pro- gram of research. It was found that the planning of pro- jects and their acCeptance by Unesco and Associate insti- tutions takes much time, partly due to protocol formalities. This takes usually a year in the case of most research pro- jects, if worthwhile results are to be reported, and the 7Unesco, Newsletter, Asian Institute for Teacher Educators, Vol. 3 No. 3, 1968-69. 24 analysis of returns, even if not complicated by the need for re-validation of data or re-testing of results, may still require almost a year. Even with regard to survey-type studies, experience shows that almost a year is the minimum time necessary for the questionnaire sent out to be returned. There were many delays in completing the research work proposed by the scholars. Not the least important among these, is the fact, that in the case of those students who had limited experience in research before their AITE experience encountered unexpected difficulties as the work progressed. Many of these problems were too complex to be handled with the knowledge of research acquired at the Institute during the course of their short training. Such experiences are most frustrating, especially if there is no means of getting technical advice and assistance. The lack of reference material in their country was another frustrat- ing experience for many of the scholars. Moreover, some of the scholars, upon their return home, were transferred to new positions thus creating additional problems. Coupled with this, was their inability to solve problems which developed from not getting back questionnaire returns on time or in analyzing and interpreting them. Often their original proposals were too optimistic and failed to antici- pate the many difficulties that would be encountered. This was due partly to their enthusiasm gained at the Institute and partly due to their lack of experience and their limited 25 contact with the supervisors and when the experts who guided them left the Institute, the research was usually terminated. AITE Publications A program of periodical publications is also under- taken by the Institute. The Newsletter from the Institute was first published in July, 1966, by the Unesco Regional Office in Bangkok, both in English and in French. Some of these carried a Supplement which contained articles on specific themes related to teacher education, reviews of books, and reports currently published on specific projects. A letter from the Director, News of the Institute, News from Associated Institutions, Alumni News, Abstracts of Studies and Book Reviews generally formed the contents. From June, 1968, new items were added to it like the annotated bibliog- raphy and articles on professional material. The Institute brought out another serial publication called Educational Exchange Features, in October, 1967. The publication of a Digest of Educational Research Studies in Asia had been recommended by Mr. El Dib, Program Specialist for Documentation in the Unesco Regional Office at Bangkok, with a View to developing Regional Documentation Services. The Institute agreed to prepare materials on teacher educa- tion, abstracts on important studies and publications relating to teacher training, bibliographic materials, reading lists and short papers prepared on specific topics. These were sent to the alumni and to the "Associated 26 Institutes" founded in the different countries by this time, for the purpose of cooperating in the Center's research pro- jects, and to encourage them to start similar documentation services in their institutions. The first issue of the EEE‘ cational Exchange Features contained a digest of research studies prepared by Dr. Lebern Miller, the Educational Research Coordinator Of the Institute. The second issue, which came out in February, 1968, was devoted to a review Of in-service training programs for primary school teachers in Asia, prepared by Mr. Owen W. Reid, the Colombo Plan Expert on Teacher Education. The third issue was prepared by Dr. Lebern N. Miller and Mr. Owen W. Reid, as "an up- dating Of reports on current educational research in Asia," which was started in Educational Exchange Features No. l. It contained mainly reports from China, India, Indonesia, Iran, Malaysia, Pakistan and the Philippines. This was published in June, 1968, and was followed by the fourth and last of the series, prepared by Mr. Owen W. Reid. Its theme was "The Contribution of Elementary Science to the Development of the Primary Child." Trends in Teacher Edu- cation was the title of the fifth issue of the serial pub- lication which had till then gone under the name of Educa- tional Exchange Features. It carried an article on "Changing Trends in the Teaching of Social Studies" by Dr. N. P. Pillai, Expert in Teacher Education at the Institute, and was published in December, 1968. 27 The professional staff of AITE has devoted much effort to the translation of the concept of research and development into some form of reality useful to its program of training, dissemination, documentation and other ways for promoting teacher education in the Asian Member coun- tries of Unesco. One major activity resulting from this conviction has been the preparation and regular publication ,. of Trends in Teacher Education. This publication is rooted in the idea of bringing to the teacher and the teacher- trainees conventional classroom innovations and research findings that carry implications toward expanded or adapted usage with a new challenge. Professional Meetingg One of the functions outlined for AITE in 1967 was "to organize periodically high-level symposia to review the substantive aspects of the Institute's training and/or research programs and assist in the coordination of programs in this field.” A regional symposium was accordingly organ- ized on the theme, "In-Service Education for Primary School Teachers from July 5 to 19, 1967." It was attended among others by 16 representatives from the Member States. The report of the Symposium has been published in Bangkok. In June, 1968, a three-day workshop was held for the Filipino alumni of the Institute, in collaboration with the Bureau Of Public Schools, on "The Development of Experi- mental Projects in Primary Teacher Education." Twenty—two 28 out of the twenty-nine Filipino alumni participated in the workshop. A meeting of the Preparatory Committee for the Re- gional Meeting on "Curriculum Development in Teacher Educa- tion” was held at the Institute from December 16 to 20, 1968, at which the draft of a common curriculum for the training of teachers, prepared by the Institute staff was reviewed and the plans for the Conference discussed. This was intended to help the Conference to make its recommenda- tions on Curriculum Development in the light of the working papers and the discussions on them. Special meetings have been convened to review the AITE training course. These meetings bring together experts in teacher training from the Asian countries to consider such pedagogical items as aims and Objectives, curriculum, length of program, and to consider any special problems of teacher education. Special committees of these experts draft recommendations for the AITE program regarding future direction and improvements. Meetings focusing on contemporary pedagogical sub- jects are convened by the Asian Institute for Teacher Edu- cators. The organization of these meetings is authorized and sponsored by Unesco. These meetings are designed to make a contribution to stronger and more intensive cooper- ation for the solution of common problems and the advance- ment of education in Asia. The professional meetings rep- resent and may be regarded as a follow-up in the enlargement 29 of the area of cooperation within the region. The primary functions of the professional meetings are: 1. TO review teacher training programs in the countries of the region. 2. To prepare basic principles for the organization and conduct of teacher training programs. 3. To identify the areas where further research is needed agd to develop research design for such studies. In pursuance of the above function, the Asian Insti- tute invites experts, in their individual capacities, from the Member States in Asia, as well as observers from UNICEF, WCOTP, the Asia Foundation and Unesco sponsored regional institutes. Experts from Member States provide information and reports regarding their respective countries. ' Assistance to Member States Assisting Member States in the Region, directly at their request, in the organization and improvement of teacher education, and indirectly by placing at the dis- posal of the Member States the results of studies and research carried out at the Institute, was one of the functions envisaged for AITE right from the beginning in 1962. The re-statement of its functions in 1967 puts this idea in different words. One of the functions of the Institute is to promote the development and to service, 8Unesco's Inter-Asian Programme, Report of The Evaluation Commission on the Regional Offices, Centers and Institutes established or assisted by Unesco in Asia, 1965, Op.'cit. 30 through exchange Of information and advice, a network of national teacher education centers, as well as a scheme of associated teacher-training colleges, teacher training institutions and services. As early as in 1964 the Institute initiated a scheme 9 of Associated Institutions as an extension of its activities envisaging the following objectives and services: 1. To enable the Institute to keep in touch with selected teacher training institutions in the Asian countries, partly with a view to providing extension services to them and partly with a view to improving its own program of training teacher educators through live contacts with day-to-day problems that arise in this area. 2. To enable the Institute to Obtain from the associated institutions current educational publications, reports and vital statistics pertaining to their countries as and when necessary. 3. To enable the Institute to obtain from the associated institutions relevant data collected from their respective countries in respect Of studies undertaken by the Institute. 4. To promote research and studies by the Institute and associated institutions. 5. To provide to the associated institutions exten- sion services, including expert advice on prob- lems of primary teacher training referred by them to the Institute. 6. To provide to the associated institutions news- letters, bulletins, reports and other materials produced by the Inisitute and the Unesco Regional Office in Bangkok. 9Appendix D, Associated Institutions. 10Unesco's Inter-Asian Programme, Report of the Evaluation Commission on the Regional Offices, Centers, and Institutes established or assisted by Unesco in Asia, 1965, Op. cit. 31 Twenty-six institutions were selected to begin with, from the eighteen Member States. Many tools for doing re- search and for studying and improving evaluation methods were among the early materials sent to them. Periodic reports of their work in improving the various phases of teaching and training and of their research projects were received and whatever was worth publishing was included in the Newsletters from 1966. In July, 1967, it was decided to bring in more institutions under the scheme. A cooperative project called the "Future Teacher's Club" was developed by Dr. Pires and four associated institutions were involved in it. This pro- ject is now in progress. The present number of the associ- ated institutions is twenty-eight. A beginning in providing direct assistance to Member States in the form of consultative services was made when, at the request of the Government of Thailand, Dr. Pires was dispatched to assist in completing the plan and syllabuses for the establishment of a Faculty of Education at Chieng- mai University. Other staff members of the Institute also helped in the preparation of courses. The staff members of the Institute go on missions abroad at the request of Unesco, or with the approval of Unesco in connection with the research projects of the Institute and the follow-up of the alumni. In the course of these tours they confer with officials of the Institute's Associated Institutions, with Principals of training insti- tutions, with officers in the Ministries of Education and 32 the alumni. Practically all the members of the professional staff in 1967 had gone on such tours of these countries and were able to gain rich experiences. The sharing of these experiences with one another becomes a source of further education, enabling all to see the Asian situation as a whole, and in comparison with the rest of the world. II.M\~m .i.7b. a. CHAPTER III REVIEW OF THE LITERATURE One Of the Obligations of a Unesco fellowship—holder is to submit a comprehensive report, in three parts, to Unesco within four months after the termination of the fellowship. The first two parts indicate the fellow's knowledge of his particular field before the commencement of the fellowship course of study, and the increase in his knowledge resulting from his fellowship. These two parts are submitted immediately upon completion of the fellowship. The third part indicates what use the fellowship-holder has been able to make of his increased knowledge. A standard Report Form is used to enable standard composition of these reports. The reports are considered confidential and are designed to enable the Secretariat to evaluate the usefulness of the Institute and improve its function. Dr. Robert K. Stuart, Unesco Expert in Teacher Edu- cation, who was with the Institute from June 29, 1967, to May 1, 1969, took up in April 1968 a follow-up study of the graduates of the Asian Institute for Teacher Educators from 33 34 July 1962 to July 1968, as an individual research project.11 As stated in the Outline of the Study prepared by Dr. Stuart, he thought as the Institute had functioned well beyond the half-way point of its ten-year sponsorShip by Unesco, the time was opportune for such a study to be undertaken. According to Dr. Stuart, 126 students had graduated from the Institute by July 1968, and the graduates represented many different countries in Asia, and had come to the Institute with a wide background of experience and training. One of the purposes of the study was to determine how the graduates have fared in their professional work since leaving the Institute. He points out the objectives envisaged for the AITE graduates at the First Meeting of Experts in Teacher Education held in May 1962, and wanted to determine to what extent these Objectives are being attained in actual practice. The study was conducted on the basis of a question- naire. It was hoped that all the scholars who had passed through the Institute could be contacted as their addresses were on the records Of the Institute and that a great major- ity would be willing to cooperate in the study. Copies Of the questionnaire were distributed not only to the scholars of the Institute, who completed their courses before April 1968 as envisaged in his research outline, but also to those who attended the course held from August to November 1968, 11Stuart, Robert K., and N. P. Pillai, A Follow-up Study Of the Graduates of the Asian Institute for Teacher Educators from July 1962 to December 1968. 35 thereby extending the scope of the enquiry to a total of 192 scholars as against 126, as originally planned. The number of questionnaires answered and returned was 53. An examination of the items included in the question- naire reveals that very limited information had been sought from the scholars. The nature of the questions asked did throw some light on how to reform the training course itself. Such were the questions asking for the ways in which the training course had helped the scholars, or which topics or units were most helpful to them, or the limitations of the course and the suggestions for improvement. But the ques- tions asked were few; most questions, being open-ended questions, were answered meagerly, touching only on very few aspects, with many aspects on which information would have been desirable being missing. The factual information gathered through the ques- tionnaire was not adequate for the purpose Of clearly deter- mining how the scholars have fared in their professional work since leaving the Institute, if their professional competence is to be judged in terms of the objectives Of their professional preparation at AITE, namely, deveIOping an effective and workable program of primary teacher educa- tion; organizing, administering, and supervising national institutions for the education of primary school teachers; developing pilot projects or model primary teacher training institutions; and helping to organize and improve national centers for the preparation of primary teacher educators. 36 No direct questions had been asked to find out their views before and after their training at the Institute on the different types of organization, curriculum and methods of teaching and training that they might consider suitable for their own countries, or on the best way to organize, admin- ister and supervise national teacher training institutions. So, too, there were no direct questions to find out if any one has been engaged in work connected with developing pro- grams of primary teacher education, organizing, or super- vising national teacher training institutions, or helping to organize or improve national centers for training primary level teacher educators. Information which can be gathered from questions regarding positions which one has held before and after the training at the Institute, and the ways in which and the extent to which the training received at the Institute has been helpful in the positions held after leaving it, can give, at best, only some indirect indications regarding its effectiveness in raising their competence or in changing their attitudes. A preliminary study of the returns was made to find out what useful purpose could be served if the data was analyzed and interpreted. It was felt that the returns were fairly, though not adequately, representative of the popula- tion and contained facts and opinions, which could lead to some useful conclusions. The Director of the Institute and the AITE staff therefore decided that the research project 37 should be completed by presenting a report on the basis of the data collected. CHAPTER IV RATIONALE FOR THE STUDY Statement of the Problem The Asian Institute for Teacher Educators has now been Operational for eight years; well beyond the halfway point Of its ten year sponsorship by Unesco. During these eight years Of operation 260 Asian educators representing 16 different countries in Asia have attended AITE. To this date there has not been any significant study to correlate the programs and activities of AITE with the nature and extent of impact and contributions made to teacher educa- tion in Asia by participants of AITE. Purpose of the Study Periodic assessment is an integral and vital part of every educational program. The primary purpose of this study is to provide an assessment of the Asian Institute for Teacher Educators in terms of correlating the AITE programs and activities with the nature and extent of impact and contributions being made to teacher education in Asia by former participants of AITE. This assessment will be con- sidered not against the often inapplicable standards of the 38 39 West, but against impact and contributions made to teacher education in Asia yesterday and today. SCOpe and Limitations of the Study This study will bring within its scope 255 of the .260 educators from 16 Asian countries who have undergone training at the Asian Institute for Teacher Educators since its inception in July 1962. Five fellows who are now de- ceased will be excluded from the survey. The criteria to be used in this study for assessing the AITE programs and activities in terms of their relevance to the development of teacher education in Asia will be: 1. Attainment by participants Of the primary ob- jectives of AITE as envisaged by Unesco and the First Meeting of Experts in Teacher Edu- cation held in Manila, May 1962. 2. The nature and extent of the impact and contri- butions made to teacher education in Asia by former AITE participants. Assumptions This study is based on the following assumptions: (1) That accurate data can be realistically and responsibly gathered, identified and interpreted and (2) that the Asian Institute for Teacher Educators is affecting objective and subjective changes in the educational perspectives of the participants. Hypotheses Hypothesis 1: AITE trainees are attaining those primary Objectives as envisaged by Unesco and the First 40 Meeting of Experts in Teacher Training held in May 1962. These objectives are: 1. Developing effective and workable programs of primary teacher education. 2. Organizing, administering and supervising na- tional institutions for the education of primary school teachers. 3. Developing pilot projects or model primary teacher training institutions. 4. Helping to organize or improve national centers for the preparation of primary teacher educators. Hypothesis 2: The programs and activities of the Asian Institute for Teacher Educators are relevant to the development of teacher education in Asia. Sub-Hypotheses 2: The Institute programs and activities which are relevant to the development of teacher education in Asia are in the area of: 2.1 International understanding 2.2 Curriculum methodology 2.3 Research methodology 2.4 Organization, Administration and Supervision methodology 2.5 Evaluation methodology Hypothesis 3: There is a correlation between AITE programs and activities and the nature and extent of impact and contributions made to teacher education in Asia by former participants of AITE. Sub-Hypotheses 3: As a result of their AITE experi- ence, former AITE participants are making quantitative and 4l qualitative contributions to the development of teacher education in Asia by promoting or sponsoring, developing and undertaking and/or implementing modern educational theories and practices in the following areas: 3.1 Educational research and publications. 3.2 Curriculum methodology. 3.3 Organization, administration and supervision. 3.4 Evaluation methodology. 3.5 Professional meetings, seminars, symposia and workshOps. 3.6 Educational enrichment and enhancement through: 3.61 Motivation for continued educational study. 3.62 International understanding. 3.63 Developing positive attitudes toward modern educational theories and prac- tices. Significance of the Study The need for a follow-up study on the AITE partici- pants was first pointed out at the Second Regional Meeting Of the Experts in Teacher Training held in Manila in 1963.12 The report states, "The conducting of a follow-up program is highly desirable.” It is anticipated by the Unesco experts, who are the consultants for this study, that it will provide the most comprehensive and up-to-date infor- mation available concerning the graduates of AITE--informa- tion which no other source can supply at this time. 12Regional Conference Reports, No. 2. 42 Hopefully, this study will correlate the programs and activities of the Asian Institute with increased quan- titative and qualitative contributions made to the devel- Opment of teacher education in Asia by former participants of AITE. This correlation will help validate the primary Objectives and functions Of AITE and may be useful to the administrative and organizational staff of AITE, Unesco and the Government of the Philippines for determining the future direction of AITE programs and activities. CHAPTER V METHODOLOGY Description This study is primarily a survey-analysis. Field research will be conducted at the Asian Institute for Teacher Educators, University of the Philippines, Quezon City, Philippines, and the Unesco Regional Office for Edu- cation in Bangkok, Thailand. In the process of gathering data, visitation and interviews with former AITE partici- pants, additional travel to other Asian countries will be necessary. The estimated length of stay in Asia for the purpose of field research will be approximately four months. It is understood that the study will be developed in consultation with the appropriate Unesco authorities. The Operational a5pects of the study, particularly its organiza- tion, the time-table of operation and the procedure for data gathering plus the analysis would likewise be planned in consultation with them. The composite results of the study will be organized and interpreted at the Asian Institute and the final results prepared and written. 43 44 Procedures for Obtaining Data 1. A study of reports and documents made by AITE staff, directors, and participants. Within this frame of reference review of all available and relevant documentation of AITE is necessary. As much as possible, data will be reviewed from the origin of the Institute (1962) to its present status. Observation of an Institute Course in session. Visitation and interviews with Asian Educators participating in the Sixth Institute for Key Teacher Educators. (August 13-November 25, 1970) These scholars are 23 in number and represent 13 Asian countries. Visitation and interviews with AITE staff and directors including individual and group con- sultation. This will include a defense of the research proposal to the AITE staff. Visitation and interviews with former AITE participants. In order to gather more detailed and accurate information, the researcher will interview a selected sample of AITE partici- pants. Interviews will be conducted with participants from: China (Taiwan) - 3 India - 1 Korea - 1 Malaysia - 3 Nepal - 1 Philippines — 15 Singapore - 2 Thailand - 713 A survey by mail of all participants not visited. The mail survey will attempt to provide for and ensure that the hetrogenous character of the AITE participants is fully represented in the survey results. This mail survey will include: 13Appendix A. 45 Afghanistan - 7 Cambodia - 7 Ceylon - 6 China (Taiwan) - 13 India - 17 Indonesia - 13 Korea - 16 Laos - 7 Malaysia - 12 Nepal - 16 Pakistan - 9 Philippines - 37 Thailand - 26 Viet Nam - 6 6. Visitation and interviews with the Unesco staff and directors in Bangkok. In order to provide over—all perspective of AITE's role in the total scheme of regional cooperation and to gather specific data regarding AITE, visitation and interviews will be arranged at the Unesco Regional Office for Education in Bangkok. 7. Follow—up conference with the AITE administra- tion and the Unesco staff. ! The Survey Instrument For the purpose of gathering data from former AITE participants the construction of a uniform survey instrument is necessary.14 This instrument will be designed to identify the educational perspectives of the scholars prior to their 14Appendix C. 46 AITE experience and correlate, subjectively and objectively, the relevance of the AITE experience with the nature and extent of impact and contributions made to the development Of teacher education in Asia by these fellows. The following criteria will be used as the basis for designing the survey instrument: 1. The participants' professional background and experience prior to his AITE experience. This includes their own teacher training preparation and the knowledge and skills Obtained from pro- fessional experience. The impact of the programs and activities pro- vided by the Asian Institute for Teacher Educa— tors. This includes: 2.1 The dynamics of modern educational research. 2.2 The dynamics of modern curriculum method- Ology. 2.3 The dynamics of modern organization, ad- ministration and supervision. 2.4 The dynamics of modern evaluation method- Ology. 2.5 Enrichment and enhancement of educational perspectives through: 2.51 International understanding 2.52 Motivation for continued study 2.53 English language utilization 2.54 DevelOping attitudes toward modern educational theories and practices The primary Objectives of AITE according to the First Meeting of Experts in Teacher Training held in May, 1962. These are: (1) developing effective and workable programs of primary teacher education; (2) organizing, administer- ing and supervising national institutions for the education of primary school teachers; (3) developing pilot projects or model primary 47 teacher training institutions and (4) help to organize or improve national centers for the preparation of primary teacher educators. The quantitative and qualitative impact and contributions made to teacher education by the participants after their AITE training. CHAPTER VI INTERPRETATION AND ANALYSIS OF THE RESEARCH FINDINGS Chapter VI contains an interpretation and analysis of the research data obtained from: (1) reviewing AITE literature and documents, (2) observation and participation in the Sixth Institute for Key Teacher Educators, (3) visi- tation and interviews with the AITE staff, (4) visitation and interviews with former AITE participants, (5) visita- tion and interviews with supervisors Of AITE fellows and (6) a questionnaire which was mailed directly to each AITE participant not visited. The Survey Responses An attempt was made to include all 255 scholars who had attended the Asian Institute for Teacher Educators. One hundred and two of these scholars responded to the survey request. This represents a total response of 40%, which, under the circumstances, is felt, by the researcher, to be a most satisfactory return. It is essential to consider the circumstances of conducting such a survey to fully understand and appreciate this survey return percentage 48 49 factor. Specific circumstances which affected, or may be assumed to have affected, the number of returns are: 1. Many participants have changed positions and locations since their AITE experience and their new addresses have not been made available to Unesco. 2. Some of the scholars have a limited comprehen- sion of the English language and consequently find questionnaires written in the English language difficult to answer. 3. The political and social atmosphere in certain areas, specifically Indo-China and East Pakistan, made it difficult to conduct educational research. The researcher was unable to visit these areas and, furthermore, it is assumed that these con- ditions had some detrimental effect on the normal communication processes. Unesco has experienced some difficulty in Obtaining official data from these scholars. Unesco officials re- vealed that after several attempts to obtain the Official data required from these scholars as Unesco fellowship- holders that they had to resort to official channels to get certain fellows to return their questionnaires. In some cases it took more than a year before this data was returned to Unesco by the fellowship-holders. Tables 1 and 2 represent a tabulation of the survey responses according to country, number, course and year 50 of attendance. Analysis of Table 1 reveals that the responses are representative of all the countries from which the par- ticipants are drawn, with the exception of those countries that comprise Indo-China (Cambodia, Laos and Viet Nam). Of the twenty-one AITE participants from these nations, only two responded to the survey for only a 9% return total. TABLE l.--A Tabulation of the Survey ReSponses (N=102) TOTAL FELLOWS PARTICI- OF SIXTH INTER- MAIL PER- COUNTRY PANTS* INSTITUTE VIEW SURVEY TOTALCENTAGE Afghanistan 8 l 0 l 2 25 Cambodia 7 0 0 l 1 l4 Ceylon 6 0 O 2 2 33 China, Rep. of 17 l 3 2 6 35 India 21 3 l 6 10 47 Indonesia 17 4 0 2 6 35 Iran 11 2 0 0 2 18 Korea, Rep. of 18 l 1 5 7 46 Laos 7 0 0 0 0 0 Malaysia 17 2 3 3 8 47 Nepal 18 l l 16 Pakistan 10 l O 3 4 40 Philippines 55 3 15 14 32 58 Singapore 3 l 2 0 3 100 Thailand 33 2 7 6 15 45 Viet Nam 7 1 0 0 l 14 TOTAL 255 23 33 46 102 40' *Excluding deceased fellows. ti Ci Ill I’TJIe-i 51 Iran, Afghanistan and Nepal had marginal representa- tion, (Iran 15%, Afghanistan 25% and Nepal 16%). Ceylon, China, Indonesia, Korea and Pakistan each had a substantial number of responses (33% to 40%). India, Malaysia, Singapore, Thailand and the Philippines had the most significant number of responses (Singapore 100%, Malaysia 47%, India 47%, Thai- land 45%, and the Philippines 58%). It is interesting to note that Dr. Stuart, in his follow-up study, had little, if any, response from five of the six countries from which this study had limited or no response. These countries include Laos, Cambodia, Afghani- stan, Nepal and Iran. Table 2 illustrates the balance of survey returns according to the course and year of attendance. The range of responses varies from 20% to 48%, with 33.1% being the mean. The survey returns are representative of each Institute session. Thirty-five responses were received from the one hundred twenty-two scholars who attended the "long-course," for a 29.5% retUrn and forty-three responses were received from the one hundred fourteen scholars who attended the "short-course," for a 37.7% return. The AITE Participants The Number and Country of Participants Trained 5y AITE Preliminary research disclosed that the Asian Insti- tute for Teacher Educators conducted five training courses between 1962 and 1967. Each training course was nine months Pa in fi 19. S‘m 52 TABLE 2.--A Breakdown of the Survey Responses by Course and Year of Attendance (N=102) MAIL TOTAL RESPONSE RE- INTER- RE- PER- COURSE YEAR TOTAL SPONSE VIEW SPONSE CENTAGE 1 1962-1963 30 5 2 7 23 2 1963-1964 20 4 l 5 25 3 1964-1965 20 4 5 9 45 4 1965-1966 24 4 2 6 25 5 1966-1967 28 4 5 9 32 1 Sept.- Dec., 1967 21 5 4 9 43 2 Jan.- Apr., 1968 17 3 2 5 29 3 Aug.- Nov., 1968 29 5 5 10 34 4 Jan.- Apr., 1969 18 4 1 5 27 5 Jan.- Apr., 1970 29 8 6 14 48 6 Aug.- Nov., 1970* 23 - - 23 100 TOTAL 260 46 33 102 40 *Sixth Institute--Personal Visitation and Partici- pation. in duration. In light of the experience gained in the first five training courses, starting with the academic year 1967-68, the nine-months course was replaced by high level short training courses of three and one-half months duration (three in each biennium). 53 An analysis Of the data in Table 3 shows that one hundred and twenty-five Asian educators attended the nine- months training courses offered by the AITE. During the first six sessions of the three and one-half months course, one hundred and thirty-five educators were trained. The largest number of educators who have been trained by AITE are from the Philippines with Thailand, India, Nepal, Indo- nesia, Korea, Malaysia and the Republic of China following with smaller numbers of trainees, in that descending order. The Philippines and Iran have had more women trained by the Institute than men, while Afghanistan and Pakistan have had no female participants. Table 3 illustrates the number, country and sex of the educators trained by the Institute. 54 TABLE 3.--The Number, Country, and Sex of the Asian Educators Trained by AITE, 1962-1970 (N=260) LONG SHORT COUNTRY SEX COURSE1 COURSE2 SUB-TOTAL TOTAL Male 5 3 8 Afghanistan Female 8 Male 4 2 6 Cambodia Female 1 l 7 Male 4 2 6 Ceylon Female 1 1 7 Male 5 ll 16 India Female 1 4 5 21 Male 7 7 14 Indonesia Female 2 3 5 19 Male 2 3 5 Iran Female 4 2 6 11 Male 4 2 6 Laos Female 1 l 7 Male 6 8 14 Malaysia Female 1 2 3 17 Male 7 ll 18 Nepal Female 1 1 19 Male 7 3 10 Pakistan Female 10 Male 6 6 12 Philippines Female 23 21 44 56 Male 6 4 10 Rep. of China Female 2 5 7 17 Male 7 10 17 Rep. of Korea Female 1 l 18 Male 2 2 Singapore Female 1 l 3 Male 11 8 19 Thailand Female 4 10 14 33 Male 1 3 4 Viet Nam Female 3 3 7 167 males TOTAL 125 135 93 females 260 1Nine-months course 2Three-months course 55 The Educational Qualifications of the PartiCipants An examination of each fellow's dossier revealed that the participants in the Asian Institute are graduates in education and are persons possessing high academic ability with substantial educational experience. This data is pre- sented in Table 4. Examination of Table 4 shows that there are a few among the candidates who hold a Master's Degree in Arts or Sciences along with a Master's Degree in Education, while some have a Master's Degree with additional degrees or diplomas in Education, and some have only a Master's Degree in Education. Of those who possess the Bachelor's Degree, many were earned in subjects other than Education, but some have acquired a degree, diploma or certificate in Education as well. Three participants are graduates in law, and it is not known if they have any qualifications in education. Some candidates do not possess any degree, but have only a diploma or certificate in education. Most of the participants are persons who hold, or are likely to hold, key positions of responsibility in the field Of primary education; for example, heads of teacher programs in ministries of education; principals or vice- principals of teacher training institutions; those respon- sible for the organization of in-service teacher training, deans or directors or assistant directors of teachers' colleges, or equivalent positions in colleges of education or normal schools or similar posts Of comparable responsibility. TABLE 4.--The Educational Qualifications, Position and Age of the AITE Participants DATE POSITION QUALIFICATIONS AGE i—I N LN H N LN 4:. l-' N (N <:I:cn"UUU b3> H c: z be r (A 4> U1 HomCHH-m mm :3 o s: m o o o o mastoid-Hm nu: m n m n S: l I OQ-cbbcbd HH- rt H H :3‘ co m 4:. m Hint-inn» Cm H o co CD *1 to so :3 .. H-H-H‘ Hid c: H H: t—‘ 0- OU'UOU mm 0 CD - O UDHr'thI-J- Hid r+ rt (1) H m (DOQCDI-M-H r+ o (D - 0" HUD-n "UO "U < OH-(DZEHH H (D HmeH-o o (Dc-+935": t-h OHV gunv CD H1” l--h 01 Ha nmro> m H-mb‘mmm o OCH-dram H CD'U‘DCDV H' v Hal-h"! m °va<fl I t-“m 0:3 (Dc-t 1962 1963 16 9 5 0 8 11 ll 8 l4 8 1963 1964 9 l 8 0 l 15 2 7 8 3 1964 1965 8 4 9 0 3 15 3 9 8 4 1965 1966 15 5 7 0 7 l6 4 12 7 8 1966 1967 15 7 6 0 14 ll 3 12 9 7 Sept. Dec. 1967 20 1 l l 7 10 4 2 13 7 Jan. April 1968 14 3 0 4 7 3 3 2 9 6 Aug. Nov. 1968 24 4 0 1 18 4 5 ll 8 9 Jan. April 1969 12 2 3 2 7 8 0 4 11 2 Jan. April 1970 19 6 4 2 ll 11 5 14 10 5 Aug. Nov. 1970 17 2 4 0 l6 5 2 10 9 4 TOTAL 169 44 47 10 99 109 42 91 106 63 n .—rl\qlrr.— 57 Some consideration must be given to the wide gulf in the standards of these educators, a consequence Of the levels of study and the subjects studied, and from the fact that the Institute is operating for the entire region of Asia. The wide variations in the qualifications of the scholars is a factor which has to be remembered in assessing the impact and contributions made to the development of teacher education in Asia by these fellows. The problem Of the heterogenous nature and character of the participants' background was discussed at the second meeting of Asian experts at Manila held in 1963 for reviewing the program after the first year of its operation. This problem was discussed but left untouched, as an agreed solution was found impossible to reach, because of the different educational levels in the different countries. The Professional Responsibilities Of the Participants After Their AITE Training At the First Meeting of Experts in Teacher Training held in Manila, May 1962, Unesco envisaged that one of the primary objectives of the Asian Institute for Teacher Edu- cators, would be that of training educators to serve in one of the following educational capacities: 1. Developing effective and workable programs Of primary teacher education. 2. Organizing, administering and supervising na- - tional institutions for the education of primary school teachers. 58 3. Developing pilot projects or model primary teacher training institutions. 4. Helping to organize or improve national centers for the preparation of primary teacher educators. Unesco envisaged that upon return from their AITE training the participants would be placed in positions of responsibility where they could promote and develop new and improved educational theories and practices in teacher training programs at the national level. To accomplish one of the primary objectives of this study, it was necessary to determine the professional reSponsibilities of the participants after their AITE training. The participants were asked to identify their professional tasks. Table 5 represents a tabulation of responses to this question. Thirty-eight of the scholars were placed in positions in their own countries which Offered them Opportunities for improving the organization, supervision and administration of programs in the training of primary school teachers. Twenty- three of the scholars were in positions where they could deve10p effective and workable programs in primary teacher education. Few were placed in positions to initiate pilot projects for innovation and reform, but not in positions from which they could directly help promote the preparation of primary teacher educators. Only three scholars indicated involvement in helping to organize or improve national cen- ters for the preparation of primary teacher educators. 59 TABLE 5.--The Professional Responsibilities Of the Partici— pants after Their AITE Training as Interpreted by the Participants (N=79) PRIMARY SECONDARY RESPONSIBILITY ' RESPONSI— RESPONSI- BILITY BILITY Developing effective and workable pro- grams of primary teacher education 23 16 (instruction) Organizing, administering and super- vising national institutions for the 38 11 education of primary school teachers (administration) Developing Pilot Projects or Model Primary Teacher Training Institutions 7 l3 Helping to organize or improve national centers for the preparation of primary 3 19 teacher educators Indirectly related to education 3 -- Unrelated to education 1 -- NO Reply 4 -- TOTAL 79 59 The Institute Course The programs of the Asian Institute for Teacher Educators are designed to provide a forum and focal point for those responsible for teacher education in Asia. The major activity of AITE is to conduct the training course as envisaged by the experts in teacher education at the 60 first and second meetings held in Manila. The Institute enables Asian educators to meet and exchange ideas, experi- ences, discuss programs, develop common standards and draw up plans for the development and up-grading of teacher education in Asia. The Extent to Which the AITE Experiences Challenged the Educational Beliefiand Value Systems of the Participants One of the general Objectives of this training course is to inform trainees about the problems that con- front teachers and teacher educators. Question 44 was designed to determine the extent to which the AITE training challenges the educational belief and value systems of the participants. The majority of responses strongly supported the belief that the AITE experience did challenge the educa- tional belief and value systems of the trainees. Most of the personal interviews supported this. Specifically, the interview with Mrs. Heriberta Caguioa, Superintendent Of Cebu Normal College, and four Cebu staff members who have attended AITE revealed that they felt that the AITE training did challenge them. Another participant who supported this belief was Mrs. Natividad Requel, District Supervisor for Primary Edu- cation in Quezon City, Philippines. Mr. Panom Kawkamnero, Chief of the Private School Division, Ministry Of Education in Bangkok, Thailand, also endorsed this belief. 61 The only pattern that can be determined for those few participants who felt that they were not really challenged by the AITE experience were those participants who had re- ceived advanced training, usually in a Western country, prior to their AITE training. Table 6 presents, in graphic form, the responses to this question. TABLE 6.--The Extent to Which the AITE Experience Challenged the Educational Belief and Value Systems of the Participants, as Perceived by the Participants (N=102) 80 1 7O . 60 a 50 - 4O 30 . 20 ‘ 15 101 8 Very Much Much Somewhat Little None 62 The Extent to Which the AITE Experience Motivated the Partici- pants for Continued Study Another general objective of the AITE experience was to stimulate the participants for continued professional growth and development. Question 43 was designed to gather information regarding the extent to which the AITE experience motivated the participants for continued study. Most of the respondents indicated that they believed that the AITE experi- ence did stimulate them for further professional growth and development. Several of the personal interviews were conducted with participants who had been motivated by their AITE experience. One Of the more enthusiastic supporters of this belief was Milkh Raj Chilana of India. Mr. Chilana felt that the AITE experience provided him with new educa- tional perspectives and dimensions. Upon his return to India Mr. Chilana prepared several publications and headed several committees concerned with the in-service training of teachers. Mr. Chilana returned to the AITE in 1970-71 as a Senior Research Assistant. Another participant who was stimulated by this experience was Mr. G. B. Pradhananga of Nepal. Two years after completion of his AITE training Mr. Pradhananga applied for and received a Unesco fellowship for graduate study at the University Of the Philippines. Mr. Chareonpol Suvanachot, AITE scholar from Thailand, con- tinued his education by undertaking a doctoral program at Michigan State University. Many participants revealed 63 similar patterns of continued growth and development. Table 7 represents a composite of the responses to this question. TABLE 7.--The Extent to Which the AITE Experience Motivated Participants for Continued Educational Study as Perceived by the Participants (N=102) 80 a 70 . 60 - so . 48 4o - so - 27 22 20 - 10 I 0 f__"_"Tl I'm—"l Very Much Much Somewhat Little None The Extent to Which the AITE Experience Enriched or Enhanced InternationaI Undérstanding One of the paramount aims of the Asian Institute for Teacher Educators is to promote international understanding. One of the most interesting programs provided by the Insti- tute was an assembly (held in the early years on Mondays and later on Fridays) in which the fellows from each country took turns in presenting an account of the culture and heritage Of their particular country and followed it up 64 with slides, films, recorded music, and sometimes songs and dances. Albums of photographs of prominent leaders and institutions, landscape and architecture, temples and market places were placed along side of models, statuettes, curios, clothing, jewelry--in Short anything that was representative of the country's culture. A "merienda," usually with some of the special dishes popular in the country, was an invari- able part of this assembly. This experience provided an Opportunity to meet formally and informally with scholars from other countries. It was in these personal cross-cul- tural relationships that genuine respect and international friendship developed. Three separate questions were asked in order to determine the impact of the Institute experience in regard to international understanding. Question 3 was designed to determine the extent of international understanding prior to the AITE experience. Question 23 was designed to determine the impact of the Institute experience on inter- national understanding. Question 40 was designed to deter- mine the extent of international understanding after the AITE experiences. It is apparent from the data in Table 8 that the Institute experience did successfully and effec- tively provide and develop international understanding. The international fellowship was for many scholars the most outstanding feature of the entire experience. 65 TABLE 8.--The Extent to Which the AITE Experience Enriched or Enhanced International Understanding as Perceived by the Participants (N=102) Pre-AITE Extent AITE Impact Post-AITE Extent 80 - 7O . 6O . 54 53 50‘ 46 F— r— “ 9.2. 40 . £3 30 . 3.9. 20 l I] H 4 (In 2 0 S 1"] 0 FL: 0 .2 .c .a o p o u o p s m s m s m z .c d) z .2 o z .c o 3 r-I 3 H 3 r-l >..: o 44 O >..: o ‘p o >~.c o u o H o E 44 a H o a u a H o s u a (D :5 O -r-l O (D 23 O ~i-l O (D :3 O -:-l O >| 2: u3.4 :z >' 2: a) AI 2: S» E: 03 ha 2: The Research Unit The AITE research training program is designed to enable the trainees to acquire an understanding of the value of research in the study and solution of problems confronting teachers and teacher educators; to equip them with simple techniques of research so that they can solve such problems or teach others to do so, by the use Of Ob- jective and scientific procedures; and to provide guidance in the undertaking of, and reporting on, a brief investi- gation or an action research study. 66 Questions 6, 7 and 8 were designed to gather infor- mation from the participants regarding the understanding and application Of the dynamics in educational research prior to the AITE experience. Questions 26, 27 and 28 asked the par- ticipants for their opinion on how much impact the unit in research methodology had upon them. Question N, Part I, asked the participants to identify the nature and extent of their contributions in the area of educational research after their AITE training. The responses to these questions are presented in Tables 9, 10 and 11. TABLE 9.--The Pre-AITE Levels of Understanding and Applica- tion of the Dynamics in Educational Research as Perceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80 I 70 - 6O - 50 ~ 40 - 34 35 [—— - E— 30 f_ 23 fig 22 F“ 104 U1 (N (N 20 J 18 10 - 11 13 4 4 3 6 0 r1 ,r-IJ—g II .C: PC! ,1: u p u u u +4 :3 Cd :5 co :3 c8 2 so 2 no) 2 .120) 3H 3H 3H >~.c:a>4->cu >x..c‘.o >~.-C.'Emdz >2mdz >2UJ~JZ 67 TABLE 10.--The AITE Impact on Research Methodology as Per- ceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80 a 70 60 a 54 §§ 50 so 1 7 40 4 30 25 21 22 20 a 18 16 ——I 10 14 13 l l .2 .2 .2 U u u u u p 5 m 3 m s m 2 .2 o z .2 m 2 .2 o 3 r4 3 Ia 3 H >~ .1: (I) {J (l) >~ .1: <1) +J CD >\ A: CD +4 (D H U E «H C.‘ H U E H c‘. H U E +3 C‘. a) :3 o -:-I 0 <1) :3 0 W4 0 a) :3 O -:-I o > z m 2 z :> 2 co .4 z > 2 U3 *4 Z Table 11 shows that many of the AITE alumni are contributing, in various respects, towards developing a research approach to education within their own countries. TABLE ll.--The Nature and Extent of Post-AITE Contributions in Educational Research as Indicated by the Participants (N=79) Promoting or Under- Instruc- Reading Sponsoring taking tional Category Research Research Research Capacity Very Much 14 12 10 2 Much 25 24 13 10 Somewhat 24 26 24 14 Little 5 5 18 28 None (or NO 11 12 14 25 response) 68 Some specific examples of contributions in educational research made by former AITE participants are: Mr. Mohd Nazir Zain, Unesco Fellow from Malaysia of the Third Institute, has indicated that he has managed to promote several research projects besides undertaking his own. Mr. Peter C. S. Peng, Unesco Fellow, 1966-67, is in charge of the Summer Institute at the Provincial Taipai Normal College. Mr. Peng revealed that he has had two pieces of research published by the Department of Edu- cation in Taiwan. These publications are entitled: "Teaching Social Studies in the Elementary School" and "Curriculum Planning and Evaluation." Mrs. Heriberta Caguioa, Superintendent of Cebu Normal College, proudly displayed several issues of Th3 Teacher, the official publication of Cebu Normal College, in which the former AITE participants from Cebu have written several articles. Mr. Om Prakash Gupta, of the Primary School Teacher Training Center, Bingunji, Nepal, Opened a Research and Statistics Section in his teacher training institution. Mr. Yong Yun Choi of Korea indicated that he was Chief Of the Department of Institutional Planning and Educational Research. In this capacity, Mr. Choi indicated that he was constantly engaged in some type of educational research. 69 Mr. Mulkh Raj Chilana of India, 1966-67 Fellow, has contributed profusely to educational journals. Among his articles are: a. Three Functions of a Teacher Training Institu- tion - "Naya Shikshak," Journal of Education, Department of Rajasthan, December 1958. b. "Elementary Teacher Education in the Philippines" - some significant features, Teacher Education, Delhi, January 1969. c. ”In-Service Education of Primary Teachers in the Philippines," Progress of Education, Poona, January 1969. d. "Book Review on the Up-graded Primary School,” N.I.E. Journal, Delhi, January 1969. At the 11th Conference of the Indian Association of Teacher Educators in October, 1968, he presented a paper on In-Service Programs for the Vitalization of Elemen- tary Teacher Education which is being published by the Association. He is also engaged in a research study on "Extension Centers," besides conducting training courses for extending the findings of a useful research study of the National Institute of Education on "Motivation Devel- opment for Education Growth." The comparison Of Tables 9 and 10 clearly shows that the Institute was able to inSpire an attitude of research and impart an awareness of problems of practical importance in T. t] SI 11 Ci th. th< 70 education, as well as some of the knowledge and skills needed to carry out research. This evidence may be taken as proof, at least of the desire by the scholars, to pursue some research for pro- fessional growth and development. The course has, at least, made some of these scholars aware of the need for tackling problems from a research oriented approach. A beginning has been made in educational research and the development of it as part Of the expanding educational system seems to demon- strate recognition by educators of the role that research can play in developing modern systems of education. The Curriculum Unit The AITE curriculum unit is designed to ensure that the trainees have a clear understanding, not only of what Should go into the curriculum of a primary teacher training institution, and why it should be there; but be able to assess existing primary teacher training curricula and syllabi in the light of sound objectives; and acquire appropriate techniques and procedures for the continuous revision of such curricula and syllabi. The participants will be trained as educators who will have to adjust to the demands of a fast changing world, appreciating progress and making use of the advances in contemporary technological civilization. They will have to be educated to appreciate the Objectives set for education and to strive to realize them through apprOpriate teaching-learning experiences. 71 They will have to be educated to understand child behavior and the nature and conditions of learning and devise teaching techniques which will promote initiative and a spirit of discovery. Teaching cannot be done without knowing what is to be taught, when and how to teach it. Questions 12, 13 and 14 were designed to gather information from the participants regarding their under- standing and application of modern curriculum methodology prior to their AITE training. Questions 29, 30 and 31 asked the participants for their Opinion of the impact Of the training in curriculum methodology. Question N, part 2, asked the participants to identify the nature and extent of their contributions in the area of curriculum methodology after their AITE training. A comparison of Tables 12 and 13 reveals that the Institute was able to impart new and enriched knowledge and understanding in the theories and practices of modern cur- riculum methodology. 72 TABLE 12.--The Pre-AITE Levels Of Understanding and Applica- tion of Modern Curriculum Methodology as Perceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80 a 70 - 60 I 50‘ 45 40 4 fig H— Al 41 #9 39 r- 30 - . 9 10 6 I_I 4 5 II3 0 F] +0 r‘] 0H a .2 .2 .2 U H U +4 U H s m s m s m 2 .2 a) 2 .2 m 2 .2 o >..2 o an o >..2 o H o >\.2 o u o MOE“: 90544;: pugpg o 5 o .H o o 3 o -H o o s o -H o >- 2: U) 2 z >. 2: m> 2: z >- 2 In 2 :z te HIE TA // 73 TABLE l3.--The AITE Impact on Modern Curriculum Methodology as Perceived by the Participants (N=102) I Skills and Practical Theories Techniques Application 80 - 70 . 62 6O . I“ E2 51 50 r— 40 30 d 24 20 j 16 17 15 13 12 12 13 10 7 0 Very Much ‘ I Much Somewhat Little None Ve ry Mu ch 3 Much Somewhat Little None Very MUch . I Much Somewhat Little None The tent Of contributions in the area of modern curriculum methodology. data in Table 14 illustrates the nature and ex- TABLE l4.--The Nature and Extent of Post-AITE Contributions in Modern Curriculum Methodology as Identified by the Participants (N=79) Instructional Committee Practical Category Involvement Involvement Application Very Much 9 10 9 Much 20 29 28 Somewhat 21 21 23 Little l6 8 7 None 13 ll 16 74 Some examples of contributions in the area of modern curriculum methodology are: Mr. Abdul Qayyum, AITE scholar from West Pakistan, indicated that he was working with the Pakistan Bureau of Curriculum Development and that he has promoted and developed the following undergraduate courses: 1. Two-Year Primary Teacher Certificate in Agri- culture 2. One-Year Senior Vernacular Program 3. A certified Teachers Program in Home Economics. Mr. A. P. Nair, of Singapore, told of his partici- pation on a curriculum committee and with seminars and groups in the area of curriculum development. Mr. Vong Khint, Secondary Inspector from Cambodia, wrote that he had been instrumental in the development of modern curriculum methodology in the foreign languages. Mr. Hamidullah, lecturer at the Teachers College in Kabul, Afghanistan, indicated that he had prepared lecture notes, demonstration lessons and guide sheets for his course in the Principles of Education. Mr. G. B. Pradhananga, Unesco scholar from Nepal, told of his contribution in the reorganization of his school's curriculum and his part in developing a curric- ulum guide. Mr. King-Mao Tong of the Taiwan Provincial Teachers College reported that after his AITE training he changed his way of teaching. In his class in English Reading, 75 he utilized the following teaching methods which he learned from the Institute: panel discussions, debates, symposia, buzz sessions, and seminars. He also asked his students to give term papers and reports and to collect data for their class discussions. The preceding data may be taken as proof that the AITE training in curriculum methodology provided the scholars with the necessary knowledge and understanding in modern curriculum methodology, which enabled them to promote and develop new theories and practices in the area of curriculum. The Unit in Organization, Admini- stration andSuperviSion The unit in organization, administration, and super- vision Of primary teacher training institutions is designed to acquaint the trainees with the problems related to the organization, administration, and supervision of primary teacher training institutions, and to provide the opportu- nities to exchange views on some of the possible measures that could be adopted for the solution of these problems, eSpecially those measures that have met some success in the countries of the region. This unit emphasizes that the present-day teacher is no longer confined within the four walls of the school: he is involved in many activities in addition to teaching. In order to perform his duties efficiently in conformity with the expectations of the school and the community and to play a creative role within the administrative and 76 supervisory set-up, it is essential that he become familiar with the organization and administration of the school. Further, every teacher Should be aware of national develop- ment programs, particularly educational plans, and of the relationship of these plans to the social and economic needs of the country. Such knowledge should lead him to (1) an appreciation of the role of his institution in achieving national objectives; and (2) an active partici- pation in developing and implementing plans for his school in conformity with the aims and objectives of the national and provincial plans. Questions 15, 16 and 17 asked the participants to identify their levels of understanding and application in the dynamics of modern organization, administration and supervision prior to their AITE experience. Questions 32, 33 and 34 were designed to determine the impact of the AITE training in this particular area. Question N, Part 3, asked the participants to identify the nature and extent of their contributions in modern methods in organization, adminis- tration and supervision. Tables 15, 16 and 17 illustrate the responses to this question. A comparison of Tables 15 and 16 shows that the Institute training in organization, administration and supervision had a substantial impact on the AITE scholars. 77 TABLE 15.--The Pre-AITE Levels of Understanding and Applica- tion of Modern Organization, Administration and Supervision Methodology as Perceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80 1 70 . 60 - 50 . 47 40 F— 40 37 35 F" 34 F— 37 30 I— 7‘ 20 - 15 16 10 - 5 0 - None Much Somewhat Little None Much Somewhat Little None Very Much :3 3.. UN Very Much :Ico J... Very Much :2 Somewhat Little Much T J‘. 78 TABLE l6.--The AITE Impact on Modern Organization, Adminis- tration and Supervision Methodology as Perceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80 . 70 ~ 60 - 53 53 50‘ I— 45 T— 40 . 30 . 28 23 20 19 20 - 14 13 13 10 10 ~ 8 Hz [I22 2 .2 .2 .2 U +3 U H U {J 3 m 5 m 2 m 2 .2 o 2: 2: o 2 .2 o 3 .a 3 .4 3 ea >..2 o u o >..2 o .u o >..2 o p o HUEHG $405th 39089:: (DUO-HO (USO-Ho (USO-Ho > Z In .4 2: >» 2: U) A z >- 2: U) 21 z Table 17 illustrates the nature and extent of contri- butions made in the area Of organization, administration and supervision by the participants. TABLE l7.--The Nature and Extent of Post-AITE Contributions in Modern Methods Of Organization, Administration and Supervision as Perceived by the Participants (N=79) Instructional Committee Practical Category Involvement Involvement Application Very Much 4 9 11 Much 6 21 22 Somewhat 26 24 19 Little 23 8 11 None 20 l7 l6 79 Some specific examples of contributions being made in the area of organization, administration and supervision are: Mrs. Heriberta Caguioa indicated that in her present job as Superintendent of the Cebu Normal School, she has many opportunities ”to stimulate, inSpire and en- courage the faculty and staff to extend the educational frontiers of the Cebu Normal School." Cebu Normal School has had a total of eight faculty members who have attended AITE. In Mrs. Caguioa's opinion the AITE experience was a most meaningful and worthwhile experi- ence for all the participants from Cebu. Mrs. Natividad Raquel, one of the group of Filipinos who attended the First Nine-Month Course at the Insti- tute, stated that after her training at the Institute, she was promoted as District Supervisor of Cubao District, Quezon City. There are six (6) schools in the district and Mrs. Raquel stated that her training at the Insti- tute guided her very much in the performance of her new duties and responsibilities. Mrs. Raquel mentioned that one Of her achievements as Supervisor was the organi- zation of a long-range program Of in-service education for the teachers Of Cubao District. Mr. Bernardo Santos, who was a participant in the first course at the Institute in 1962-63 and is now the Superintendent of the Northern Luzon College in Laoag City, wrote about some of the current activities of 80 his college. The college is organizing a series of demonstration lessons on the ”process approach" in social science, English, science and modern mathe- matics in both the college and the laboratory school. School Officials and teachers have been invited to these demonstrations in addition to the college faculty. The college is also planning an in-service training program emphasizing educational research. Mr. Santos reported that he had been elected president of the National Association of Teacher Educators in the Philippines and in this capacity would be in charge of the publication of the NATEP Journal. This posi- tion places him in a very advantageous position to influence professional opinion. Mr. A. A. Khan Of West Pakistan reported that he had organized a summer workshOp in his college for in-service training in Guidance and Counseling in primary schools. Mr. Jusuf Margadipradja, Indonesian Fellow of the Fourth Institute, indicated that over the past year he helped to organize and upgrade the in-service training Of school administrators and the primary school curri- culum. Mr. H. R. Chandrasekera, Principal of Mirigama Teachers' C011ege, Ceylon, reported that he felt that the AITE training was a valuable experience and that 81 he was introducing some of the new theories and prac- tices learned at the Institute. Dr. Dr. Aree Sunhachawee, of the Second Three- Month Institute, told that she was preparing in-service programs for librarians and science teachers in demon- stration schools in Thailand. Dr. Aree showed much enthusiasm for her stay at the Institute. She said that the Fellowships Offered by the Institute did indeed pave the way for better international understanding. Mr. Chareonpol Suvanachot, Head Of the Supervisors for Student Teaching at the Ayuthya Teacher Training College, Thailand, told of organizing an orientation program for prOSpective student teachers. He also told of conducting a training program in the methods of teaching and audio-visual materials for teachers of his institution. It is apparent from the preceding data that the Institute training in organization, administration and supervision effectively and successfully influenced the participants. This data may be taken as proof of quanti- tative and qualitative contributions made in the area of organization, administration and supervision by the partic- ipants. 82 Evaluation Methodology The unit in the principles and methodology of evalu- ation is designed to ensure that the trainees have an under- standing and appreciation of the dynamics of evaluation methodology and to acquaint them with the nature and extent of modern techniques in evaluation. Included in this unit are the preparation of classification tests in such subjects as arithmetic, reading, grammar, and speech, which may be used to determine who among first year students may need remedial work, and to classify the other students for more effective teaching. In order to determine the effectiveness and useful- ness of the unit in evaluation methodology, the following questions were asked. Questions l8, l9 and 20 were asked to determine the extent of the understanding and application of modern evaluation methodology prior to the AITE training. Questions 35, 36 and 37 were designed to determine the impact of the Institute training in the area Of evaluation methodology. Question N, Part 4, asked the participants to identify the nature and extent of their contributions in the area of evaluation methodology. Tables 18 and 19 represent the responses to these questions. A comparison of Tables 18 and 19 reveals that there was little, if any, impact by the Institute Course in the area Of evaluation methodology. TABLE 83 18.--The Pre-AITE Levels of Understanding and Applica- tion of Modern Methods in Evaluation as Perceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80I 704 60 ~ 50 j 49 F— 43 39 39 40‘ _38 ,0 1‘ VIC 30‘ F— 20 i 14 14 15 1047 5 6 3 ,C! U +J 6 «I-J F5 4..) 3 m 3 m 2 m .a. .20) 2 £10) 2 .210) age:.aaa:.aaa: assessaaaeraerg >2“qu >2qu £2333; 84 TABLE l9.--The AITE Impact on Modern Evaluation Methodology as Perceived by the Participants (N=102) Skills and Practical Theories Techniques Application 80 « 70 J 60 e 53 50 - 48 T— 40 38 32 7'35? 30 . 26 T— 20 F1 17 ll 0 a . I‘l II Fl ['1 .2 .2 .2 o u o .u o p 3 m s w s w 2 .2 o 2 2: a) 2 .2 O 3 H 3 H 3 H >~ .1: (I) {J (D >\ .2 Q) +3 (D >~ .3 (D {J (D 2 U E u 2 H o a u 2 a o e y 2 a) :3 O -.-4 o a) :3 o -.-i o a) S o -.-1 o >- 2: M) A z: >- 2 CD .4 :z >- 2: M) #1 Z Table 20 illustrates the nature and extent of the contributions in the area Of evaluation methodology. TABLE 20.--The Nature and Extent of Post-AITE Contributions in Evaluation Methodology as Perceived by the Participants (N=79) Instructional Committee Practical Category Involvement Involvement Application Very Much 3 4 3 Much 7 12' 18 Somewhat 17 26 28 Little 28 15 17 None 24 22 23 85 Some examples of AITE participants who are making contributions in the area of evaluation methodology are: Mr. Vong Khint, AITE scholar from Cambodia, reported that he was a member of the Panel of Examiners for written examinations on Educational Principles and Methodology. Dr. Wee Joo Liat, of Singapore, Unesco Fellow from the Fourth Institute, indicated that she was reviewing the examination and assessment system at the Singapore Teachers College. It is apparent from the preceding data that most of the AITE scholars are not deeply involved with evaluation methodology. The AITE Programs and Activities That were the Most Usefuldand Beneficiatho’fhe Participants Question 0 asked the participants to identify the AITE programs and activities that were the most useful and beneficial to them. The participants were asked for two responses to this question. Table 21 is a tabulation of the responses to this question. An analysis of the responses to this question clearly indicates that for many scholars the international fellowship was the most out- standing feature of the entire experience. With the recent emphasis on research methodology by the Institute, it was not surprising to find that the experience in educational research was highest among the formal programs Of instruction. 86 TABLE 21.--The AITE Programs and Activities That Were the Most Useful and Beneficial as Perceived by the Participants (N=204)* Responses International Understanding 60 Research Methodology 35 Teacher Education (General Aspects) 30 Curriculum Methodology 23 Organization, Administration and Supervision Methodology 13 Field Trips (Visitations) 6 Motivation for Continued Study 3 English Language Usage 3 In-Service Training Aspects 3 Psychology (Child Study) 3 Student Teaching Aspects 2 Evaluation Methodology 2 Community School Concept 1 TOTAL 184 No Reply 20 *The participants were asked for two responses to this question. 87 Dr. Vincera Pangalangan, Head of the Teacher Training Unit, Ministry Of Education, the Philippines, stated in her interview that as a supervisor Of several AITE participants, she felt strongly that the AITE experience enriched and en- hanced the educational perspectives and dimensions of these fellows. Miss Amalia Deles, Vice-President for Academic Affairs at Western Visayas State College in the Philippines, said that She thought that those staff members from Western Visayas that had received the AITE training displayed a greater sense of appreciation and understanding in the theories and practices of modern education. Mr. Panom Kawkamnero, Chief of the Private School Sector, Ministry of Education, Thailand, related in his interview that those AITE participants who were under his supervision seem to display more professional growth and development than those educators who had not received the AITE training. Mrs. Heriberta Caguioa, Superintendent of Cebu Normal School, Cebu City, Philippines, was very enthusi- astic and pleased with the training provided the Cebu staff members by AITE. She felt this to be the type of training that engenders dynamic education and produces educators who can ably cope with their tasks. CHAPTER VII SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary In recent years Asian countries have given high priority to the expansion of facilities for education and training. They have recognized that all other development—- in industry or agriculture, in politics or defense--depends on the skilled manpower and the informed citizenry that only an adequate educational establishment can provide. They have committed themselves to the attainment of suffi- ciency in education in the shortest possible time. The educational programs in the Unesco sponsored Asian Institute for Teacher Educators represent the multi- cultural and multi-lingual diversity which is Asia. Notwithstanding, this diversity and heterogeneity charac- teristic of the participants and scholars, it is the fundamental aim of Unesco to promote mutual understanding, cooperation, unity and peace among Asian people. This Institute is the first of its kind in Asia-- an institution completely devoted to the education of pri- mary teacher educators. Its courses comprise every aSpect of this professional task, from organization and adminis- tration of institutions to the teaching-learning process 88 89 to be developed in primary schools as in the institution for training primary school teachers. The purpose of this study was to provide an assessment of the effectiveness and usefulness of the pro- grams and activities of the Asian Institute for Teacher Educators to the development of primary teacher education in Asia. This assessment was considered not against the often inapplicable standards of the West, but against standards of primary teacher education in Asia yesterday and today. The Specific Objectives of this study were to determine: 1. If the AITE trainees were attaining those primary objectives as envisaged by Unesco and the First Meeting of Experts in Teacher Training held in May, 1962. These objectives are in the form of professional tasks to be performed by the partici- pants after completion of their AITE training. These tasks are: 1.1. DevelOping effective and workable programs of primary teacher education. 1.2. Organizing, administering and supervising national institutions for the education of primary school teachers. 1.2. Developing pilot projects or model primary teacher training institutions. 90 1.4. Helping to organize or improve national cen- ters for the preparation of primary teacher educators. 2. If the programs and activities of the Institute Course are relevant to the development of teacher education in Asia. 3. If there is a correlation between AITE programs and activities and the nature and extent Of impact and contributions made to teacher education in Asia by former participants of AITE. These programs are in the areas of: 3.1. International Understanding 3.2. Curriculum Methodology 3.3. Research Methodology 3.4. Organization, Administration and Supervision 3.5. Evaluation Methodology. The field research was conducted at the Asian Insti- tute for Teacher Educators, University of the Philippines, Quezon City, Philippines, and The Unesco Regional Office for Education in Asia, Bangkok, Thailand. Additional travel to several other Asian countries was necessary in order to conduct personal interviews with former AITE participants. In order to gather data for this study, the researcher (1) reviewed all available AITE literature and documents, (2) participated in the Sixth Institute for Key Teacher Educators (August 3-November 25, 1970), (3) interviewed the AITE and Unesco staff and directors, (4) conducted personal 91 interviews with former AITE participants, and (5) conducted a mail survey of all AITE participants not personally con~ tacted. A survey questionnaire was constructed to provide information from those AITE participants not interviewed by the researcher. This instrument was designed to gather information concerning (1) the knowledge and experiences of the participants prior to the AITE experience, (2) the impact of the AITE experience on the participants, and (3) utilization and application of this new and/or enriched knowledge. A tabulation of the survey responses indicated a total survey return of 40% (102 responses from 255 AITE participants) with representation from fifteen of the Sixteen participating countries. Conclusion This study has shed new light on the effectiveness and usefulness Of the programs and activities of the Asian Institute for Teacher Educators to the development of teacher education in Asia. On the basis of the research findings the following conclusions are formulated. 1. Most of the AITE trainees believe that they are accomplishing the primary Objectives envisaged by Unesco, in the areas of (1) developing effective and workable programs of primary teacher education; (2) organizing, administering and supervising insti- tutions for the education of primary school teachers; 1.11..-. .. 1 N.D‘- r». l e ...‘.r\ a. 92 (3) promoting and developing pilot projects or model teacher training programs; and (4) helping to organ- ize centers for the preparation of primary teacher educators. However, many of the AITE participants are not yet in high enough positions within their countries to greatly influence educational change at the national level. Most of the scholars are drawn from teacher training institutions and their impact has not reached much beyond the walls of these insti- tutions. What can be achieved can only come with persistent proposals for improvements put forth through professional Opinion and by bringing forth pressure on established policies and authorities. It must be remembered that the number of trainees from each country is still too small a force to have any far-reaching effect, let alone to revolutionize teacher education in any particu- lar country. The programs and activities Of the Asian Institute for Teacher Educators are relevant to the develop- ment of teacher education in Asia. The Institute does provide an excellent opportunity for profes- sional growth and development. It provides Asian educators with an opportunity to: (1) receive formal instruction in modern educational theories and practices; (2) meet and discuss with scholars 93 from other developing countries, problems related to education; (3) view their own educational system in comparison with others in Asia; (4) view various modern educational developments within the Philip- pines; and (5) to exchange views and seek advice from the Unesco experts who are Specialists in various educational fields. Many of the participants felt that because of their AITE training they are able to promote and develop new educational theories and practices. In their judgment: 3.1. They are influencing teacher education by promoting and developing the new theories and practices in curriculum methodology learned at the Institute. 3.2. A beginning has been made in educational research. The Institute training was able to inspire an attitude of research and impart an awareness Of the practical importance, as well as some of the knowledge and skills needed for carrying out educational research. Many of the alumni are contributing towards developing a research approach to education within their own country. 3.3. They are influencing the deve10pment of teacher education by promoting and developing new theories and practices, learned at the 94 Institute, in organization, administration and supervision. 3.4 The AITE experience stimulated many partici- pants for continued educational growth and development. 3.5 One of the significant contributions of the AITE experience was to promote mutual under- standing and cooperation among educators within Asia. Generally, it was concluded that most of the parti- cipants surveyed believe that the training received at the Asian Institute for Teacher Educators enriched and enhanced their educational perspectives. Most of these scholars felt that the training did provide them with several new ideas and suggested some solutions for certain educational problems. In addition, almost all of the participants agreed that the experience did, to some extent, promote and deve10p inter— national understanding and cooperation. The problem of improving primary teacher education in Asia is an enormous one. The Asian Institute for Teacher Educatorsis nOt the only solution to the problem. What the Institue does represent is the beginning of a concerted effort by Asian nations to improve the quality of primary teacher education in Asia. 95 Recommendations Based on the findings of this study, the following statements are offered as recommendations for consideration by the AITE. All of the statements are not necessarily supported by the objective data of this research, but the study would be incomplete without their inclusion Since they reflect the judgement Of the researcher, based on many per- sonal conversations in addition to the formal data Of the study. 1. In order to respond to the educational needs of the region as they can be met by the AITE, a substantial degree of flexibility in reformulation and conducting the courses, based upon research and experimentation, is desirable. An effort Should be made to increase, substantially, the number of teacher educators exposed to the benefits of the AITE training. AITE should inten- sify its role in the dissemination of new knowledge in teacher education. In order to reduce the wide educational gulf that exists between these scholars, it is recommended that each Institute Course be designed to provide training in a Specific area. Some suggested examples of topics for the training sessions are: (l) edu- cational planning, (2) school building and construc- tion, (3) administration and supervision, (4) curriculum and instruction, (5) student teacher supervision, (6) educational finance, (7) instruc- 96 tional technology and (8) audio-visual materials. A course of this type Should attract only those educators who have a specific interest in that particular tOpic. This should reduce, somewhat, the wide gulf that exists among these educators. Perhaps a course Of this type could be Of shorter duration (more concentrated) and permit ”key” educators, who are not normally avaiable for longer sessions, to attend. More generally, AITE programs and activities must be carefully reviewed for their strengths and weaknesses and developed towards proven and creative models for future programs for educational development within Asia. LIST OF REFERENCES LIST OF REFERENCES A. Unesco Official Publications Unesco. Meeting of experts on means of improving the quality of education in Asia, Manila, Phil- ippines, 21-28 April, 1964. Final Report. Paris, Unesco, 1964. . The needs of Asia in primary education. Paris: 1961. a) II. Resolution adapted by the Regional Meeting of Representatives of Asian Member States on Primary and Compul- sory Education (Karachi, 28 December, 1959-9 January, 1960), and Resolutions on Primary Education in Asia passed by the Regional Conference of National Commissions for Unesco in Asia (Manila, 18-23 January, 1960). b) 111. A Working Plan for the Provision of Universal, Compulsory and Free Primary Education in Asia (1960-1980). c) IV. Recommendations relating to the pro- gramme for action at the regional and international level in the field of primary education in Asian countries. pp. 30-35. d) V. Recommendations relating to the pro- gramme for action by member states Of the national level for the development of primary education. Problems in Asian Teacher Training and a Course for Teacher Educators. A report prepared at Manila, May 1962. Bangkok: Unesco Regional Office for Education in Asia, 1962. (Regional Conference Reports: No. l) Review of Manila Course for Teacher-Educa- tors and Some Pioblems in Asian Teacher-Training. Report OfMeetihg of Experts from Asian Countries. Manila, 21-25 May, 1963. Bangkok: Unesco Re- gional Office for Education in Asia, 1963. (Regional Conference Reports: No. 2) 98 99 Unesco's Inter-Asian Programme. Report of the Evaluation Commission on the Regional Offices, Centres and Institutes Established or Assisted by Unesco in Asia. Paris: 22 Septem- ber, 1965. B. AITE Publications Education Exchange Features No. 1 (October), 1967. Digest of Educational Research Studies in Asia, by Lehern N. Miller. No. 2 (February), 1968. A Review of In-Service Training Programmes for Elementary School Teachersiin ASia, by Owen W. Reid. No. 3 (May), 1968. Digest of Further Educational Research Studies in Asia, by Lebern N. Miller and Owen W. Reid. NO. 4 (September), 1968. The Contribution of Elementapy Science to the Development of the Primapy School Child, by Owen W. Reid. Newsletter Vol. 1, Nos. 1-4, 1966-1967. Vol. 2, NOS. 1-4, 1967-1968. Vol. 3, Nos. 1-4, 1968-1969. Vol. 4, NO. 1 (June), 1969. Trends in Teacher Education 5 (December), 1968. Changing Trends in NO. Teaching Social Sciences, by N. P. Pillai. C. AITE Official Papers, Documents and Prospectus Asian Institute for Teacher Educators (Sponsored by Unesco). Alumni Stud ; Questionnaire on Follow- Up Study of the AITE hlumni from 1962-1968. Annual Report,pl962-l963. Annual Repert, 1963-1964. Annual Reporthuly 19644June 1965. Annual Report of the Director, July 1965- June 1966. Annual Report of the Directorgfl July, 1966-30 June, 1967. Bangkok: Unesco Regional Office for Education in Asia, 1968. Annual Report of the Director, 1 July, 1967-30 Jfine, 1968. 100 . Appointments Of Staff 3. Foreign Staff b. ILocal Staff Contract between Unesco and the Philip: pine Government. Educational Research Outlines of Schol- ars of the Institute . 1967-1969. . List of Unesco Scholars' Graduate Theses. September 1967. Prospectus. Prospectus for the Training Course for Teacher Educators, 1964-1965. Bangkok: Unesco RegionaI Office fbr Education in Asia, 1965. Prospectus for the Traininngourse for Teacher Educators. ’(2nd August, 1965-30th April, 1966) Bangkok: Unesco RegionalCOffice for Education in Asia. Prospectus for the Fifth Training Course for Teacher Educators. (lst August, 1966- 30th April, 1967) Prospectus for the Training Course for Teacher Educators. lst Three-Month - 4 September-3 December, 1967. 2nd Three-Month - 8 January-7 April, 1968. 3rd Three-Month - 19 August-30 November, 1968. . Travel of Staff (International and Local) Icontains Mission Reports) Roster Of Scholars, 1962-1969. D. AITE Reports of Regional Conferences, Meetings and Semi- nars 1967: Regional Symposium on the In-Service Training of Primary School Teachers in Asia, Quezon City, 2-19 July, 1967. Final Report. Bangkok, Unesco, 1967. E. Others Driscoll, John, et. al. Teachers' Guidebook to Low Cost Visual Aids for Asian SchOOIS, Utilization andCPrgparation. Quezon City: Asian Institute for TeaEher Eddcators, 1966. 101 Minoza, Aurora A., comp. Fifpy Years of Educational Research in the U.P. College Of Education, 1918- 1968. mimeographed. Pires, Edward A. Primary teacher training in Asia. Bangkok: Unesco, 1963. . Principles Of organization, administra- t1on and supervision forprimary teacher educa- tors in Asia} Bangkok: Unesco, I965. . The recruitment and selection of candi- dates for primary teacher training in Asia. Bangkok: Unesco, 1968. . Student teaching practices in primary teacher training institutions in Asia. Bangkok: Unesco, 1967. A study of the in-service training of pr1maryschool teachers in ASia. Bangkok: Unesco, 1966. APPENDICES AFGHANISTAN Mohd. Wazir Nezami Mr. Hamidullah Mohd. Wali Mondozai Sultan Aziz Sultani Sher qu Pagh- mani Abdul Qayyum G. D. Shinawal Painda Mohd. Kushkaki CAMBODIA Chhuom Chhiet LIST DATE OF ATTEND- ANCE 1962-63 1963-64 1964-65 1965-66 1966-67 Aug., 1968 April, 1969 1962-63 APPENDIX A OF AITE SCHOLARS POSITION Assistant President, Inspection Dept., Ministry Of Education, Kabul Instructor, Teachers College, Kabul Teachers Training Dept., Ministry of Education, Kabul Director, Teachers Training Dept., Royal Afghan Ministry of Education, Kabul Instructor, Teachers Training College, Kabul Assistant Principal Darul MO'Allamein, Jalalabad Instructor, Teachers Training College, Kabul Director, Academy for Teacher Educators, Kabul Inspecteur primaire Phnom-Penh 103 SURVEY RESPONSE Nil Mail Nil Nil Nil Nil Nil Sixth Institute Nil Cheam-Neau Sinn-Pheoung Chau-Synuon Sar-Peou Van Han Vong Khinh CEYLON Y.R.M.S.K. Gunasekera M.L.J.L. Fonseka Jayasena Jay- asekera Abdul Azeez A. Jiffri H.R. Chandra- sekera H.G.C.A.T. Jay- asekera 1962-63 1962-63 1962-63 1962-63 Jan., 1970 Jan., 1970 1962-63 1966-67 1966-67 1966-67 Jan., 1968 Jan., 1968 104 Adjoint a l'Inspecteur de l'Enseignement Pri- maire, Phnom-Penh Adjoint a l'InsPecteur de l'Enseignment Pri- maire, Takeo Adjoint a l'Inspecteur de l'Enseignement Pri- maire, Phnom-Penh Professeur, Centre de Preparation, Pedagogy de Kg. Kantuot Directeur provincial de l'Enseignement Second- aire a Siemreap Supervision of Second— ary Education, Office of Secondary Education, Phnom-Penh Principal, Gov't. Buddhist Girl's Train- ing College, Boralesgamuwa Principal, Giragama Gov't. Teachers Train- ing College, Pilimatalawa Principal, Giragama Gov't. Teachers Train- ing College, Pilimatalawa Principal, Gov't. Teachers College, Addalaichenia Principal, Mirigama Teachers College, Addalaichenia Principal, Teachers Training College, Polgasowita Nil Nil Nil Nil Nil Mail N11 Mail Deceased N11 Mail Nil CHINA (REPUBLIC OF) Pai Hsung Wu Chen Ching- Ching Chen Shih-bey Young Long Chung Betty Sun Chao King-mao Tong Peter C.S. Peng Yuan-tseng Wu Lui-Hung-Hsiang Yang Luna Tan Ta- shih Lung Yu-shen Chang MariaSzu-tsing Chen 1963-64 1963-64 1964-65 1964-65 1965-66 1965-66 1966-67 1966-67 Sept., 1967 Jan., 1968 Aug. 1968 1968 105 Assistant Professor, Taipei Normal College, Taipei Dean, Child Study Center, Taipei Teach- ers College for Women, Taipei Supervisor, Dept. of Primary Education, Ministry Of Education, Taipei Supervisor, Ministry of Education, Taipei President, Taipei Teachers College for Women, Taipei Professor, Taichung Junior Teachers College Taichung Professor, Taipei Normal College, Taipei Assistant Professor, Taichung Teachers Col- lege, Taichung Lecturer, Taipei Normal College, Taipei Professor, Taipei Normal College, Principal, Ele- mentary School of Taipei Normal College, Taipei Principal, Laboratory School, Taichung Teach- ers College, Taichung Policy Making Officer, Bureau of International Education and Cultural Relation, Ministry Of Education, Taipei N11 Mail Nil Inter- view Nil Mail Inter- view Nil Inter- view Nil Nil Nil Tian-way Sheu Shou Gong Chen Alice L.C. Duh Hsieh Hsiao-tze Chiang Jaw-shung Chen INDIA J.M. Dhand Navalshanker Vyas Yajen Aier Rameshwas Das Gupta Milkh Raj Chilana Chanchal Mehra Annie Idiculla- Mathew N. Balakrish- anan 1962-63 1962-63 1965-66 1965-66 1966-67 1966-67 Sept., 1967 Sept., 1967 106 Dean Of Students, Hsin-chu Teachers Col- lege, Hsin-chu Associate Professor, Taiwan Normal College, Taipei Instructor, Taipei Girls' Normal College, Taipei Instructor, Taipei Normal College, Taipei Instructor, Taitung Junior Teachers Col- lege, Taitung Headmaster, Government Normal School, Karnal, Panjab 'Headmaster, Hardhol High School, Dhrol Deputy Director of Edu- cation, Kohima, Nagaland Director, English Lan- guage Institute, Alla- habad Uttar Pradesh Coordinator, N.I.E. Ex- perimental School, Hauz Khas, New Delhi Research Officer, Dept. of Teacher Education, National Council of Educational Research and Training, New Delhi Headmistress, Basic Training School, Thiru- valla, Kerala State Senior Assistant, Govt. Training School, Canna- nore-Z, Kerala State Nil Nil Nil Nil Sixth Institute Nil Mail Nil Nil Inter- View Nil Nil Mail S.C. Chaudhuri Anant Nanda Bhagwanti Sharma Sita Ram Sharma Aonok R.W. Bam Gul Meher- wanji L.D. Gupta Govind Bomblay S. Hariharan G.N. Panicker Dolly A. Kapahi Pandit T. Maha- jan Jan., 1968 Jan., 1968 Aug., 1968 Aug., 1968 Jan., 1969 Jan., 1969 Jan., 1969 Jan., 1970 107 Reader, Basic Section Dept. of Curriculum and Evaluation, National Institute Of Education, New Delhi Principal, State Insti- tution of Education, New Delhi Principal, Govt. Teach- ers Training Institute, Daryanganj Principal, Govt. Teach- ers Training Institute, Village Alipur Deputy Inspector of Schools, Tuensang, Nagaland Director, State Insti- tute of Education, State Examination Board, Ahmedabad, Gujarat Director, State Insti- tute of Education, Sector 20-D, Chandigarh Project Officer, Inten- sive Educational Dis- trict, Development Project, Jalgaon Headmaster of Teacher Training Institution, Kamukincode, Neyyattin- kara, Kerala State Headmaster, S.V.N., Basic Training School, Kakkazham, Alleppey-S, Kerala State. Principal, Govt. Train- ing College for Women, Uttar Pradesh Deputy Director Of Edu- cation, Aurangabad, Maharasthra Nil Nil Nil Nil Nil Mail Mail Mail Mail Nil Sixth Institute Sixth Institute Sham L. Soni INDONESIA I. Djumhur Uka Sukawinata Mien Soewarmi Warnaen A. St. Alamajah Ishak Djajaat- madja J.K.C. Mangin- daan Hermina C. Kosyungan Franciscus X. Suwarto R.D. Susilara- deya George K. Tala- hatu Mr. Soemartono F.L. Lumbanto- binf 1962-63 1962-63 1963-64 1963-64 1963-64 196364 1964-65 1964-65 1964-65 Sept., 1967 Sept., 1967 Jan., 1968 108 Director of Education, NEFA, Shillong Principal, Sekolah, Pendidikan Guru, Bandung Senior Teacher, Balai Pendidikan Guru, Bandung Teacher Educator, Balai Pendidikan Guru, Bandung Director, Teachers Training College, Djakarta Director, Teacher Training School, S.P.G.N., Sukabumi, West Java Head of the Regional Inspectorate for Teach— er Training, North Sulavesi Staff Member, Board of Teacher Training, Dept. Of Education, Bandung Principal, Senior Teacher Training, Djl. Sultamengangan Magelang, Djateng Editor in Chief, Christian Publishing House, Djakarta Head, In-Service Train- ing of Teachers at Ele- mentary Level, Hangle- kir II, Kabajoran Staff of Directorate Of Pre-School and Primary Education, Djakarta Teacher, Dept. of Educa- tion, Training College for Teachers, Bandung Sixth Institute Nil Nil Nil Deceased Nil Nil Deceased N11 Mail Nil Nil Nil Winarno Surach- mad Jusuf Margadi- pradja Victor Purba S.A. Bratanata Noer Popoi D.K. Kolit M.M. Murwani IRAN Nrges Berenji Nasrullah Day- himi Zahra M. Abol- fotouh Iran Ehteshami Ghodsi Khaje- Nouri Jan., 1968 Aug., 1968 Jan., 1969 1962-63 1962-63 1963-64 1964-65 1966-67 109 Director, Education, Nil Manpower Development, Djakarta Inspector, Primary Mail Schools, Kantor Gembi- naan Sekolah Dasar, Bandung Head of Special Pro- Nil jects, Elementary Edu- cation, Dept. Of Educa- tion, Hanglekir Kebajor- anbaru Head, Teacher Training Sixth for Special Education, Dept. of Education, Djakarta Assistant Dean for Stu- Sixth dent Affairs, Faculty of Education, IKIP, Djakarta Chief, Teacher Training Sixth Inspectorate, Kupang Nusa Tenggara Timur Staff Officer, Teaching Sixth Aids Center, Institute of Educational Research Dept. of Education, Bandung English Teacher, Girls' Nil Normal School, Tehran Technical Advisor to Nil Tabriz Normal School English Teacher, Nil Tehran High School Teacher, Teacher Train— Nil ing Center, Tehran Principal, Teachers Train- Nil ing College, Tehran Institute Institute Institute Institute Abolfath Meh— dioon Mehdi Noor- bakhsh Behjat Behnam Manouchehr Ha- bashi Jafari Fesha- reki R. Parchami KOREA Ki Whan Chang Sang Keum Lee Kim Bok Ju Song Choul Lee Nam Sang Don Soo-In Hahn Kye-Min Kim Hae SOO Chung 1966-67 Sept., 1967 1962-63 1962-63 1963-64 1964-65 1964-65 1965-66 1966-67 Sept., 1967 110 Chief, Teacher Training Office, Tehran Ostan of Education, Tehran Director, Elementary School Teacher Train- ing Centre, Khoramm- shahr Adviser, Teacher Train- ing, Department of Pri- mary Education, Tehran Principal, Tribal Teachers Training, Shiraz Counsellor, Ministry of Education, Seyed Khan- dan, Teheran Principal, Teacher Edu- cation, Department of Education, Ahwaz President, Andong Teach- ers College, Andong City Instructor, Ewha Women's University, Seoul Officer-in-Charge, In- Service Education, Seoul Director of Library, Inchon Teachers College Inchon Professor, Pusan Teach- ers College, Pusan Professor, Mokpo Teach- ers College, Mokpo City Professor,'Chinju Teachers College, Kyeungnam President, Inchon Teachers College Nil Nil Nil Nil Sixth Institute Sixth Institute Nil Nil Nil Nil Nil Nil Nil Se Whan Joo Seung Suck Song Chung Yul Kim Sheon Chong Kim Hyung Won Yoon Jun~Hae Lee Byung Jin Lee Yong Yun Choi Jin-Whan Rhee LAOS Sisouphan Banu- vong Khamphay Phoun- savat Khamdeng Louang- seiya 1963-64 1963-64 1965-66 111 Principal, Jyung Wha Girls' Commercial High School, Seoul Associate Professor, Kwang-Ju Teachers Col- lege, Kwang-Ju, Chonnam Director, Student Guid- ance Centre, Taegu Teachers College, Dae- Myung—Dong, Taegu City Assistant Professor, Che Joo National College of Education, Che Joo Assistant Professor, Choong-JOO Teachers College, Choong-JOO City Principal Chinhiwen Middle School, Chochiwon- up, Yunki-gun Director, Student Affairs, Andong Teachers College, Andong City Researcher, Central Education Research Institute, Yejang-Dong, Choong-Ku Assistant Professor, Chengju Teachers Col- lege, Chongju Director, Luang Prabang School, Vientiane Secretary, Primary Inspection in Nam The Chief, Directorate of Higher Education, Vientianne Nil Inter- view Mail Mail Nil Mail Mail Mail Sixth Institute Nil Nil Kene Chanh Pat- hamavong- Ratanasang Phansy Abhay Tenh Teso MALAYSIA Eshah Syed Bahaldin Mohd. Ismail bin Hamid Lee 500 Ishak bin Yaa- buk Nadeson Krish- nan Mustapha Meri- can Mohd. Rasali bin Abdul- lah Sani bin Abu Baker Sept., 1967 1962-63 1962-63 1964-65 1964-65 1965-66 1966-67 1966-67 Sept., 1967 112 Director, de l'En- seignement Normale et de la Recherche Peda- gogique, Ministers de l'Education Nationale Principal, Ecole Nor- male Ecole Normale a Luang-Prabang Director, Royal Insti- tute Of Law and Adminis- tration Senior Lecturer in Edu- cation, Malay Women's Training College, Malacca Lecturer, Day Training College, Penang Lecturer, Kota Bharu Teachers Training Col- lege, Maktab Perguruan Kota Bharu, Kelantan Lecturer, Textbook Bureau, Ministry of Education, Kuala Lumpur Assistant Lecturer, Day Training College, Jslsn, Kuantan Lecturer, Maktab Per- guruan Kota Bharu, Kalantan Lecturer, Pusat Latekan Perguruan, Trengganu Malaysian, Student Wel- fare Officer, Embassy of Malaysia, Djakarta, Indonesia Nil Nil Nil "ZI Mail Inter- View Mail Inter- view Nil Nil Mail Nil Mohd. Zain bin Abd. Rashid George Vergis Halim Haji Abd Rahim S. Devan S. Rajaratnam Mohd. Nasi Zain Maimunah bte. Abdullah Kwok Peng Loong Mustaffa bin Abd. Latiff Chee Ying Lee NEPAL Ratna Lal Prad- han Om Prakash Gupta 1962-63 1962-63 113 Principal, (Retired) Sultan Idris Teachers Training College, Perak, West Malaysia Inspector of Schools, Federal Inspectorate, Jalan Principal, Teachers Day Training Centre, Malacc, Malaysia Organizer, Day Training Center, Johore, Bharu Organizer, Day Training Center, Juantan, Penang Senior Lecturer, Day Training College, Penang Assistant Lecturer, Ministry of Education, Kuala Lumpur Lecturer, "On Attach- ment" Department of Education, Johore Bharu Lecturer, Ministry of Education, Maktab Per— guruan Sultan Idris, Perak Organizer, In-Service Training for Primary School Teacher, Day Training College, Penang Headmaster, Primary Training Institute, College of Education, Kirtipur Headmaster, Primary School Teacher Train- ing Center, College of Education, Birganj Nil N11 N11 Nil Nil _ Inter- view Nil Nil Sixth Institute Sixth Institute Nil Mail Sanu Man Na- karmi Ratna Man Prad- han Birendra Kumar Mallik Shradha Man Sakya Phaneendra Man Malla Bhim Charan Tapa G.B. Pradha- nanga Shakti Jung Ra- na Ram Sunder Shrestha Bharat Raj Sharma Mohan Prasad Yadava 1965-66 1965-66 1966-67 1966-67 Jan., 1968 1968 Aug., 1968 Jan., 1969 114 Headmaster, Laboratory School, College of Edu- cation, Tribhuwan Uni- versity, Chet Bhawan Headmaster, Primary Teachers Training Col- lege, Kosi Anchal Teacher, Training Dept. College of Education, Kathmandu Section Officer, Dept. of Education, Primary Section, Singh Durbar Senior Instructor, Pri- mary School Teachers' Training Centre, Birganj Senior Instructor, Pri- mary School Teachers' Training Centre, Birganj Senior Instructor, Pri- mary School Teachers' Training Centre, College of Education, Kathmandu Instructor, College of Education, Kirtipur Chief Of Section Ser- vice, College Of Edu- cation, Kathmandu Senior Instructor, Supervisor of Student Teaching, Teachers Training College, Kirtipur Senior Instructor, Pri— mary School Teachers Training College, Pokhara Nil Nil Nil Nil Nil Nil Inter- view Nil Deceased Nil Nil Asta K. Shres- tha Khaga Raj Sharma Bala Ram Poud- yal Gulab M. Shrestha R. Prssad ' PAKISTAN Abdul Gayyum Azizor Rob Ata-Ullah Khan Abdul Matin Jahir Ali Mohd. Abdul Mannan 1962-63 1962-63 1965-66 1965-66 1966-67 1966-67 115 Education Advisor, Jiri, Multipurpose Develop- ment Project, Ekanta- kuna, Jawalakhel Senior Instructor, Balkhu Danda Gaun, Tribhuwan University, Kirtipur Senior Instructor, Pri- mary Teachers Training Centre, Tansen, Palpa Senior Instructor, Pri- mary Teachers Training Centre, Pokhara Senior Instructor, Pri- mary Teachers Training Division, Ministry of Education, Birganj Assistant Professor, Institute of Education and Research, Dacca Uni- versity Headmaster of Govt. High School, Khulna Principal, Govt. Teach- ers Training College, D.I. Khan Assistant Master, Chittagong College, East Pakistan Superintendent, Govt. Primary Training Insti- tute, Lakshmipur, East Pakistan District Education Officer, PABNA District, East Pakistan Nil Nil Nil Nil Sixth Institute Mail Nil Nil Nil Nil Nil K. Ahmad Taluk- dar I.H. Sulemani Muhammdd Hanif Mohd. A. Samad PHILIPPINES Heriberta M. Caguioa Tecla Espiritu Natividad Re- quel Bernardo Santos Purificacion Flores Maria Navares Maura San Andres 1966-67 Aug., 1968 Jan., 1969 1962-63 1962-63 1962-63 1962-63 1963-64 1963-64 1963-64 116 Headmaster, Natore Govt. Jinnah High School, P.O. Natore Dt. Rajshahi, East Pakistan Deputy Director of Edu- cation, Directorate of Education, Rawalpindi Region, West Pakistan Inspector, Training Institution, Director- ate Of Education, Lahore, West Pakistan Superintendent, Primary Training Institution, Rahshahi, East Pakistan Superintendent, Cebu Normal College, Cebu Supervisor for Research, Evaluation-Guidance, Cebu Normal College, Cebu (USA Study) District Supervisor, Quezon City Schools, Quezon City Superintendent, North- ern Luzon Teachers Col- lege, Laoag City Supervisor, Student Teachers, Leyte Normal School, Tacloban City Instructor, West Visay- as State College, Iloilo City Coordinator, National Coordinating Center for the Study of Filipino Youth, Quezon City Mail Nil Mail Sixth Institute Inter- view Nil Inter- view Mail Mail Inter- view Inter- view Lazara Julianda Rebecca Trani Jeremias Gal- ixto Juanita Guer- rero Ruth Narvaez Daniel Tudtud Felix Gayon Victoria Cer- vantes Presiosa de Guzman Florie Castro Ignacia Olaso Magdalena Ramo Nieves Santiago 1963-64 1963-64 1964-65 1964-65 1964-65 1964-65 1964-65 1965-66 1965-66 1965-66 1965-66 1965-66 1965-66 117 Instructor, Bicol Teachers College, Daraga, Albay Instructor, Bukidnon, Normal School, Bukidnon Registrar, Northern Luzon Teachers College, Laoag City Teacher Education Spe- cialist, Teacher Educa- tion Unit, Department of Education, Manila Instructor, Pangasinan Normal School, Panga- sinan Teacher Education Spe- cialist, Teacher Educa- tion Unit, Department Of Education, Manila Instructor, Bukidnon Normal School, Bukidnon Instructor, Cebu Normal School, Cebu Director, Pangasinan Laboratory School, Pangasinan Instructor, Pangasinan Normal School, Panga- sinan Dean Of Instruction, Zamboanga State College, Zamboanga City Supervisor, Student Teaching, Leyte Normal School, Tacloban City Teacher Education Spe- cialist, Teacher Educa- tion Unit, Department of Education, Manila Nil Nil Nil Nil Mail Inter- view Nil Inter- view Nil Nil Mail Mail Deceased Godofredo Ycaro Jovencia Cabel Juanita Calam- bro Obdulia Cinco Lilia Juele Arsenio Mirabu- eno Conchita Misa Esperanza Sales Maria Borja Amalia Deles Vicenta Panga- langan ClarO Panesa 1965-66 1966-67 1966-67 1966-67 1966-67 1966-67 1966-67 1966-67 Sept., 1967 Sept., 1967 Sept., 1967 Sept., 1967 118 Instructor, Teacher Training Bukidnon Nor- mal School, Malaybalay, Bukidnon Instructor, Pangasinan Normal School, Panga- sinan Professor, West Visayas State College, Iloilo City Superintendent, Leyte Normal School, Tacloban City Teacher Education Spe— cialist, Teacher Educa- tion Unit, Department of Education, Manila Instructor, Bicol Teachers College, Locsin, Albay Instructor, Cebu Normal College, Cebu City Instructor, Northern Luzon Teachers College, Laoag Supervisor of Student Teaching, Bukidnon Normal School, Bukidnon Vice-President for Aca- demic Affairs, West Visayas State College, Iloilo City Head, Teacher Training Unit, Bureau of Public School, Department of Education, Manila Educational Researcher, Mabini University, Iriga City Nil Nil Inter- View Nil Inter- view Nil Inter- view Nil Nil Inter- view Inter— Mail Juan Agustin Amado Alorro Clara Bernabe Tecla Revilla Alberta Pena Norma Laconico Priscilla ES- tolloso Lourdes Agay Cesar Callanta Consolacion Miguel Jenny Lind Dolorico Jan., 1968 Jan., 1968 Jan., 1968 Jan., 1968 Aug., 1968 Aug., 1968 Aug., 1968 Aug., 1968 1968 Aug., 1968 119 Teacher Education Spe- cialist, Teacher Educa- tion Unit, Department of Education, Manila Registrar, Professor Graduate School, Leyte Normal School, Tacloban City Assistant Professor, Central Luzon Teachers College, Bayambang, Pangasinan Dean of Students, Cebu Normal College, Cebu Consultant, In-Charge of Kindergarten, Instruc- tion and Curriculum, Bureau of Private Schools Manila Director, Program of Elem. Teacher Training, Centro Escolar Univer- sity, Manila Dean, College of Educa— tion, Southern Baptist College, M'lang, Cota- bato Dean for Academic Affairs, Mindoro Col- lege, Calapan, Oriental Mindoro Teacher Education Spe- cialist, Teacher Train- ing Unit, Department of Education, Manila Dean Of Students, Northern Luzon Teachers College, Laoag City Dean of Students, Leyte Normal School, Tacloban City Nil Mail Nil Inter- view Nil Mail Nil Nil Inter- view Mail Nil Severiana Gar- cia Alfredo Domingo Epifania Escano Julia Gonzales Rosita Pengson Ana Segovia Norma Du Justita Lola Petra Tolibas Azucena Elegado Nimia Lopez Patria Lorenzo 120 Registrar, Cebu Normal College, Cebu Instructor, Northern Luzon Teachers College, Laoag City Instructor, Pangasinan Normal School, Panga- sinan Dean, College Of Educa- tion, Central Philip- pines Univ., Iloilo City Director, Student Teach- ing, College Of Educa- tion, University of the East, Manila Head, Elementary Educa- tion, Mountain View College, Malaybalay, Bukidnon Supervisor, Student Teaching, Trinity Col- lege, Quezon City Curriculum Coordinator, Bicol Teachers College, Albay Researcher, Leyte Normal School, Tacloban City Instructor, Central Luzon Teachers College, Pangasinan Director, Laboratory School, West Visayas State College, Iloilo City Instructor, Bicol Teachers College, Legaspi Inter- View Mail Nil Nil Inter- view Nil Inter- View Nil Mail Sixth Institute Sixth Institute Sixth Institute SINGAPORE Wee Joo Liat Arthur P.A. Nair Kye Lock Chow THAILAND Prakorb Thongma Rawiwan Thun- chai Tinakorn Pree- chabandhu Thamanoon Wesha- wongsa Phira Karnchana Sathian Jamsu— wan Sinee Tubplang Chareonpol Su- vanachot Kosintr Rung- sayapun Jan., 1969 Jan., 1969 1962-63 1962-63 1963-64 1963-64 1964-65 1964-65 1964-65 1964-65 1965-66 121 Deputy Registrar, Singapore Polytechnic Institute, Singapore Lecturer, Teachers Training College, Singapore Organizer, In-Service Training Courses, Teachers Training Col- lege, Singapore Instructor, College of Education, Prasarnmitr Bangkok Instructor, College of Education, Prasarnmitr Bangkok (USALStudy) Government Official, House of Commons, Bangkok Instructor, Udornthani Teachers College, Udorn Instructor, Nakornraj- sima Teachers College, Nakornrajsima Instructor, Petchburi Teachers College, Petchburi Instructor, Department Of Teacher Training, Bangkok Head, Student Teaching, Ayuthya Teachers Train- ing College, Ayuthya Supervisor, Student Teaching, Nakornsritha- maraj Teachers Training Inter- view Inter- view Sixth Institute Nil Nil Nil Nil Mail Mail Inter- view Nil College, Nakornsrithamaraj Preecha Sedh— teetorn Boonchuay Tam- tai Amnuay Topra- sirt Pairoh Tandikul Pratern Mahak- hanta Rangsan Watana Boonlert Srihong Seela Chayani- yayodhin Charoon Milin- dra Chitchom Kanja- nachote Aree Sunhacha- wee Anon Ananda- rangsri Panom Kawkam- nered 1965-66 1965-66 1965-66 1966-67 1966-67 1966-67 Sept., 1967 Sept., 1967 Sept., 1967 Sept., 1967 Jan., 1968 Aug., 1968 Aug., 1968 122 Head of Education De- partment, Ubol Teachers College, Ubol Supervisor, Student Teaching, Ubol Teachers College, Ubol. Professor, Teacher Edu- cation, Ayuthya Teachers College, Ayuthya Principal, Demonstration School, College Of Edu- cation, Prasarnmitr Instructor, College of Education, Bangsaen, Cholburi Instructor, Pibulsongram Teachers College, Pitsanuloke Principal, Uttaradit Teachers School, Uttaradit Head, Elementary Section, College of Education, Prasarnmitr Director, Bansomdiy Teachers College, Dhonburi Director, Pibulsongkram Teachers Training Col- lege, Pitsanuloke Asst. Head of Education Department, College of Education, Mahasarakan Principal of Pibubampen Demonstration School, Bangsaen, Cholburi Chief, Private School Division, Ministry of Education, Bangkok Mail Nil Nil Nil Nil Nil Nil Nil Mail Inter- view Nil Inter- View Krong Paduman- onda Kasem Soodhom Vachri Bhimbaya- juntr Pricha Singa- rotai La-Or Karun- yavan Chaweepong Rongsong Somshit Tanasu- garn Sr. Mary Robert Perillat Sr. Virginia Marie Langie Prayao Sakdisri Boocheun Thong- yoo VIETNAM Vu Ngoc Dai 1962-63 123 Director, Suan Sunandha Inter- Teachers College, view Bangkok Director, Pitsanuloke Nil Teachers College, Pitsanuloke Principal, Teachers Nil Training School, Chachoengsao Asst. Director, Yala Nil Teachers College, Yala Director, Student Mail Teaching, College of Education, Prasarnmitr Asst. Director, Depart- Inter- ment of Teacher Training view Ministry of Education, Bangkok Academic Supervisor, Inter- Suan Sunanta Teachers College, Bangkok Principal, Mater Dei Inter- Grade School, Bangkok view Teacher, Mater Dei Nil Grade School, Bangkok (USA Study) Director, Teacher Edu- Sixth cation Dept., Pranakorn Institute Teachers College, Bangkok Educational Supervisor, Sixth Secondary Education Institute Dept., Ministry of Education, Bangkok Asst. Director, Saigon Nil Normal School, Saigon Nguyen Thuy Lan Tran Thi Tam Thi Kim Van Luu Phan Van Phuc Dinh Ngoc An Nguyen Tu Quy 1962-63 1963-64 1965-66 Jan., 1968 124 Professor, d'Anglais Au Lycee, Trung Vuong, Saigon (USA Study) Professor of Pedagogy, Normal School, Saigon Professor, Saigon Normal School, Saigon Superintendent, Pedago- gical Affairs, Training and Adult Education, Ministry of Education, Saigon Teacher of Pedagogy, Pedagogy School, Saigon Instructor, Saigon Normal School, Saigon Nil Nil Nil Nil Nil Sixth Institute APPENDIX B COURSE SYLLABUS FOURTH INSTITUTE FOR KEY TEACHER EDUCATORS 6 - 7 January, 1969 Visits to: The Office of the United Nations Develop- ment Program; the Unesco National Commission of the Philippines; embassies; banks, churches, mosques, temples, post office and markets. Call on: President of the University Of the Philip- pines and Secretary Of Education. Visits to: The libraries of the Asian Institute for Teacher Educators, the College Of Education and the University of the Philippines; the U.P. Science Education Center, and the U.P. Health Education Center. Showing of selected films of Asia. Meeting with the Asian Institute for Teacher Educators faculty. Overview of the program of the three and one-half month institute. 8 - 17 January 1. Research in and for primary teacher education. l.l Survey of research in primary teacher education 1n Asian countries. 1.2 Research in primary teacher education in other countries. 1.3 Responsibilities of teacher educators in the production and utilization of research. 125 126 1.4 Types of research in primary teacher education: basic research, descriptive research, historical research, and action research. 1.5 Professional laboratory and library experiences. (To be integrated with the topics for discus- sion in this unit). 1.51 Preparation of directed study assignments on a selected topic. 1.52 Opportunities to observe experimental research projects. 1.53 Making abstracts of research articles representing different types of research. 1.54 Preparation of research outlines on selected problems in primary teacher education to be carried out in the home country. 1.55 Work in committees to prepare a digest of Significant findings of recent research studies in teacher education. 1.56 Visits to research centers. 20 - 31 January 2. Development Of primary education in Asia. 2.1 Problems of primary education. To provide the participants with a common background for the areas and topics for dis- cussion during the institute, among others, the problems listed below, which include those to which the Report of the Karachi Meeting draws special attention, will be considered. These problems will be given more detailed treatment in the succeeding units. 2.11 Provision of universal compulsory educa- tion, the duration of the primary course. 2.12 The education of girls and the education of parents. 2.13 Adequate provision of material facilities: school building, equipment; improved textbooks and teaching materials. 2. 2 127 2.14 Provision for effective administration and supervision. 2.15 The problem Of wastage and stagnation. 2.16 Ancillary services, school health ser- vices, school meals, guidance services. 2.17 The education of tribal and other minority groups. 2.18 The education of exceptional children: the gifted, the mentally retarded, the physically handicapped, etc. 2.19 The Status of primary school teachers. Professional laboratory and library experience. (To be integrated with the tOpics for discus- sion in this unit.) 2.21 A seminar to consider the progress made by the Asian Member States in the direc- tion of achieving compulsory primary education. 2.22 A discussion of case studies bearing on the problem of providing facilities for the education of girls. 2.23 A review of some of the literature on school buildings produced by the Asian Regional Institute for School Building Research. ~ 2.24 A symposium on "Educational Wastage and Stagnation" based on the report of the Technical Seminar on Educational Wastage and School Dropouts held at Bangkok in September, 1966, and other related materials. 2.25 A panel discussion on "What Can Be Done to Improve the Supervision of Elementary Schools?” 2.26 A brain trust to evaluate the recommen- dations of the Special Intergovernmental Conference on the Status of Teachers. 2.27 Visits to selected elementary schools and to the Infrastructure Center. 128 3 - 14 February 3. The curriculum and methods of teaching in primary education. 3. 3. 3. 1 .2 4 The philosophy, organization and curriculum of primary education. 3.11 A survey of primary education in Asian countries: its aims, purposes, organi- zation and curriculum. 3.12 The community school: its aims, purposes, organization and curriculum. Developmental needs Of primary school children. New trends in methods of teaching the primary school subjects. 3.31 Science. 3.32 New Mathematics. 3.33 Language Arts. 3.34 Social Studies. Audio-visual materials for primary school teaching. Professional laboratory and library experiences. (To be integrated with the tOpics for discussion in this unit.) 3.51 Preparation of discussion outlines on the aims, purposes, organization and curricu- lum of primary education in Asian coune tries. 3.52 A symposium on ”The Developmental Needs of Primary School Children." 3.53 A discussion of selected case studies in primary education. 3.54 Visits to selected elementary schools in both urban and rural settings where some methods and new techniques in various content areas are being used. .3213...“ . U I.H...Ir..I..II.¢...uJI WV 4... _ I n... .. {lurk 129 17 February - 7 March 4. Organization, Administration and Supervision of Primary Teacher Education Institutions. 4.1 The organization of the national system of education in the Asian Member States. 4.2 The relationship of teacher education insti- tutions with the other departments or sections of the national system of education. 4.3 The organization, administration and super- vision Of teacher education institutions. 4.31 The organization of typical teacher education institutions in the Asian Member States. 4.32 Comparison of the organization, adminis- tration and supervision of teacher edu- cation Institutions in the Asian Member States with those in non-Asian countries, such as the U.S.A., the U.K., the U.S.S.R., France, Australia and selected African and Latin American countries. (Note: Resource persons will be invited to participate.) 4.4 The function of organization, administration and supervising applied to teacher education institutions. 4.41 Organizing, administering and super- vising teacher education institutions in order to: 4.411 meet the needs of different types of primary schools (rural and urban schools; boys and g1rls' schools; co-educational schools; etc.); 4.412 facilitate recruitment and selec- tion of candidates for training; 4.413 facilitate curriculum development; 4.414 facilitate curricular and co-cur- ricular activities including laboratory, library and workShOp experiences of students in training; 4. .5 6 130 4.415 facilitate the proper guidance of students in training; 4.416 facilitate recruitment, employment and development of the professional and administrative staff Of teacher education institutions; 4.417 facilitate the procurement, prep- aration and utilization of teaching materials and school equipment; 4.418 provide for the in-service training Of primary school teachers; 4.419 stimulate and facilitate experi- mentation and research; Formulation of statements of principles gov- erning the effective planning, financing, organization, administration and supervision of teacher education institutions. Professional laboratory and library experi- ences . (To be integrated with the topics for discussion in the unit.) 4.61 A visit to the Department of Education, the Bureau of Public Schools and the Bureau of Vocational Education. A demonstration of the group discussion techniques in the selection of candidates for training. Preparation of a guide for a structured interview of candidates for training. A panel discussion on "What Constitutes a Good Student Teaching Program?" A brain trust on the in-service training of primary school teachers, using as a basis the Report Of the Symposium on this subject held from 5 to 19 July at the Asian Institute in Quezon City. A debate on the proposition: "Private institutions should be encouraged to cooperate with the state in organizing programs of teacher training." 131 4.67 A symposium on the training Of primary educators. 4.68 Selected case studies in the administra- tion of teacher education institutions. 4.69 Work in committees to formulate state- ments of principles governing the effec- tive planning, organization, administra- tion and supervision of teacher education institutions. 4.70 Visits to teacher education institutions in Manila to Observe aspects of special significance in their set-up and in their I programs, such as curriculum laboratories, guidance programs, student government, etc. 10 - 17 March 5. Educational Trip Tentative plans include visits to the following centers: 5.1 Pampanga: a primary school in a Negrito settlement. 5.2 Baguio City: selected schools and teachers college. 5.3 Urdaneta, Pangasinan: Barrio High Schools and a community college. 5.4 Bayambang, Pangasinan: Philippines Unesco National Community Training Center; the UNICEF/ FAO/WHO Applied Nutrition Project. 18 March - 2 April 6. The Curriculum of Primary Teacher Education. 6. 6. 1 2 Survey and evaluation of primary teacher edu- cation curricular in Asian countries and selected countries in Europe, North America, South America and Africa. Guiding principles in the preparation of the primary teacher education curriculum and in the determination of: 6.21 General education courses. 6. 6. .3 4 5 132 6.22 Professional education courses. 6.23 Special subjects, such as: music edu— cation, art education, physical educa- tion, work education, etc. 6.24 Practical experiences, including student teaching. 6.25 Co-curricular and civic activities. The involvement of teacher education institu- tions in adult education and community devel- opment. 6.31 Preparing teachers for adult education work and community development. 6.32 Some methods of teaching illiterates. 6.33 Follow—up programs in adult education. 6.34 Some experiments in adult education. Special curriculum problems in primary teacher education. 6.41 The medium of instruction and multilin- gual teaching situations. 6.42 Building depth in subject matter areas, science, mathematics, social studies, language arts, etc. 6.43 The improvement of textbooks, teaching guides, manuals, and other instructional materials. 6.44 The education of exceptional children. 6.45 The general education of primary school teachers. 6.46 Articulation with the secondary school curriculum. 6.47 Education for International Understanding Professional laboratory and library experiences. (To be integrated with the topics for discussion in this unit.) 3 - 18 April 133 A debate on the proposition: "In the preparation of primary school teachers, greater emphasis should be placed on general education than on professional training." Selected case studies in the curriculum of primary teacher education. Work in committees to formulate the guiding principles in the determination Of the primary teacher education curri- culum. #24 Organizing an exhibition of textbooks, , and other teacher education materials, - including various materials prepared ,J by the participants. A Preparation of an annotated bibliography on one of the problems listed in 6.4 above. Observation of classes in ”Adult and Fundamental Education" in a teacher education institution, including a literacy class. Visits to the International Rural Devel- opment Center and to the Don Bosco School. 7. Methodology and evaluation in primary teacher edu- cation. 7.1 Survey and discussion of methods used in pri- mary teacher education. 7.11 Strengths and weaknesses of the following methods: 7.111 Lecture type: lecture, lecture- cum-discussion. 7.112 Discussion type: group discus- sion, class discussion, collo- quium, panel discussion, seminar, debate, forum, symposium, case study, etc. 7.113 Study-assignment: directed study, textbook assignment, use Of li- braries, brain trust. 7. .2 4 134 7.114 Project type: workshop, project, field trip, construction and use of experiences and reserve units, action research. 7.115 Practical type: demonstration, demonstration teaching, tutorial, use of audio-visual materials at the college level including radio and television. 7.116 Programmed instruction. 7.117 Others, role playing, team teach- ing, buzz session, discovery, etc. Methods commonly used in primary teacher edu- cation in Asia. 7.21 7.22 7.23 Strengths and shortcomings in the present practices. Significant developments in the theory of the teaching-learning process. Action programs to improve methods of teaching in primary teacher education institutions. Evaluation in primary teacher education. 7.31 7.32 7.33 7.34 7.35 Purpose Of evaluation in primary teacher education. Types and uses of evaluation instruments in primary teacher education. Construction and adaptation of evalu- ation instruments, including standardized tests. Criteria Of good evaluation procedures. Periodic institutional assessment and follow-up studies of graduates. Professional laboratory and library experience. (To be integrated with the topics for discus- sion in this unit.) 7.41 A workshop to prepare a brochure on "Significant Developments in Learning Theory." 135 7.42 A panel discussion on "Factors Affecting Learning in the College Situation” followed by discussion in small groups. 7.43 A demonstration lesson in the U.P. Ele- mentary School, going through the stages of (l) lesson planning; (2) giving the actual lesson; and (3) post-demonstration evaluation. 7.44 A demonstration of role playing. 7.45 Preparation of different types of evaluative instrument for use in teacher education; e.g., an essay type examination; a Short-answer type test; an objective type test; a quiz. 7.46 Visits to teacher education institutions in Manila to observe college classes where some of the modern methods and new techniques in various disciplines are being used. 19 April Closing Exercise APPENDIX C ASIAN TI-E.'I3'I'.';‘.}'1'I;] FEB. l'I'J’A (0})C‘I113C)1‘Ltd by IJ Over"? I (I; .. a TI .itute for Teso r< g Q 28 proarnms and activit 111 edivW1t1cxyil tau 7? -. s . \ V :1. ' -' A a" . ' Imititt s 1:10 lysine theta: tc: LC «Aier (3 n q m1:- i'cauner* pcwéti xipznits: 01 t .1-.. AS a former participant of A coerlc Ce this questionnaire. Your the ace curacy and reliability of the 11.: II. Sinatra? our: -. S Of this survey a 71 so please retur Y ti on Mill CI" .. Returi Fc MITU‘Tf 15, 19;”, mail so? 'Ssmont in Lcrun.rUTr¢'isuri th» CHE R "”“AIO{3 {195(0) .1, l or Educators is attempt— c .. ieS to the purl ici, .hnt ippact and contrim ducation in Asia by r’ its in you are requeste‘ to response is essentia 1 to final statistical res u_lts. re schedule n this as veys to: ‘d for pub lica— tionnaire by 'I '- ~ fi - . -...- ".‘l- " ..~ 1nstitw11.e f0; -“COHACCioual SC1121CS . ‘ ’ . College of CSCVHC.C1 .J O \ J . - ‘ I‘ " l.“ P '. .u ‘ ‘ .l -‘- 1'52. him-1:) E, Cal-Ct: L3.» (3:. :31. C1; / . East 1.321. sing , Attr me on: r. harry Case I ." T‘ - r~ " Dr. (40*0 LII; Cf.‘ \IO\«J’; — an an H a- on o. .0 .c. -1 '0 9.. on 0—- .- “ OI- oa 0‘- fi- 0-. 0- 0- 94 .- o— a- .- o-o .— o— o. ‘1 3,3" \- f.f"1? \p‘r I“ (11 1 dUu «J. “m mun—”Q-“ r‘of\1‘ 'tY\ YYV‘IT 1r‘);\~1‘ 1 V “~.'.'ii.‘n"‘S [l-JLH) (~. HI I1 :9“: [:1 EICIT“(T O 2-! I A.) L O - -90....“ .m. — '0- ... *“"~. a—m- O:—-——--co—.o~w‘- .m- .A— . ‘ - " r-‘ ‘ i (H H‘ . r ' l I I C ; o ' b é.;\’f‘£J-‘I‘ I l \.) 0 fi,‘ '1 '5-) E( i,’ -- .— —~- -— - ‘ ‘----.-'- A 0-. - —- Ax..-“ g. l ' (3', "‘_"' 1“ '. (N v" ‘ ‘l‘.V I I g) "s :1: . I." ~) I.)(." | .i.’ u~.—~._. —o~. -c... ---—4—“w—.—-~—m-m-—o o. — Von 1'1" ;‘-‘ 7“. I (‘II‘V‘ ‘T )k \ t. 3. t1 ' I o n _ J \) \ {')J an.-- m—m-—‘- -#- ‘— ~o-b - <1.ch '1 c") ‘:-'- "In '0) J J—‘K-J J!\\‘11|1 ‘lJ - r~ - \ ,- 0 TIC j I k-Ib-)I .. )- A Ov‘bm-W v _ r ‘t‘mwfinm- 136 H41." 137 JW‘II‘\"111}TB?1I‘II\ 'LJ, -JI“;’LJ PBE~AITH (Please omit any qusstion Whi CT) (3 0'3 a situation.) ‘ not spply-to your (II-JRCQ'. O‘TE‘ WET“? l -Ucm -“DM F::: 1%'~< a-o' “/, Zfifi7 -0.- \li ." Q‘- l .L.--.../ 111/ l P '\ 1:7 Some- vh t. 12:27 111/ .‘-—-- i 1%“ ,L. ‘-J. 3. Tc.“ If-J to .417 1:7 1:7 111/ None u—“oIHC 0-1."- Prior to your AITE ox" pericnce to what extent did you: . .1. Use the Eziglish langua go .11? e 01 in proft:ssional dislogsCV 2. Have sensitivity to cdu~ cation outside your own 'country? '3I Have intIHrn tional undCI- standin h. Have positive attztudo “- tozard modern COUCDtlFfl;l 4":IP“ thcorlcs 811C; FLLICULC Us? 5. Exchc use information and ideas with educators. r=m other couACrics To \:h:It oxCoot did )our pre~ Vious t1:ining an. experi:1z e in toaCl1or cduc1tion proIio you with knomIl d3e an ‘ stinding in the dynamics of 11 educati Jna il roses rch? mOde 6. inrorios of resoslch? 7. S JJs end is chhiq ues of 1:i CSL arch? 8. Placcicc: in research? 1'0 whot chch did you uti» engage in educational F‘T“ IesI? srch pIior to your A ;m .Cqufianbb? ‘9. Reading research public' -tious? ‘1. w ‘TT(‘t: 1'. \ x Q.“ Ill. .J: t GULF) Czi OE?._ "" 138 Very r , 1.. ‘fi2'\.1 A [:7 / / ”— E E: 1:1 f: I\ i\ g i 3 \\ H l 4 \ \ i f A“- Some— 3Lb_:1 1:7 ”.0 - /L.._..7 41/ -a-v ago, 44 \i r \ A..- \4 .uM i 1 I f\ '\ i 'I E 117 t+1 .'\ “9‘40. -—~" 41/ "7 l] 3' Ir \ 1 None “.— 1.-.] i T\ \\ I fix 1 \ ”ta F. 'culum metiodology? ‘16. Skills 10. Promoting research? 11. Undertaking research? -To what extent did your previous training and cxyericncc in teach. or education provide you with knowledge and understanding in the dynamics of modern curri- 0 I 5 l2. Theories of curriculum . 1 methooolog:. ' - _ ] Skill and techniques in i‘ curriculum3methodology? Pr? cticel a3p1ic:tion of -modern equiculum metho- (10106)}; 0 To ‘I-m 1-31; E-Xtep -t (11:1 training and c: :p: .ricnc cs your previOU' in 1 oaen« ”L ‘cr educati 0:1 pro ovidc you with~ knowledge and un;:"stafid1n~ in the dynamics 01‘ modern org ui tion, 963 iaistretiod and sux5 'vision? 15. Thcories? l7. Practical-ayoglic cation? To what tr Still 3.118 or eduea knowledge the dynamics of methodology? ext:.t did your previou.~ 21d LYerisrco in th ch~ tion provioe you with and understanding in CV2] Ur: ti on 18. Theories in evaluation methodology? and technieuos in me thedology? Skills 0 v 5:1 11:21.1 on Pricifi c 1 exp “vi"“ce and appliccd 112’ 139 I'm-L war *Iz“;']“;r'.“,'z‘fi.“."/":." L‘” I... ‘- 1J1) . 1|.‘I\l.) can oz~m_ '.‘:s..'.:n chy OO'HC— .. '1 v , b.3211 3:11.121: 1'3. 2.3. 1.3.1-1.;- .....1~ 0.1.: ! [:. is I l" \ b I: \ \‘ I i. E: G. H. To what extent did alTE enrich or enhance your: 21. Ability to use the English l'n'vu'z’m in professional dialogguc? to education own country? 22. Se sitivi ty outside 3'om endins? lnte rne tional underst .3. attitudes tcwerd mom} r eduu cational th50ries and prec~ tices? Exchanging of informeii.n and ideas with educators flow other countries? To \dxet exte nt did the ilT? ex- perience enrich or nhance yodr knowlcdge and nude rstencir in 8 the dyna ics of educe.ticr .al research? 26. Theories_cf research 27. Sl’Lj]-lS rind tC)C}1nj quels 01‘- firs-1.2.5213 ch? 28. Practice in research? To what extent did the AITE 5.): perisnce enrich and enhance scur knowledge end understanding .in the dynamics of curriculum n;— thodolegy? of curriculum? C. Skills and techniques in em if :‘L (3 11.1131)? 31. I‘reeticel experitnce and! eppli c z: t i. on? CHECK Very 0““-- ONE Much ..,./ (.1 m ”r111 fiI-{ Some- vhet .0...- F\ Little .7“ . Luff.) .n--_. unwo— l LU LA) U.) oi- O - kIJOXJvJ.) '36. W 140 .To what extent did the AITE ey- perience enrich or enhsuce your knowledge and unders trnding in the dynamics of modern organiza- tion, administration and super» Vision? 2. Theories?-- en 3. Skills and techniques? E 11_ Prectical experience and r applicefi on! 1‘0 whet exteit did the dITE ex» pericnce eniich or enhance your and understandang-in the w;n31ics of evaluation .methodology? 35. TheOIJ-G s of evaluation methodology? Skills and techniques in evaluation methodology? Practical CXperience and application? lOS l-u1'fi EXPEREITVI ICE what-extent: ‘7‘ J use the English pr 02-" c s s i onel o 8. Do.you new language in dialogue? 39. are you new education ouusrLde ecumtry? sen=itive to your own 1>3 ycul nrv' livve iIItOTIh.tiCnlal 1v1d.1~rtcrulin{ 11. Do you now have has it ixU at» titud1w: tovclxiznod11w1 cdtmru~ tional tintories and pr::;c‘.ic<.:s‘;* CHEGi Very flash. Li I .f\ II \I\ I“ \ l \ \ 5 l t. rr“ ”C v l‘JJR IJ.J U E ”x L\ Some- ‘|'-'}1:. 1; 1:7 \ 1:" l a i ! U yfiohofli M. ”To whet extent_do 141 Do you exc:henge infoxmdtion and ideas with educator‘ from other co ountries? Did AITE motivate you for continued educational study? 'h§. Did the AITE experience chel— } lenge your educational value and belief system? Are you in a pos iilon to pro~ Law I1ote and dzvclOp n .odein edu- cetio:%:l theories and preC~ tices? #6. Are you encouraged to pro~ mote mid deve10p modern educeti\n l theories and practices9 Are you restrictdd from 11: moting and developing medi. educational theories and. P??Q119L°i you utilize OP 'n’fiFn in educational research 1] ON 9 #8. Reedin3 res eareh publica— tions? #9. Promoting research? Undertaking research? 142 N. Please describe the nature and extent of your contribution to the following eSpects of teacher education since your ‘ experience. ‘ ' Researcn and/er publicatiors Curriculum methodology 0 w 09 S.) d #- }J '\I L.‘ (~0- l.) O 13 \fl C1) ()1 B 1’" Pi y.) l J. (1 ('1- "J‘ 0, ( 9‘ Fla 0 z h’ {\3 E‘ f); U‘ *6 (h "3 4 1"“ 'U.‘ . '1-.. O ’ *‘S .— Evaluation metuodology U. what were the two most useful contributions afforded professionally by the A113 experience? 143 . P use describe the nature and extent of your involvement in the fellowing capacities since your AITE experience. v .DevelOping effective and workable programs of primary teacher education in Asia? . Organizing, administering and supervising national ins» titutions zor the education of primary teacher education? Developing .ilot projects or model primary teacher training institutions? - Organizing or improving national centers for the prepare~ tion of primary teacher education Progoting, sponsoring, organizing or participating in pTCLGSSlQndl meetings and workshops? 10. APPENDIX D LIST OF ASSOCIATED INSTITUTIONS ACADEMY FOR TEACHER EDUCATORS Kabul, Afghanistan STATE TRAINING COLLEGE FOR TEACHERS Kanbe, Rangoon, Burma LE CENTRE DE PREPARATION PEDAGOGIQUE (C.P.P.) Kampong Kantuot, Province de Kandal Royaume du Cambodge GOVERNMENT TRAINING COLLEGE Katukurunda, Kalutara, Ceylon GOVERNMENT TRAINING COLLEGE Maharagama, Ceylon NATIONAL TAIWAN NORMAL UNIVERSITY East He Ping Road, Sec. I Taipei, Taiwan TAIWAN PROVINCIAL TAICHUNG JUNIOR TEACHERS COLLEGE 140 Min-sheng Road Taichung, Taiwan TAIWAN PROVINCIAL ELEMENTARY SCHOOL TEACHERS' IN-SERVICE EDUCATION CENTRE 2 Ta-Kuan Road, Pan-chiao Taipei Hsien, Taiwan Department of Teacher Education National Institute of Education NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (N.C.E.R.T.) C-lZ Green Park Extension New Delhi-l6, India RESEARCH CENTRE FOR CURRICULUM AND METHODS OF INSTRUC- TION (P.P.K.N.D.) Djl. Dr. Tjipto No. 9 Bandung, Indonesia 144 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 145 RESEARCH CENTRE FOR AUDIO-VISUAL AIDS (P.P.A.P.P.) Bandung, Indonesia RESEARCH CENTRE FOR SCIENCE AND MATHEMATICS (P.P.I.P.A.P.) Bandung, Indonesia INSTITUTE FOR EDUCATIONAL RESEARCH AND STUDIES P. O. Box 3071 Teheran, Iran TOKYO GAKUGEI UNIVERSITY 4-780 Nukuikitamachi Yonechome Koganei City, Tokyo, Japan CHIBA UNIVERSITY 1-33 Yayoi Cho Chibashi, Chiba, Japan CENTRAL EDUCATION RESEARCH INSTITUTE 8, Yejang-Dong, Choong-ku Seoul, Korea SEOUL EDUCATION RESEARCH INSTITUTE 85, Seosomun dong, Seodaemoon-Gu Seoul, Korea L'ECOLE SUPERIEURE DE PEDAGOGIE Dongdok, KM9 Vientiane, Royaume du Laos DAY TRAINING COLLEGE (MAKTAB PERGURUAN HARIAN) Jalan Kuantan Kuala Lumpur, Malaysia College of Education DEPARTMENT OF PRIMARY TEACHER TRAINING Chait Bhawan Kathmandu, Nepal Institute of Education and Research UNIVERSITY OF PUNJAB Lahore, West Pakistan Department of Education UNIVERSITY OF SIND Hyderabad, West Pakistan Institute of Education and Research UNIVERSITY OF DACCA Dacca, East Pakistan 24. 25. 26. 27. 28. 146 BICOL TEACHERS COLLEGE Locsin, Albay, Philippines College of Education SILLIMAN UNIVERSITY Dumaguete City, Philippines TEACHERS' TRAINING COLLEGE Paterson Road Singapore 9, Singapore PRASARNMITR COLLEGE OF EDUCATION Prasarnmitr Road Bangkok, Thailand L'ECOLE NORMALE DE SAIGON No. 4, Boulevard Thanh-Thai, Cholon Saigon, Viet-Nam "'TITI'IIEWL I11 Mill] I’ljflflfy’fljflflfl WW