20gap between the provision of higher education, the requirements of industry, and the country's economic and social development needs. Using ASEAN and International FrameworksMyanmar needs to conform to the requirements of its membership in ASEAN, and utilize its advantages. Aside from increasing regional economic integration, ASEAN, through the ASEAN University Network and SEAMEO RIHED (Southeast Asian Ministers of Education Organization/Regional Centre for Higher Education and Development), has taken a significant number of higher education initiatives that should help its member countries' higher education systems reach regional and international standards. These programs include establishing national qualifications frameworks, which will be referenced to the ASE-AN Regional Qualifications Framework by 2018; setting up the ASEAN Quality Assurance Network; and developing an ASEAN Credit Transfer System. These higher education developments at the regional level do not stand alone. Other bilateral and multilateral higher education engagements also provide support for capacity development, infrastructure improvement, and guidance in international best practices. However, ASEAN provides a significant and tested framework in line with its policy of narrowing the developmental gap between its member countries, a strong regional basis for higher education cooperation, and a directive to establish not only the ASEAN Economic Community, but also the ASEAN Community, in the near future.Higher education can be key to supporting the country's economic development and democratic transition. However, legal frameworks must be established and implemented, even if this remains an ongoing process. Support must be given to higher education institutions, especially within the proposed institutional autonomy framework, and universities need to be actively engaged in citizenship education to enhance nation building, reduce internal conflicts, and support the democratic transition. Finally, Myanmar's active engagement in ASEAN higher education initiatives provides support for capacity building, quality enhancement, mutual recognition, and, in time, meeting ASEAN higher education standards. Transparency, inclusion, and good governance remain key factors to improving Myanmar's higher education sector. Merging and Demerging Education Ministries in Malaysia Richard Sack and Omar Jalloun Richard Sack is a consultant. He was formerly executive secretary of the Association for the Development of Education in Africa. E-mail: richardsack@gmail.com. Omar Jalloun is an assistant professor of international and comparative education at Taibah University, Madinah, Saudi Arabia. E-mail: ojalloun@taibahu.edu.sa. The work reported here is part of a larger study on the merger of education ministries, commissioned by the UNESCO Regional Center for Quality and Excellence in Education (RCQE) in Riyadh, Saudi Arabia.T here is little research into the institutional/organizational underpinnings of education systems. Take, for example, the frequent phenome...
One of the basic goals of the American educational system is t o meet the needs of the individual student. The stated intent is to provide for the maximum growth and development of his capabilities and personality. Responsibility and concern for the development of good student mental health has traditionally been divided between the classroom teacher and the professional mental health worker (school psychologist, guidance couselor, etc.) . However, despite their common goal, research during the past fifty years has tended to suggest that these two professional groups show little agreement on those classroom behaviors which constitute good student mental health.Wickman (1926) pioneered the research in this area with his study of the attitudes of elementary teachers and mental hygienists toward certain behavior problems of children. Variations of his study have been conducted by Stendler (1949), Sparks (1952), Stouffer (1952Stouffer ( , 1956, and Hunter (1957). Their findings tended to confirm the results found earlier by Wickman; that is that teachers and mental hygienists vary widely in their appraisal of the classroom behavior of students.The purpose of this study is to replicate Wickman's procedures with a current group of secondary teachers and "mental hygienists" or mental health workers. These results will then be compared with the earlier findings. At issue is whether teachers and mental hygienists show greater agreement today than they did in 1926 on those classroom behaviors thought to constitute good mental health. METHOD SampleThe 22 secondary teachers participating in this study came from a small Midwestern consolidated high school located in an agricultural area. Of these teachers, 16 were male and 6 female. Ten teachers had completed Master's degrees. Teaching experience ranged from 1 to 25 years with the average number of years taught being 8 years.The 7 "mental hygienists" were all Ph. D. counseling psychologists currently teaching in university counselor education programs. There were 6 males and 1 female in this group. I n total they possessed 40 years of experience in this field. InstrumentAs in the Wickman study, each of the teachers and mental hygienists was asked to rate a list of 50 student behavior problems. Examples of the behaviors included such things as disorderliness in class and restlessness. Each trait was rated in answer to the question, "How serious (or undesirable) is this behavior in any child?" The ratings for each of the 50 behaviors were made by placing a mark on a continuum that went from "of no consequence" t o "an extremely grave problem." Following Wickman's procedures, the continuum was then divided into 20 equal segments and the ratings converted to scores ranging from .5 to 20.5. An
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