Educational programs and courses in Austria, Federal Republic of Germany, Malta, Norway, and the Philippines are described. (DE)

The recommendations of the 1974 International Youth Population Conference on population education are included. (DE)

India's Unesco Associated Schools Program is presented as an instructive model for other countries. Its history from 1954 is developed in terms of organization; programs such as seminars, workshops, and camps; materials produced and dissiminated; progress in involving all levels of education; and problems, results and plans for intensification and…

This section presents the activities (symposiums, seminars and educational surveys) of curriculum developers, teachers, and members of Unesco organizations for exploring the implementation of international understanding in education. (JH)

Describes projects for the development of international understanding which were organized by elementary and secondary schools around the world as part of Unesco's Associated Schools program. Project descriptions from schools in Bulgaria, Colombia, Cyprus, Germany, Italy, Malaysia, Malta, Mauritius, Phillipines, Thailand, and the United States are…

Summarizes activities and programs which have been undertaken by UNESCO Associated Schools in many nations, including Bulgaria, Cameroon, Czechoslovakia, Cyprus, West Germany, Greece, India, Indonesia, Israel, Malta, and Romania. Projects have involved students in drawing contests, school Christmas carnivals, meetings on children's rights, and…

Describes an international understanding program at the UNESCO Associated School, Kaitaa Secondary School in Espoo, Finland. Objectives of the program are to promote international awareness and readiness for cooperation among students in our school and abroad. (CK)

The peace education program in Romanian Associated Schools is described. (DE)

The United Nations International School developed a conservation curriculum involving all disciplines and all levels of education, K-12. The purpose of the program is discussed, and its design, scope, and structure are examined. (RM)

Describes activities of schools around the world participating in the Associated Schools Project, the goal of which is to improve international peace and understanding. (RM)

Some generalizations and conclusions are given about the Associated Schools Project based on findings from reports compiled by a representative group of the National Commissions who made in depth studies of their associated programs. A profile is provided of the project as a whole, of its evaluation, achievement to date, and future directions. (SM)

Describes a 1981 subregional seminar on the development of the Associated Schools Project in Africa. The aim of the seminar was to examine African educational programs for international understanding at the primary school level and to facilitate the pooling of experience gained by Associated Schools in the subregion. (Author/AM)

The beneficial role of aesthetic education in developing personality and in inculcating cultural values is described. (DE)

Describes educational practices in the Cameroon related to moral and civic education with an international orientation. Learning activities involve students in research on the United Nations and UNESCO, celebration of international festivals, and collecting folk tales from senior citizens. (Author/DB)

To prepare for introducing an Associated Schools Project in Guinea, the author took a study trip to see what kinds of activities Associated Schools Projects in Switzerland, Germany, and France had undertaken. Associated Schools Projects are intended to promote international understanding and peace. An account of the study trip is provided. (RM)