This annotated guide of English-language material on education in the Arab world includes books, journal articles, national and international reports and documents and Ph.D. dissertations. The author opens with an introductory essay on the development of education in the Arab Gulf states and an analysis of current issues in educational research. Chapters cover the social context of education; educational systems and structures; country reports on educational developments between 1950 and 1980; religion and education; education at the pre-college level; and higher education with special attention to systems and institutions, curriculum and evaluation, management, students in national and foreign universities, research, sciences, and technology. The book also examines women's education; teachers and teacher education; educational planning; manpower and education; educational guidance and counseling; special education; literacy and adult education; and educational media and instructional technology. Author and subject indexes are provided.

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

Oman was ruled by the Al Bu Sa’id for 250 years, and during this period the fortunes of the state varied considerably. But in July 1970, as a result of a palace coup, the state abruptly turned away from isolation and traditions of the past. The most obvious alteration was in the dramatic change in the outward appearance of the country, particularly as exemplified by the rejection of the long era of stagnation and the parallel emphasis on socio-economic development. In the political realm, however, the shifting balance of power and the rapid growth and diversification of the state’s administrative structure were based essentially on perennial themes in Omani politics. The interplay between four of these themes forms the basis of this study, first published in 1978. The role of the Sultan and the ruling family, the development of the administration, the exercise of tribal politics and the impact of external influences on the state are closely examined and the modifications they went in response to the various challenges of the twentieth century are discussed. The constant flux in the relative importance of each of these themes illustrates the fragile nature of the traditional Omani political system, for in the twentieth century the Al Bu Sa’id Sultanate found its precarious hold over the country challenged on a number of occasions. These challenges – ranging from the tribal and religious rebellion of 1913-20, to the Marxist-Leninist revolt in Dhufar – are also analysed in detail, together with the response of the Sultanate to their impact.

To find more information about Rowman and Littlefield titles, please visit www.rowmanlittlefield.com.

This volume endeavors to provide comprehensive factual information on the Soviet system of education. Chapter 1 offers basic information on the Soviet Republics. Chapter 2 describes the foundations of Soviet Education. Chapter 3 describes preschool through upper secondary education including academic calendars and curriculum. Chapter 4, "Vocational, Specialized and Technical Education" includes colleges, and bridge programs. Chapter 5, "Higher Education," examines history; governance; institutional structure and types; access; university, polytechnic and institute programs; research institutes; research at universities, polytechnics and pedagogical institutes; and libraries. Chapter 6, "The Arts," describes education in architecture, fine arts, and music. Chapter 7, "Health Professions," includes dentistry, medicine, paramedical education, nursing, and physical therapy. Chapter 7, "Teacher Training," covers teacher status, teacher training institutions, pedagogical readings, and reforms in teacher training. Chapter 9, "Other Forms of Education," describes adult education, free and open universities, Patrice Lumumba People's Friendship University, private and religious schools, and military education. Chapter 10 contains guidance for admissions officers in the United States on changes since 1985, academic credentials, translations, authenticity of documents, and English language testing (TOEFL). Appendixes contain information on the grading system, specialties offered at some institutions, sample credentials, and useful addresses. A glossary, index and bibliography are included. (Contains 20 references.) (JB)