Implications of the Concept of Lifelong Education for School Curriculum

of American life, not by the fact that itexists but by the way it is used. For that reason, this documentexplores some of the opportunities and obstacles that arepresented when we talk about how people and organizations willuse the NII. This document was prepared by the Committee on Applicationsand Technology of the Information Infrastructure Task Force. TheCommittee is charged with coordinating Administration efforts:o to develop, demonstrate, and promote applications ofinformation technology in manufacturing, electronic commerce,education, health care, government services, librari

the future of children in any nation, state, community, or other specific context in which schools exist. Thus, the future of children depends significantly on the quality of their teachers, and teacher quality depends in turn on the quality of teacher education.The central purpose of this Framework is to set forth key questions, options for responding to them, encouragement to consider consequences of enacting different responses to them, particular focus on variations that facilitate a constructivist form of teacher education. Many of the salient issues of any kind of curriculum theorizing

the United KingdomPresenter: Prof. Michael Williams (Univ. of Wales Swansea, U.K.)Discussant: Prof. Gyu-Ho Hwang (Ewha Womans Univ, Korea)15:20∼16:10Presentation 3 Teacher Policy in NewZealandPresenter: Dr. John Langley (Director, Teacher Registration Board, NewZealand)Discussant: Prof. Se-Young Chun (Chungnam Univ, Korea)16:10∼16:30Coffee Break16:30∼17:20Presentation 4 Teacher Policy in JapanPresenter: Dr. Maki Masami (Vice President, National Institude for Educational Research, Japan)Discussant: Dr. Sung-Hee Jo (Sung-Su Industrial High School)17:20∼18:00Wrap-up Se

the focus of what schools do as responsible social agencies.Recognizing the current value and future potential of persons with disabilities is not a universally held belief. This makes the whole notion of transition education and services a challenging and difficult task. The concept of transition education and services is based on the assumption that students with disabilities have value and future potential and, thus, some educational interventions should take place. We in the United States have been struggling with the concept of transition education and services for at least 50 years. It

the United KingdomPresenter: Prof. Michael Williams (Univ. of Wales Swansea, U.K.)Discussant: Prof. Gyu-Ho Hwang (Ewha Womans Univ, Korea)15:20∼16:10Presentation 3 Teacher Policy in NewZealandPresenter: Dr. John Langley (Director, Teacher Registration Board, NewZealand)Discussant: Prof. Se-Young Chun (Chungnam Univ, Korea)16:10∼16:30Coffee Break16:30∼17:20Presentation 4 Teacher Policy in JapanPresenter: Dr. Maki Masami (Vice President, National Institude for Educational Research, Japan)Discussant: Dr. Sung-Hee Jo (Sung-Su Industrial High School)17:20∼18:00Wrap-up Se