International Council for Educational Development (ICED)
The Council was established in October 1970 as an international and independent association of persons with a common concern for the future of education and its role in social and economic development. ICED’s major interests are strategies for educational development and the modernization and management of higher education. In each area it seeks to identify and analyse major educational problems shared by a number of countries, to make policy recommendations, and to consult, on request, with international and national organizations, both public and private. ICED has examined the international dimension of higher education through a series of comparative studies: access to higher education in the previously Western Germany and in the United States, with a comparison of problems in France, Canada, Sweden and the United Kingdom; a twelve nation study on the design and management of systems of higher education; and a series of conferences and papers on the interrelated problems of youth, education, and employment. In the field of education for development, ICED works with international, binational, and national agencies, with universities and research groups, and with individual experts to analyse and recommend ways to strengthen education. ICED has completed two studies on non-formal education-one for the World Bank and the second for Unicef. The World Bank study deals with out-of-school training programmes for adults and older adolescents-which can both train them for employment and improve productivity in rural areas. The Unicef study focuses on non-informal educational approaches to training youth to develop skills in functional literacy and numeracy, agricultural and non-agricultural occupations, home-making, child-rearing, health and nutrition. Atwo-year study on Higher Education for Development linked ICED’s two major areas of concern. It was sponsored by twelve international and national agencies that provide aid to education in developing countries. Teams of highly qualified educators in Africa, Asia and Latin America examined different ways in which higher education copes with social concerns as public health, rural development, food, population, employment, and education and training at all levels. They examined some twenty-five innovative programmes and, in their final reports, suggested ways to spread their success or to avoid their pitfalls.