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The article traces the impact of mass breakthoughts witnessed in the field of education at school and college level in 1960s on education in 1970s in various countries. In Europe, it is largely the "upper secondary" level which is likely to be impacted. The impact in the U.S. is likely to be different from Europe due to various reasons. The paper primarily concerns the mass elites of Europe and Japan. It analyzes how the whole situation might appear to an economist, and how the perceptions of recent and prospective changes are related to perceptions of the nature of people and their variabilities in potentials for learning and productive life. 1960s was a decade of fantastic world-wide expansion in educational establishments, both public and private. Educators offer a viewpoint which is different from economists. For them, one of the more interesting implications of the economist's way of thinking must be with respect to the use of student time even among pupils too young to participate in the labour force. Pupil time is inherently limited, and hence costly.

A conference paper presented by Marylou Kuhn, associate professor of art at Florida State University, at the XVII World Congress International Society for Education Through Art which was held in Prague, Czechoslovakia on August 3-10, 1966 is presented. It discusses the relevance of art education to the future. The need for individuals who can utilize the innovations being born in a rapidly changing society is emphasized.

The article focuses on the history of education in Surrey, England. The Surrey county authority has taken advantage of the 1944 Education Act which permits local authorities, with the approval of the Minister, to make a provision for conducting or assisting the conduct of research as appears to the authority to be desirable for the purpose of improving the educational facilities provided for their area. For such advantages, a former Chief County Inspector made an association which has been exploring the possibility of making a comprehensive and well documented survey of the County's educational history. This association approved a preliminary master plan for the schools of the County that prepared many school biographies. These biographies focused on some topics like school's environment; school's origin and foundation; buildings and equipment; staff: their training, salary, etc.; pupils: age and sex distribution, attendance, attainments, health, dress, games and hobbies, holidays, employment; curriculum: textbooks, methods of instruction, discipline, inspection and other external influences and many more. The association has been surveying the study of the County's educational history against the wider background of historical studies generally.

The article reports on the crisis facing the high schools in the U.S. According to experts, there would be no crisis in American schools if education in America enjoyed the insulation and isolation from public interest and debate which it once enjoyed. The purpose of education, then, in America would seem to be education to get somewhere, education for useful production, and equally useful and stimulating consumption. This is the education of economic man, and it has long been central to America's philosophy of education.

The article discusses the importance of intellectuals in science and education for the development of the country. According to the author, education must be rooted in overall culture of the entire country and that all branches in science and art must properly be developed. He points that technical education in schools and universities will be determined by the overall program of the country concerned, particularly in economics, public health service, and administration. However, scientific intellectuals in some countries have not been given the importance it deserve in the technological revolution and rapid construction.

This article explores the relationship between management education and technological development. It is worth noting that management education has become a very important issue during the last few years. This is not just a result of a higher degree of interest in educational methods but rather an outgrowth of the increasing importance of technological developments, which in the industrialized world--through an interrelated set of economic, social, and political factors--puts great demands on management education. This is so because the demands on individual managers are not only more complex, and consequently call for better managerial qualifications, but because the demands are also continually changing. The dynamics of technological development, the larger size of formal organizations and markets, the increasing involvement of governments in all kinds of activities, and social changes make it more and more difficult to adjust the content and methods of management education to changing technology.

The article focuses on the current state and the future of education in developing countries. The author analyzes the process of the development and modernization of the existing educational systems of these countries. Developing countries, reportedly, centuries have possessed the following instruments for educational development: a full gamut of schools, the press, elaborate structures of administration, and the immersion in the pecuniary network. Nations are re-discovering that once schooling becomes accepted and enrolments begin to rise, the rush into secondary and higher schools can become irresistible. This is expected to occur over progressively larger areas of the world at a comparatively earlier stage of educational evolution than in the West. The author analyzes the risks of overloading the schools. He also highlights five widely accepted functions performed by schools, which are: preparing individuals in some degree to earn a living, introducing children to some elements of a common culture to widen their mental horizons, ensuring that pupils' individuality is heightened and they gain new conceptions of themselves, help to identify and to mould elites, and strengthening and preserving the educational system.

Academic sociologists and those trained in sociology have a long university tradition, and even though we are sociologists and professors, we often fail fully to appreciate this tradition in our daffy existence of teaching, research, and other roles. As professors we sometimes forget that we have a long and eminent tradition. We have positions of high status, a status reflected in an often-quoted Swedish statement that "the professor walks second only to the king, who walks next to God." Universities extend as far back as the ninth century, but they were largely specialized institutions dealing with medicine, law, and theology. As groups of schools, faculties, and colleges, universities date primarily from the twelfth and thirteenth centuries, following the accumulation of knowledge largely derived through the rediscovery of Aristotle, Arabian commentaries, and the study of the broader liberal arts. Many universities from which we trace our traditions have existed for as long as nine hundred years: Bologna (1088), the universities of Paris, Oxford, and Cambridge from the twelfth century; Prague (1348); Vienna (1365); Uppsala (1477); Mexico and San Marcos de Lima (1551); and Harvard (1636). Universities today, as compared with the past, have developed well-established innovations, such as the preparation of theses in place of disputations, seminars, electives, laboratories, and separate graduate schools. [ABSTRACT FROM AUTHOR]

This article presents information on the study and teaching of science in the Extra-Mural Departments of British Universities in the twentieth century. The twentieth century has brought a change of emphasis with science provision declining dramatically amongst the British University Extra-Mural Departments. There are reputed to be fashions in adult education demand. In University non-vocational provision in particular, science in the 1960s has only modest importance. To some people this is an indication that Extra-Mural Departments have in this area abandoned their responsibilities as community leaders within the field of adult education. The easier route has been taken whereby our limited resources are used to fulfil, in fair abundance, known and safe public demands. If only because of the obligation to establish a well-balanced programme there is a need for Extra-Mural Departments to provide more comprehensively in the area of science courses. Science provision could be greater if more courage was shown, and if initially such courses were given some priority until the education of public taste had begun to catch up with such innovation. The failure to provide more adequately in the sciences is surprising. In an age of scientific and technological revolution a person is increasingly seeing the future in terms of investment in science and technology.

This article presents a list of books related to education. Some of them are: "Selections and Academic Performance of Students in a University School of Architecture," by M.J.L. Abercrombie, Susan Hunt and P. Stringer; "Annual Bulletin of Historical Literature"; "Education in the Forming of American Society," by B. Bailyn; "Innovation in Primary Education," by G.W. Bassett; "Recent Historical Fiction for Secondary School Children," by K. Charlton; Eminent Domain," by R. Ellmann; "Communication and Learning," by L. Powell; "Measurement and Evaluation in the Schools," by L.J. Karmel; and "Our Letters in the Post," by G.A. Campbell.