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The Latin American countries have an immense overall task in providing formal education for more than half the population and in coping with the accumulated deficits of the adult population who did not have access to formal education or who left it prematurely. Latin America's economic capacity to correct this situation is limited. Higher education enrollment is expected to increase more than elementary enrollment in the near future, and there is a perceptible trend toward increasing the number of dedicated full-time professors. Since 1918, educational reform in these countries has meant the struggle for power, and not necessarily for academic improvement. The relationship between the governments and the public universities has not been an easy one, and there is a marked trend toward laws to regulate higher education. There is also a trend toward interinstitutional cooperation, and institutional administration is being reshaped, especially in its financial aspects. Data tables are included. (Author/MSE)

Increasinq emphasis in higher education on teaching and learning as well as on research and development has occurred. Several publications are cited concerning faculty development projects that help to identify change strategies. The success of a particular strategy for improving teaching and learning is dependent on the acceptance and enthusiasm of the teacher and the distribution of power in the institution. Change strategies should reflect differences that exist between training and education. The need for faculty development at different stages of the teaching career is discussed. Sixteen specific change strategies are presented including the following: publishing a newsletter that reports outstanding teaching efforts in the school, making grants available for experimentation in teaching, setting up informal meetings of distinguished tenured faculty and junior colleagues for discussion of common problems about teaching, appointing facultv members as resource consultants for locating resources on campus for improving teaching and solving instructional problems, providing workshops on technologies useful in teaching, requiring that faculty members submit a self-evaluation of their teaching effectiveness, establishing a system of cash awards for special achievements in teaching, working with students to promote changes in the teaching/learning environment, and establishing a center on campus for the development of teaching improvement programs. (SW)

This paper, a teacher's informal account of her own professional growth and teaching experiences over a 10-year period, focuses particularly on her experiences as a participant in a non-credit seminar on children's thinking and on the impact this seminar had on her teaching. The seminar included wide-ranging questions of philosophy, teaching problems and frustrations, teaching techniques, the learning process, the individual student, and other concerns. Included are discussions of her experiences and ideas concerning open and traditional classrooms, behaviorist techniques, and Piagetian principles. The paper describes her development of a science education program embodying Piagetian and open education techniques. Included are discussions of class structure and organization, goals, teacher-student interaction, and alternative methods of evaluation (including the use of children teaching children as a tool in evaluating what children have learned). The appendices to the paper include an annotated bibliography on Piaget in the classroom, a letter to parents requesting materials, a list of goals for the program, and a student evaluation form. (BD)

The key to the improvement of any courses in the school curriculum is obviously the teacher. In this connection, as regards the high school mathematics curriculum, certain questions arise: Do the teachers need inservice education for the new improved courses? What inservice education programs are now in progress? How are school administrators helping in these programs? To seek information on these and kindred questions was the purpose of the conference called by the U.S. Office of Education at Washington, D.C., on March 17, 18, and 19, 1960. More than 50 persons participated in the conference and contributed to its success. This publication presents the formal papers that were given and also a summary of the work session deliberations and panel discussions. It is published with the hope that persons interested in the improvement of school mathematics will find specific suggestions applicable to their own schools. This publication contains the following papers: (1) Needed Emphases in the Teaching of Mathematics and Implications for Teacher Reeducation (W. L. Duren, Jr.); (2) Current Problems and Patterns of Inservice Education in High School Mathematics (Henry W. Syer); and (3) Characteristics of a Desirable Inservice Education Program for High School Mathematics Teachers (Henry Van Engen). Appended are: (1) Helpful Books, Curricula, and Programs Reported by State Departments of Education; (2) Helpful Books Reported by School Systems; (3) Helpful Sources of Curricula and Teaching Materials Reported by School Systems; (4) Mathematical Topics Studied by School Systems; (5) Mathematical Topics Considered Most Helpful by School Systems; (6) Members of the Conference; and (7) Members of the Conference Planning Committee. (Contains 3 footnotes.) [Best copy available has been provided.]

Some of the activities involved in university staff development are discussed in this speech. Trends toward larger institutions, greater accountability of students, and greater cost effectiveness are cited as influences on institutional changes. Those changes include new legal issues, new management skills, new courses and new approaches to teaching, and changes in the student body. All of these issues must be considered in staff development programs. The Staff Development in Universities program, a project of the University of London Institute of Education, is described. Comments are provided on the purposes, methods, organization, and financing of staff training and development. (SPG)

Papers presented on engineering education in Britain and on the continent include: the changing pattern of engineering education (W.E. Buckley); preparation for industry (N. Herbert; developments in craft education: city and guilds courses (J. Cushing); developments in craft education: sub-technician level course (J. Longden); beyond Haslegrave (the Haslegrave Committee on technician courses and examinations) (W.A.G. Easton); engineering education in the Netherlands (A.J.W. Rommes); some aspects of the Swedish experience (G.E. Wheeler); introduction to project A, on the transition from school to employment; introduction to project B, on recruitment, selection, and development of teaching staff (J. Latcham); and introduction to project C, on the consideration of the Haslegrave Committee's report (W.E. Buckley). (MSE)