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Educational change and improvement are constant processes. Practically every country in the world today is attempting to improve, reform, transform or change its educational system. The results of these development efforts have generally been disappointing. A general consensus seems to be that the gap between societal expectations and educational achievements is wide and becoming greater. The perceived failures of education are particularly difficult for political and educational leaders to understand given the massive influx of resources invested in educational systems in recent years. This is a result of a linear expectation wherein output is proportional to the input. Non-linear theory, proposed in this paper as a more valid way of conceptualizing educational development efforts, does not assume this proportional relationship. This paper addresses non-linear theory by using it to examine educational development efforts in Western and Eastern European nations. [ABSTRACT FROM AUTHOR]

Describes some of the difficulties caused by shifts in the composition of local area boards. Recommendations for training programs and policy consideration; Politics involved in the provision of mental health services; Desire to drastically cut the budget for the programs; Potential for long-term harm through disruption of services and reduced program development.

The article explores issues concerning the educational goal of an acknowledged and validated knowledge base for education. It further suggests that cognitive science should be the prime knowledge base for education. This recommendation arises from the recognition that the common denominator to all learning is the cognitive component despite the availability of different ways for student learning. The knowledge base of education must be related to the mission of the schools, and that to develop such a knowledge base requires a shift in emphasis to the cognitive processes utilized by students.