Search

The Hamilton-Wentworth Catholic District School Board has just celebrated 30 Years of Fully Inclusive Education for All. Their mission statement: "EACH BELONGS". This remarkable book by Jim Hansen collects the history--including an extensive collection of documents and letters from teachers and families--that tell the stories of the struggles from the inside over 30 years. For anyone who ever has the thought, "It's a great idea, but let's be realistic," this is an important book. Hamilton is a steel town. It is a collage of immigrant communities. It isn't wealthy. They had no extra funds. They believed it was possible--and important and they just did it. Their secret is extra love and caring for all.

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

These nine papers from a conference of the International Research Network for Training and Development focus on occupational classification, standards, and certification. "Introduction" (Joao Oliveria) presents synopses with highlights from the papers. Part I offers an overview of recent developments in the United States in "Occupational Standards and Certification: Past-Current-Future Trends in the United States" (David Fretwell, Sandra Pritz); Canada in "The Delimitation and Certification of Occupations in Canada" (David N. Wilson); and France, Germany, and the United Kingdom in "Industrial Certification: Lessons from Europe" (W. G. McDerment). The papers highlight issues of delimitation and certification, the role of governments, and the weight of social traditions and institutional forms in shaping new solutions. Part II allows the reader to compare how three countries--the United States, Ireland, and the Netherlands--converge on the essentials while maintaining their own ways of going about the business of occupational delimitation in "An Examination of the Work of Purchasing Managers in the United States Using Job Comparative Techniques" (Eugene W. Muller); "The Development and Implementation of National Vocational Qualifications in Purchasing: Some Issues of Validity and Value" (Andrew Erridge); and "Job Profiles of Purchasing Professionals" (M. Mulder, M. Bellemakers). Part III highlights three emerging issues. "Basic Skills: An Approach to Occupational Classification" (Joao Oliveira) suggests ways in which basic skills may form a conceptual foundation to occupational delimitation, standard setting, and certification. "A Converging System? Explaining Difference in the Academic and Vocational Tracks in England and Wales" (Tim Oates) characterizes factors that affect convergence and divergence in the academic and vocational pathways in the education and training system. "Occupational Standards and Business Ethics" (Judith Marquand) introduces an empirical and conceptual framework for addressing ethical considerations related to occupational standards and certification. (YLB)

This volume contains 19 papers that were presented at a conference addressing critical issues related to employment options for older persons. They are arranged in four sections that cover early retirement policies and their implications; older workers of Asia and the Pacific; the impact of technological change on the employment prospects of older persons; and the reorganization of work, leisure, and education over the life cycle. The papers are: "Work, Aging and the Life Cycle" (Xavier Gaullier); "Early Exit and the Employment of Older Workers in the 1990s in the United Kingdom" (Frank Laczko); "Early Retirement Policies and Practices in the United States" (Denise F. Loftus); "Early Retirement and the Middle-Aged" (Malcolm H. Morrison); "Ageism in the British Labor Market" (Alan Walker); "Older Workers in Asia and the Pacific" (John McCallum); "Work, Retirement and Income Security" (Lita J. Domingo); "Older Workers in a Developing Economy" (Nii-K Plange); "Older Japanese Workers" (Michiko Naoi); "The Impact of Technological Change on Employment Prospects for Older Persons" (Harvey L. Sterns); "New Technologies and the Aging of the Labor Force" (Marie-Noel Beauchesne-Florival); "The Impact of Technological Change on Employment for Older Persons from a West German Perspective" (Gerald A. Straka); "Older Workers and Technology" (Robert A. Harootyan); "Implications of Technological Advances for Canadian Workers" (Neil Charness); "The Reorganization of Work, Leisure and Education over the Life Cycle" (Jack Habib, Charlotte Nusberg); "Flexibility and Free Choice in Working Life" (Gosta Rehn); "Does Flexible Life Scheduling Have a Future?" (Fred Best); "Emerging Changes in the Structure of the Employment Relationship and Their Projected Effects on the Distinction between Work and Retirement" (Dan Jacobson); and "Leisure and the Structure of Our Life Worlds" (Jon Hendricks, Stephen J. Cutler). (KC)

The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it "(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself." In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) "The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).

The third in a series published by the Commonwealth of Learning (COL), this booklet reproduces five addresses and one article from late 2006 and early 2007. This collection of speeches is entitled "Learning for Development" because that is the focus of the work of the COL's work. The addresses presented here were given at the opening and closing ceremonies of the highly successful "4th Pan-Commonwealth Forum on Open Learning" held in Jamaica in late 2006. The last text in the collection is an autobiographical piece written for a book of reminiscences by veterans of open and distance learning. The speeches in this collection are: (1) Learning for Livelihoods: The Key to Development by Sir John Daniel (Learn@Work Week, Canadian Society of Training and Development (CSTD), Toronto, Canada, September 18, 2006); (2) Achieving Development Goals: Innovation, Learning, Collaboration and Foundations: Learning for Development by Sir John Daniel (Remarks at the Opening Ceremony of the Fourth Pan-Commonwealth Forum on Open Learning, Ocho Rios, Jamaica, October 31, 2006); (3) Achieving Development Goals: Innovation, Learning, Collaboration and Foundations: The Road to London by Sir John Daniel (Remarks at the Closing Ceremony of the Fourth Pan-Commonwealth Forum on Open Learning, Ocho Rios, Jamaica, November 3, 2006); (4) eLearning in Open Learning: Sacred Cow, Trojan Horse, Scapegoat or Easter Bunny? by Sir John Daniel, Paul West, and Wayne Mackintosh (16th Conference of Commonwealth Education Ministers Stakeholders Conference, Theme: Learning Support, Materials and Technology, Capetown, South Africa, December 11, 2006); and (5) How Can Learning Contribute to Development? by Sir John Daniel (The Dennis Irvine Lecture, University of Guyana, Georgetown, Guyana, February 27, 2007). The last text in the collection is entitled, "Reflections on a Career in Distance Education" by Sir John Daniel (January 2007; Contains 3 references).

This book presents a philosophical defense of religious schools and colleges. It attempts to bridge the gap between philosophical argument and educational practice. In placing its argument within the context of liberal-democratic values, the book offers concrete examples of objections to religious schools and offers suggestions that follow from the philosophical treatment of the problem. An introductory chapter provides a contextual background to the objections to religious schools considered in subsequent chapters. It discusses religious schools in the United States, Canada, and the United Kingdom. In examining the objections to religious schools, the book discusses problems of social harmony, including intolerance; parental rights; academic freedom; economic concerns, including funding of religious schools; religious education; and theology and education. The book concludes with a statement: A pluralistic educational system will better prepare students for citizenship in pluralistic liberal democracies than will a monopolistic state-maintained school system. (Contains a subject index, many endnotes, and an extensive bibliography.) (WFA)

In this book, 16 authors from Europe, Africa, and the United States reflect on the transformations that are currently taking place in the field of adult and continuing education. The 12 chapters are "Reconciling the Irreconcilable? Adult and Continuing Education Between Personal Development, Corporate Concerns, and Public Responsibility" (Matthias Finger, Theo Jansen, Danny Wildemeersch); "Modern Field and Post-Modern Moorland: Adult Education Bound for Glory or Bound and Gagged" (Richard Edwards, Robin Usher); "The Education of Adults as a Social Movement: A Question for Late Modern Society" (Peter Jarvis); "Flexibilization or Career Identity?" (Frans Meijers, Gerard Wijers); "Different Views on Literacy" (Max van der Kamp, Laurenz Veendrick); "Learning for Sustainable Development: Examining Life World Transformation Among Farmers" (Joke Vandenabeele, Danny Wildemeersch); "In Defense of Education as Problematization: Some Preliminary Remarks on a Strategy of Disarmament" (Jan Masschelein); "Adult Education and Training in the Framework of Reconstruction and Development in South Africa" (Astrid von Kotze); "The Transformation of Community Education" (Ruud van der Veen); "Civil Society as Theory and Project: Adult Education and the Renewal of Global Citizenship" (Michael Welton); "Empowerment and Social Responsibility in the Learning Society" (Cees A. Klaassen); and "Reframing Reflectivity in View of Adult Education for Social Responsibility" (Theo Jansen, Matthias Finger, Danny Wildemeersch). (YLB)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

The 11 papers in this book examine trends and possibilities concerned with contributions British universities can make to commerce and industry and thereby to the general economic good. Papers are grouped into two parts. In Part 1 papers discuss a new awareness of universities as positive economic engines for change, and in Part 2 papers offer examples and case studies. The papers are: (1) "Re-scoping the University" (Harry Gray); (2) "Knowledge Societies, Intellectual Capital and Economic Growth" (David Robertson); (3) "How Universities Can Thrive Locally in a Global Economy" (John Goddard); (4) "Measuring the Economic Impact of Universities: Canada" (Marc Trudeau and Fernand Martin); (5) "The Changing Relationship Between Higher Education and Small and Medium Sized Enterprises" (Martin Banks); (6) "The Role of Universities in Economic Growth: the ASEAN Countries" (Paul Milne); (7) "Universities and Communities: Cases from North-East England" (Derek Fraser); (8) "The Impact of a New University on its Community: The University of Warwick" (Michael Shattock); (9) "Salford University: An Historical Industrial Partnership" (Peter Brandon); (10) "The University of Sheffield's Regional Office: Forging Relationships Between a Traditional Civic University and Its Regional Community" (Marilyn Wedgwood and Brigitte Pemberton); and (11) "Towards the Community University" (Harry Gray). (Individual papers contain references.) (DB)

This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)

This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (David Kaufman); "Introducing Faculty to Cooperative Learning" (Barbara J. Millis); "Improving Laboratory Teaching" (Elizabeth Hazel); "From Shaping Performances to Dynamic Interaction: The Quiet Revolution in Teaching Improvement Programs" (Richard G. Tiberius); "Faculty Development Workshops and Institutes" (James Eison and Ellen Stevens); "Using the Teaching Portfolio to Improve Instruction" (Peter Seldin, and others); "Preparing the Faculty of the Future to Teach" (Laurie Richlin): "The Development of New and Junior Faculty" (Milton D. Cox); "Improving Teaching: Academic Leaders and Faculty Developers as Partners" (Mary Deane Sorcinelli and Norman D. Aitken); "Promoting Inclusiveness in College Teaching" (Nancy Van Note Chism and Anne S. Pruitt); "National-Scale Faculty Development for Teaching Large Classes" (Graham Gibbs); "The Impact of National Developments on the Quality of University Teaching" (George Gordon, Patricia A. Partington). An index is included. (Most papers contain references.) (JB)

This book explores the varying meanings and impacts of management and market on higher education. The book gives an historical account of the main characteristics of higher education systems in Australia, Canada, and the United Kingdom, focusing on developments in governance since World War II. There follows a discussion of the relationships of state and economy to the management of universities. The book describes and analyzes the institutional level of university management, and a case study account is given of one university's management (University of Aston in Birmingham, England). Perceptions and comments of senior academics who have come to occupy managerial roles are offered, based on interviews with personnel in 15 universities. The final chapter draws together the various threads of the argument about the relationships among state, economy, and the management of universities and how these affect the situation and work of academics. The book presents continuing themes about the nature, purpose, and control of academic work, particularly "professionalism" and "proletarianization" and the "corporatist" character of the states, economies, and management structures and styles. It comments on theoretical perspectives used and their applicability, and on prospects and choices for the future. An appendix lists the interview questions posed to academics and administrators. (Contains approximately 200 references.) (JDD)

This collection of papers examines what academics do as a work process and how that is changing dramatically with the fiscal crises being experienced by most governments around the world. It explores how academic work is organized, how it is enacted, in whose interests, and with what ultimate effects. Papers include: "Markets in Higher Education: Australia" (Simon Marginson); "States, Economies and the Changing Labour Process of Academics: Australia, Canada and the United Kingdom" (Henry Miller); "Canadian Universities and the Impact of Austerity on the Academic Workplace" (Howard Buchbinder and P. Rajagopal); "Goal Setting, Domestication and Academia: The Beginnings of an Analysis" (Mick Campion and William Renner); "Higher Education and the State: The Irony of Fordism in American Universities" (Wesley Shumar); "The Culture of Assessment" (William G. Tierney and Robert A. Rhoads); "Entrepreneurial Science and Intellectual Property in Australian Universities" (Sheila Slaughter and Larry Leslie); "The University of Life plc: The 'Industrialization' of Higher Education?" (Richard Winter); "Deck Chairs on the 'Titanic': Award Restructuring for Academics in the Age of Economic Rationalism" (Jan Currie and Roger Woock); "Beyond the Multiversity: Fiscal Crisis and the Changing Structure of Academic Labour" (Clyde W. Barrow); "Higher Education as a Form of Labour Market Reform" (Kerry Barlow); and "The Gendered Management of Equity-Oriented Change in Higher Education" (Anna Yeatman). (Each paper contains references.) (JDD)

This book contains nine papers on the development of education for older adults in the United Kingdom and Canada against the background of an aging population and the challenge of lengthening life expectancy. "Foreword" (David James) presents an overview of the book's contents and underscores the importance of motivation to learning in later life. "The Education for Older Adults 'Movement': An Overview" traces developments in self-help education for older adults, including university-of-the-third-age and continuing education programs. The following are among the topics discussed in "Some Critical Implications": lifelong learning; critical theory; the functionalist paradigm; the context of old age; liberation and empowerment; hegemony; andragogy; and critical educational gerontology. "Critical and Educational Gerontology: Relationships and Future Developments" (Chris Phillipson) considers critical gerontology in relation to the crisis of old age, the issue of identity, the self in old age, and emancipation. "Changing Attitudes to Ageing" examines age-related stereotypes and strategies for changing attitudes toward aging. "Education for Older People: The Moral Dimension" (Robert Elmore) argues that access to educational gerontology should become a public policy priority. "Critical Educational Gerontology and the Imperative to Empower" (Sandra Cusack) operationalizes the concept of empowerment in the areas of leadership training and mental fitness and identifies techniques to empower older learners. "Educational and Social Gerontology: Necessary Relationships" explores the relationship between education gerontology and social gerontology. "The Debate Continues: Integrating Educational Gerontology with Lifelong Learning" (Alexandra Withnall) considers issues in the debate surrounding the philosophical and emerging theoretical approaches to educating people who are beyond working age. "Teaching and Learning in Later Life: Considerations for the Future" makes a case for further development of the theoretical basis of educational provision for older adults. The bibliography contains 207 references. (MN)

This book focuses on the issue of immigration to the United Kingdom (U.K.). Causes of migration, such as economic opportunities and emergency political refuge, are discussed in terms of the need for the government to devise an effective and just immigration system. Immigration laws of Norway, Sweden, Australia, Canada, and the U.K. are outlined, and the employment situation, civic rights, standard of living, and social benefits for immigrants are described. Legal, economic, moral, and political theories behind the formulation of policy in various countries are reviewed. The history of government efforts to restrict immigration is shown to be immediately related to ethnic/racial prejudice. The 1971 Immigration Act is held to be designed principally to keep out unwanted people rather than to achieve the social or economic benefits which can accrue from a more far-sighted policy. Some alternatives are explored, taking into consideration joint policies developed by the European Economic Community and restrictions imposed on immigration from within the Commonwealth and from dependent territories. Selection principles which would allow immigration to be controlled on a non-racial basis are suggested. A new administrative machinery for the U.K. which would provide fair and courteous service to immigrants is recommended. (GC)

Basic elements of the higher education system are considered, along with variations across nations (the United Kingdom, Sweden, Japan, Italy, France, the Federal Republic of Germany, Australia, Canada, the United States, Poland, Yugoslavia, Mexico, and Thailand). Three basic elements of the organization of higher education system are identified: the way work tasks are arranged, primary norms and values, and the distribution of legitimate power throughout the system. Attention is directed to: national support structures for academics; the organization of academic work around knowledge; the division of academic labor by discipline and by sectors/institutional types; the foundations of academic beliefs and disciplinary points of view; integration in higher education through bureaucracy, politics, professions, and the market; and the way in which change occurs, including the contradiction between discipline and system, and the process of differentiation. The efforts of internal interest groups to do their work, protect their functions, and react to pressure are also addressed. It is concluded that the clash of social values in higher education will require considerable adjustments, and the systems most likely to prosper will be those that divide power, support variety, and allow ambiguity. (SW)

This British collection of essays on intensive second language instruction is divided into four groups. A section on intensive courses outside Britain includes: "Intensive Courses in a German Youth Hostel"; "Intensive German from an Austrian Perspective: An LEA Initiative"; and "Integrating Intensive Sessions into the Sixth Form Curriculum." Papers on bilingual and immersion education include: "Goff's School, Hertfordshire"; "Mill Hill School, London"; "Heathside School, Surrey: Birth of a Section Bilingue'"; "An Experiment: Cookery in French"; "'Immersion' in Canada and Wales: A Background Note"; and "A Case History from Wales." A group on intensive courses at local centers includes: "Intensive Foreign Language Courses in Hertfordshire;""'Immersion' in the European Resources Centre in Leicestershire"; "An Intensive French Course for Underachievers"; "Intensive Courses at Burwell House, Cambridgeshire"; "Peers School, Oxford: Three Possible Patterns"; "Lancashire College, Chorley"; "Intensive Teaching in Kingston-upon-Thames"; and "Building Intensive Days into the Curriculum." Essays on cooperative programs linking teacher training and schools include: "Building Bridges: Intensive Language Teaching in Partnership"; "Intensive Days for Schools: Using Student Teachers at Goldsmiths'"; and "Training Teachers for Intensive Teaching: The Sheffield Experience." A concluding essay looks at future directions. A list of resources and a bibliography are appended. (MSE)

Studies of multicultural education in Australia, Canada, the United States, and the United Kingdom are presented to make the argument that multicultural education must be for all children, not only those in minority groups. These 14 papers were collected by the Committee of Enquiry into the Education of Children from Ethnic Minority Groups established in 1979 by the British government. They are the following: (1) "Education for All: A Landmark in Pluralism" (Gajendra K. Verma); (2) "Equality of Opportunity, Multiculturalism, Anti-Racism and Education for All" (John Rex); (3) "The Origins of the Ethnocentric Curriculum" (Sally Tomlinson); (4) "Education for All: Social Reconstruction or Status Quo?" (Millicent E. Poole; Judyth M. Sachs); (5) "The Pluralist Dilemma Revisited" (Brian M. Bullivant); (6) "Education for All: A Canadian Dimension" (Christopher Bagley); (7) "International Interdependence: Swann's Contribution" (James Lynch); (8) "Teacher Education in a Multicultural Society" (Maurice Craft); (9) "Ignorance, Not Hostility: Student Teachers' Perceptions of Ethnic Minorities in Britain" (Louis Cohen); (10) "A New Planet?: Tackling Racial Inequality in All-White Schools and Colleges" (Barry Troyna); (11) "Warner and Swann: Similarities and Differences" (Peter Mittler); (12) "Research in a Plural Society: Pitfalls and Possibilities" (James Cornford); (13) "The Hermeneutics of the Swann Report" (Bhikhu Parekh); and (14) "Postscript--Cultural Pluralism: Strategies for Change" (Gajendra K. Verma). A foreword (Shirley Williams), an index, and information about the contributors are also included. (Author/VM)

This book examines how social and economic changes in the past 20 years have affected the lives of Western youth and changed their attitudes toward and experiences of work, education, relationships, and health. Part 1 reviews 10 years of research, policy, and practice related to individuals aged 15-30 in the United Kingdom, Australia, the United States, and Canada. Part 2 questions the validity of approaches to educational research and policy that measure youth life patterns with reference to past norms. The need to develop new research and policy frameworks that are more in tune with the changed conditions of life for Western youth is emphasized, as is the need to draw together international and local research findings. The following are among the specific topics discussed: (1) the difficulties of balancing options and establishing oneself in adult life; (2) the problems of youth outside the mainstream; (3) the shortcomings of policies formulated with reference to the supposed "mainstream"; (4) coping with change; (5) student hopes and outcomes; (6) the gender factor; (7) the problems of at-risk youth and policy solutions; and (8) changing life patterns and careers and the need to rethink careers. (Thirty-six tables/figures are included. The bibliography contains 250 references.) (MN)

This book discusses the evolution of workfare policies in the United States, Canada, and the United Kingdom. Chapter 1 defines the term "workfare" and examines the concepts of transnationalizing workfare and workfarist labor regulation. Chapter 2 establishes workfare's theoretical context and explores the relationship between welfare arrangements and the labor market from the days of the workhouse system through the days of the welfare state to the emergent workfare system. Chapter 3 considers the origins of workfare in the context of restructuring or "reform" of the previous welfare programs in the United States and explores the range of meanings associated with the regulatory term "workfare" within different historical and geographical contexts. The history of welfare and workfare politics in Massachusetts is traced in Chapter 4. Chapter 5 presents a critical analysis of the methodology and interpretations of Riverside, California's Greater Avenues for Independence program. Chapter 6 traces Canada's path from welfarism to workfarism, and Chapter 7 describes the United Kingdom's recent embrace of workfare. Chapter 8 begins by presenting an abstract examination of workfare and its contradictions and ends by speculating on the future course of workfare politics. (Twenty tables/figures are included. The bibliography contains 607 references.) (MN)