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This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)

This collection of articles of international appeal on the future of vocational and technical education and training begins with an introduction by William Hall and includes the following papers: "New Vocationalism in the United States: Potential Problems and Outlook" (Benson); "Learning within a Work Context: Training Concepts, Experience, Developments" (Laur-Ernst); "The Unitisation of Qualifications across the Academic/Vocational Divide: Implications for Curriculum Design and the Measurement of Quality" (Stanton); "Reform of Tertiary Education: The New Zealand Experience" (O'Connor); "Policies and Practices in Vocational Education and Training in Australia" (Stevenson); "Influences and Trends in the Liberian Vocational/Technical Education System: Prospectus for the Nineties and Beyond" (Witherspoon); "Reforming Vocational Learning? Contradictions of Competence" (Jackson); "Lessons Learned in Scottish Competence-Based Systems" (Gunning); "How Convincing Are the Arguments against Competency Standards?" (Hager); "Selection for Vocational Education: Some Lessons from Elsewhere" (Foyster); "Quality Improvement in the Vocational Education and Training Industry" (Holland); and "Quality Assurance Audits in Technical and Further Education: Meeting the Needs of the Ministers" (Navaratnam). Most of the papers include substantial bibliographies. (MN)

Rural social work education and practice in North America underwent a revival in recent decades and remains a valid praxis and pedagogic model for the 21st Century. The paper posits through rigorous literature review and analysis there are numerous elements central to North American (U.S. and Canadian) and Commonwealth of Nations (U.K., Australia, etc.) rural social work that make this framework significantly germane to Filipinos. These include the necessity to function in an environment of marginal or stressed community, personnel resources and educational opportunities. Significantly, the generalist practice model comprises the core of North American rural social work; it also predominates in Philippine methodology. Both frameworks require robust client and social justice advocacy roles encouraging awareness of needs and aspirations of at risk populations. Indeed, social work researcher Thelma Lee-Mendoza reports that historically modern Philippine practice originated and is primarily organized from North American models. Rural social workers in the West, like their Philippine counterparts, are more typically generalists and innovative environmental operators. Daily they rely on profound survey and calculation of services and innovative ways to make them meaningful. The paper concludes by urging creative international and transnational research with a view towards optimizing service delivery.

The introduction, "Education and Local Development," provides a theme of rural education and development, with emphasis on widening the limits of programs and facilities to serve all age groups. International perspectives on rural education are infused into the 20 selected papers through the participation of several authorities from abroad. Four broad topics, with papers arranged from most general to specific are as follows: (1) "The Rural Situation in General" contains three papers that address quality, opportunity, and survival; (2) "The Community Situation" provides five papers dealing with community involvement, service centers, responsibilities, reorganisation and declining enrollments; (3) "The Financial Situation" offers four papers which provide a commonwealth perspective, a state perspective, and economic aspects or effectiveness; (4) "The In-School Situation" contains seven papers covering curriculum and staffing, pre-service teacher training, syllabus design, parental reaction, services and handicapped services. Conclusions provide suggestions for future efforts, emphasizing that they will need to be tractable and commensurate with specific needs of rural populations. Appendices provide the conference program and a description of the National Centre for Research on Rural Education. (AH)

Thirteen essays discussing how teachers are trained to teach geography in various countries are presented. The papers are: "Teacher Education in Geography: The Comparative View" (W. E. Marsden); "The Training of Geography Teachers in the People's Republic of Bulgaria" (Paulina Vekilska and Dimitar Kantchev); "Note Sur la Formation des Maitres Enseignant la Geographie en France" (Jacques Bethemont; in French); "Geography and Teacher Training in Canada" (Dennis Milburn); "Educating Geography Teachers: The Experience of England and Wales" (Norman Graves); "Teacher Education in Geography: The New Zealand Model in the Eighties" (John MaCauley); "Teacher Education in Geography in the Republic of Ireland" (P. McGloin and J. Heywood); "Teacher Education for Australian Geography Teachers" (Rod Gerber); "Geography Teacher Education Programme in Nigerian Universities and Implications for Secondary School Geography" (Julie Okpala); "Geographical Teacher Education Models in West Berlin" (Joachim Barth); "Geography Teacher Education in West Germany with Special Reference to Rheinland-Pfalz" (Hans-Martin Closs); "Teacher Education in Geography in the United States" (Barbara Winston); and "The System of Preparing Students at the Pedagogical Institutes for Geography Teaching, USSR" (Lydia Pancheshnikova). (RM)

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

Analysis of the applicability of a learning technology requires evaluating how the affordances of the technology respond to the users' needs. We examine affordances of a digital learning environment. We concentrate on organizational and socio-interactional affordances, which are based on technological affordances. The analysis shows how organizational and socio-interactional affordances emerge from the use of technological affordances. We offer an analytical understanding of the dynamics of various kinds of affordances and how they can be assessed to help educators to better understand how the learning process and the use of affordances can be facilitated and supported. [For the complete proceedings, see ED608557.]

Drawing on survey data from over 2000 parents, this paper explores the possibility of early-years swimming to add mathematical capital to young children. Using developmental milestones as the basis, it was found that parents reported significantly earlier achievement on many of these milestones. Such data suggest that the early years swim environment may offer enhanced opportunities for learning skills that help transition young children into formal schooling. This paper explores those milestones that are related to early mathematics.

Mathematics in Australia specifies spatial reasoning as a general capability within the curriculum. However, psychological research to date limits spatial assessment to psychometric tests leaving little room for a well-defined spatial curriculum. Although there are clear relationships between mathematics and spatial thinking, the independence in the measurement of the two constructs in research literature is rarely explored. In the present study, professionals in the fields of STEM Education and Cognitive Psychology evaluated mathematics and spatial assessment items. The results show evidence for a distinction between the two constructs in the content of the items, however with a caveat that thoughtful selection of assessment items is crucial to ensure independence in the measures.

Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were gathered. In this paper we report the findings from six of the 15 questions on the survey, and only from respondents in predominantly English-speaking countries. The findings reveal that the majority was not gender-stereotyped about mathematics and related careers. However, if a gendered view was held, it was overwhelming to endorse the male stereotype. Male respondents' views were more strongly gendered than were females'. [For the complete proceedings, see ED585874.]

This paper discusses the issues of power, self-determination, and culturally appropriate learning as they relate to Australian Aboriginal, Native American, and Maori early childhood programs. It is asserted that many programs for the education of indigenous peoples in Australia, the United States, and New Zealand have failed to serve the needs and aspirations of those peoples, because the majority culture in those countries has historically maintained policies of assimilation of and hegemony over native peoples. Only in the last several decades have national and local governments and agencies come to address the inequities of early childhood programs within indigenous communities. The aims of culturally appropriate early childhood education for indigenous peoples include: (1) acknowledging the validity of cultural knowledge and ways of learning; (2) enhancing self-esteem, cultural pride, identity, and self-concept; (3) enhancing educational outcomes, including maintenance of the people's native language; (4) educating for self-determination; and (5) furthering bicultural and multicultural understanding. Real progress to meet the educational needs of indigenous peoples is possible by providing for the control of their educational resources by the indigenous peoples themselves. Contains 42 references. (MDM)

This document contains 95 papers and summaries of 5 poster sessions from an Australian conference on putting vocational education and training (VET) research to work. The following are among the areas covered in the papers: factors affecting VET graduates' employability over time; technical and further education (TAFE) institutes as models of learning organizations; school noncompleters' outcomes in VET; increasing disabled students' participation in VET; VET management; bringing research and policy development together; innovative and flexible approaches to training package implementation; online support for VET clients; work-based learning; self-determined learning in the workplace; quality control and employability; using statistical software to interpret educational research; moving from andragogy to heutagogy in VET; drivers of learning cultures within organizations; VET practices in foreign countries; action research as action learning; challenges facing TAFE teachers; urban disadvantage and provider equity strategies; factors preventing uptake of apprenticeships and traineeships among secondary school adolescents; literacy and first-line management; performance level assessment; linkages between adult continuing education and VET; using training indicators to improve VET planning; student experiences of generic competency learning; managing the transformation to an e-learning organization; learning from small enterprise structured work placements; and using research to inform business and strategic decisions. Many papers include substantial bibliographies. (MN)

This document contains a total of 57 welcoming speeches, theme addresses, seminar and workshop papers, and poster sessions that were presented at a conference on technological education and national development. The papers explore the ways technology and technological advances have both necessitated and enabled changes in the way education is designed and delivered. The following are among the themes addressed in the individual papers: rival views of technology and their impact on education; the learning needs of older adults using information technologies; entrepreneurship education; lifelong learning on the World Wide Web; issues faced by polytechnics and institutes of technology as they respond to the challenges of Internet technologies and new media; working knowledge; flexible delivery; strategies for teaching technical students to be critical; development of curricula incorporating "hands-on" experience and interaction with industry; a framework for open, flexible, and distributed learning; models of online teaching; the transition from secondary to university education; digital curriculum databases; use of technology to foster authentic communication for second language students; labor and education dilemmas facing the Arab Gulf States; the future of women's colleges; universal education; English for workplace purposes; empathy as a paradoxical key to successful human learning futures; economic education; and funding problems of technical education in developing countries. Many papers include substantial bibliographies. (MN)

This paper argues that play is an important and fundamental educational process and that the child's right to play should be respected. The paper also comments on the 1990 Tokyo International Conference on the Child's Right to Play. Several issues related to children's play, both in and out of school, are discussed. The focus is on the state of children and play in New Zealand, but examples from several other countries are also provided. The issues discussed concern: (1) the space reserved for children's play; (2) the importance of playmates in the process of learning social skills; (3) the role of adults in children's play; (4) the child's right to play in safety; (5) dangers of crossing the street in traffic; (6) sexual abuse; (7) play as a therapeutic process for sick or hospitalized children; (8) toy-lending libraries; (9) concerns about war toys; (10) racism and sex stereotyping; (11) computer games; and (12) the importance of creative play. (GLR)

This paper elaborates on a series of quotations to illustrate major influences in children's language development. The first quotation, from Lilian G. Katz (1988), suggests that what children like is not necessarily developmentally appropriate for them. This idea can be applied to the development of language competence. In the second quotation, Toni G. Cross notes that a loss of language may occur in preschool settings in which the teacher tends towards a dominant conversational style. Discussion of this quotation addresses studies that suggest that mothers' conversational style is more positive than preschool teachers'. In the third quotation, Margaret Clyde (1990) proposes that learning environments need to be embedded in contexts that are meaningful to children. The fourth quotation, from Katz (1989), stresses the value of three functions of language: communication, expression, and reasoning. In the fifth quotation, also from Katz (1989), it is noted that spontaneous play and project work are closely intertwined and occur side by side. The project approach is discussed. It is maintained that appropriate intervention by teachers and caregivers involves encouragement; direction, when necessary; and modeling. The final quotation, from Amy Sheldon (1990), maintains that "our language reflects sexist, male-centred attitudes that perpetuate the...marginalization...of female experience." A bibliography of 14 items is provided. (BC)

This conference proceedings contains 65 presentations and 3 colloquiums from a conference that dealt with knowledge at work and knowledge that works and with how education can be successfully integrated into work and work into education. The papers are "Reading the Contexts of Complex Incidents of Adult Education Practice" (Apte); "Models of Work Based Learning for Undergraduates" (Armsby et al.); "Just-in-Time Training as Anticipative Action and as Inferential Understanding" (Beckett); "Learning to Compete" (Beckett et al.); "Co-Participation at Work" (Billett); "Globalization, Work, and Education" (Boland); "Work as the Curriculum" (Boud, Solomon); "Working Towards a Curriculum Framework for Work-Related Learning" (Brown); "Evaluating Organizational Change" (Butler et al.);"New Knowledge and the Construction of Vocational Education and Training (VET) Practitioners" (Chappell); "Facing Realities" (Cornford); "Subcontractors in the Australian Construction Industry" (Crowley et al.); "Learning; Design; Practice; Practitioner Perspectives of Workplace Learning" (Cys); "Learning at the Point of Production" (Daly, Mjelde); "Teaching Online" (Dewar, Whittington); "Spirituality of Work" (Dirkx); "Learning to Work" (Eames); "A Working Ethic?" (Edwards); "Transforming Management Education's Working Knowledge" (Elliott); "Negotiating Knowledge in the Knowledge Economy" (Farrell); "Work Knowing on the Fly" (Fenwick); "Productive Learning at Work" (FitzSimons); "Teachers Redefining Professionalism and Professional Development" (Gambell, Hunter); "Modelling the Invisible" (Gamble); "The New Capitalism" (Gee); "Conceptions of Learning" (Hager); "Recognition of Prior Learning in Higher Education" (Harris); "Promoting Knowledge Sharing in a Training and Further Education Organization" (Hill); "Incentives and Barriers to Learning in the Workplace" (Hodkinson et al.); "Reflections on Empowerment, Workplace Language and Literacy Policy, and Professional Development in England" (Holland); "Enabling Productive Learning at Work" (Holland, Leggett); "Learning Through Working" (Hopkins, Maglen); "Supervisor and Facilitation" (Hughes); "Writing-Up People at Work" (Jackson); "Whiteness as a Social Construct That Drives Continuing Education" (Johnson-Bailey, Cervero); "Knowledge Workers and the Office Economy" (Kurth); "Teaching with Global Awareness" (Lekoko); "Accrediting and Assessing Learning at Work" (Lyons); "Working Knowledge and Work-Based Learning" (McIntyre); "Working Knowledge in Management and Medicine" (Mulcahy); "Workplace Learning from a Curriculum Perspective" (Munby et al.); "The 'Good' Teacher?" (Nicoll); "Professional Identity as Learning Processes in Life Histories" (Olesen); "Local Perspectives on Globalization and Learning" (Payne); "Implementing Work-Based Learning in Higher Education" (Reeve, Gallacher); "Working Knowledge, Economic Metaphors, and the 'Cogito-Economic' Subject" (Rhodes, Garrick); "Technical and Vocational Education in China" (Rongguang); "Preparing Undereducated and Unemployed Parents for the Workplace Through Effective Family Literacy Programs in Texas" (Seaman, Seaman); "Working Knowledge of Online Learning Amongst VET Practitioners" (Schofield et al.); "Working Knowledge for New Educational Landscapes" (Seddon); "Links Between Corporate and Academic Research" (Shannon, Sekhon); "Towards a Definition of Work Based Learning" (Shaw); "Relationships Between R (Research) & D (Development) and Decision-Making in VET" (Smith); "Context Variety Means Four Stories?" (Smid); "Reflecting upon Experiences" (Staley); "Ordering the Menu" (Symes); "Critical Literacy, Cultural Inclusiveness, and Text Selection in English for Academic Purposes Courses" (Thompson); "Communicative Practices in Web-Enhanced Collaborative Learning" (Treleaven et al.); "Role of Emotion in Situated Learning and Communities of Practice" (Turnbull); "Alternative Conception of Competence" (Velde); "Learning in/Through/with Struggle" (von Kotze); "More Things Change" (Wallace); "Deschooled Learning" (Whittington, McLean); "Quality Online Participation" (Wiesenberg, Hutton); and "Emergence of New Types of Communities of Practice" (Young, Mitchell). (YLB)

This volume presents the 53rd Yearbook of the National Reading Conference (NRC). The papers in this Yearbook reflect NRC's practice of pursuing not only traditionally important topics in literacy but also many issues that may not be deemed worthy of funding and government attention. Rather than a narrowing of the field, the submitted manuscripts, as well as the papers published in this volume, reflect the rapidly growing and changing field of literacy research. Joining papers focusing on foundational topics such as instructional practices, literature, reading processes, and teacher education are works on topics as diverse as multiple literacies, identity development in various contexts, popular culture texts, cultural and linguistic diversity, affective dimensions of learning, expanded uses of technology, and policy. Included in this volume are: (1) The Language, Literacy, Achievement, and Social Consequences of English-Only Programs for Immigrant Students (Lee Gunderson); (2) Promises and Politics: Images of Research in the Discourse of Teaching and Teacher Education (Marilyn Cochran-Smith); (3) Teaching, Learning and Research in "Real Reading": Some Observations from a Laboratory School (Fredrick Erickson); (4) "Simply by Sailing in a New Direction You Could Enlarge the World" (Marie M. Clay); (5) A Bakhtinian Analysis of Computer-Mediated Communication: How Students Create Animated Utterances in Graduate Seminar Discussions (Yoon-Hee Na); (6) Theoretical Promise, Perennial Problems and Empirical Progress Concerning Latino Students and Literacy (Robert T. Jimenez); (7) Literacy as Laminated Activity: Rethinking Literacy for English Learners (Kris Gutierrez); (8) New Literacies for the New Information Age: Conceptions, Instruction and Teacher Preparation (Marlene Asselin and Mariam Jean Dreher); (9) Preparing Novices for Teaching Literacy in Diverse Classrooms: Using Written, Video and Hypermedia Cases to Prepare Literacy Teachers (Erica C. Boling); (10) Establishing a Culture of Acceptance: "This Kinda Stuff Don't Happen Ever'where" (Margaret Compton-Hall); (11) Computer-Mediated Collaboration: Teaching Future Teachers How to Respond to Student Writers (Marion H. Fey); (12) Reconsidering Our Research: Collaboration, Complexity, Design, and the Problem of "Scaling Up What Works" (Susan Florio-Ruane and Taffy E. Raphael); (13) Constructing Struggling Readers: Policy and the Experiences of Eighth-Grade Readers (Judith K. Franzak); (14) Zining: The Unsanctioned Literacy Practice of Adolescents (Barbara J. Guzzetti and Margaret Gamoba); (15) Children's Strategic Awareness for Reading Different Genres and Text Types (Janis M. Harmon, Miriam G. Martinez, and Amy Deckard); (16) "The Blood they Carry": Puerto Rican Mothers Re-envisioning and Reconstructing Educational and Cultural Identities in a Family Literacy Context (Laura Ruth Johnson); (17) Listening to the Stories Families Tell: Promoting Culturally Responsive Language and Literacy Experiences (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Tharp); (18) Literacy to Inform and Transform: Empowering Lessons From Children's Literature (Janelle B. Mathis and Leslie B. Patterson); (19) Positioning Theory as Lens to Explore Teachers' Beliefs About Literacy and Culture (Mary B. McVee, Maria Baldassarre, and Nancy Bailey); (20) Why Literacy Researchers Have Little Influence on Policy and What to Do About It (David Reinking); (21) Beginning Chapter Books: Their Features and Their Support of Children's Reading (Nancy L. Roser, Miriam G. Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) The Impact of Clinical Experience on the Reading Comprehension Instruction of K-12 Inservice Teachers (Pamela Ross and Cynthia McDaniel); (23) Features of Early Field Experiences at Sites of Excellence in Reading Teacher Education Programs (Misty Sailors, Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Joyce Fine, and Deborah Eldridge); (24) Authentic or Meretricious Multiculturalism in Commercial Reading Programs? (Martha L. Smith, Linda M. Phillips, Marion R. Leithead, and Nabiha Rawdah); (25) The Complexity of Cultural Authenticity in Children's Literature: A Critical Review (Kathy G. Short and Dana L. Fox); (26) Developing a Conscious Understanding of Genre: The Relationship Between Implicit and Explicit Knowledge During the Five-to-Seven Shift (Laura B. Smolkin and Carol A. Donovan); (27) Engaging in Critical Literacy Practices in a Multiliteracies Classroom (Katie Van Sluys); and (28) Teachers' Reading of Students' Popular Culture Texts: The Interplay of Students' Interests, Teacher Knowledge, and Literacy Curriculum (Shelley Hong Xu). (Individual papers contain tables, figures, references, and appendices.) [For the 52nd Yearbook, see ED522783.]

This collection of papers delivered at a conference on accountability held at Darling Downs Institute of Advanced Education in Australia examines the meaning of accountability in education for teachers, lecturers, government, parents, administrators, education authorities, and the society at large. In Part 1, W. G. Walker attempts to answer the question: "What on Earth Is Accountability?" In Part 2, J. W. Peach offers "Accountability in Education: A North American Viewpoint," J. L. Ewing provides "Accountability in Education: A New Zealand Viewpoint," and J. R. Joyce investigates "Accountability and an Educational System in Australia." In Part 3, R. Johnson offers "Accountability: Society's Viewpoint," K. N. Jones discusses "Accountability in Education: A National Viewpoint," and P. Wood explains "What Accountability Means to Governments." In Part 4, W. A. White addresses "Accountability and the Teacher," J. Riddell describes "Accountability: A Parent's Viewpoint," E. C. Buckle analyzes "Accountability and the High School Administrator," C. Crain explores both "Accountability and the Primary School Administrator," and "What Accountability Means to the School Administrator: Four Case Studies," and Mary Ryan examines "Accountability and the Catholic School Administrator." In Part 5, A. E. Guymer provides "Educational Accountability: An Overview," and J. V. D'Cruz concludes with ideas "Towards an Inclusive Notion of Accountability." (Author/JM)

Representatives of teacher associations in 17 countries address four basic questions concerning educational change in their countries: (1) What are the most significant pressures for educational change in your country at this time? (2) What are some of the reactions of your members to these pressures? (3) What have been some of the major pressures for change in your country over the past 10-15 years? (4) Which pressures do you anticipate will exert the most influence in the foreseeable future? (Author/IRT)

A historical overview of cultural attitudes in Australia, New Zealand, and the United States reveals that anthropologists greatly influenced the interaction between the Western "modern" culture and the primitive native culture in those countries. Historical analysis of attitudes toward Aborigines, Maoris, and American Indians provides the basis for this study. In all three countries, crucial periods occured when policies were formed which aimed to control the relations between the native and more modern cultures. The first period (1850-1859) was characterized by the pseudo-anthropological belief of "survival of the fittest." At this time all three countries felt that the native population would disappear. When it became clear that this would not happen, an attitude of assimilation emerged which assumed that the native groups would be merged into the dominant societies. Influential anthropologists during this period were Elkin ("The Australian Aborigines," 1928, 1958), and Firth ("Economics of the New Zealand Maori, 1928, 1959). Anthropologists in the United States did not have as much influence on assimilation theories and policies as did those in Australia and New Zealand. When the assimilation theory was found to be inadequate during the 1960's, anthropologists took an active part in defining cultural pluralism. Stanner, the Berndts, and Rowley in Australia, Hunn and Schwimmer in New Zealand, and Mead and Lurie in the United States were especially influential. Current activities of anthropologists concerned with fostering the movement toward cultural pluralism emphasize the education of policy makers, the public, and minority groups. (KC)

Proceedings of an international conference on open education cover five themes: philosophy and concept, development trends in international perspective, dichotomy of equity and quality, graduates' employment, and the management challenge. Among the 41 conference papers and authors are: "The Idea of an Open University" (Preeda Pattanathabutr); "Open Higher Education: Philosophy and Concept" (Lewis R. B. Elton); "International Association for Community Development" (Pierre Rozen); "Open Higher Education: The Mainstay of Universal Access (Pornchulee Achava-Amrung); "A Philosophical Conceptual System of Lifelong Open Higher Education of National Development: A Peaceful Approach" (Weerayudh Wichiarajote); "Distance Education: Concept, Philosophy, and Approach" (K. L. Kamal); "Open Higher Education: From Open Admissions to Open-Minded Person" (Paitoon Sinlarat); "Open Higher Education: Development Trends: An International Perspective" (Robert McCaig); "Impact of Media and Technology on Open Higher Education in India" (Y. B. Mathur); "Radio and Television Universities in China" (staff of Central Radio and Television University, China); "The Adaptability of the Radio and TV Universities to Society" (Tang Yi); "Strategies for Development of Curriculum, Personnel, and Instructional Materials" (Ali Bin Ahmad); "India's Experiment in Open Higher Education: A Study of Andhra Padesh Open University" (R. S. Ramachandran, V. S. Prasad); "The Dichotomy Between Equity and Quality" (Udom Warotamasikkhadit); "Equity and Quality: Must There Be a Dichotomy?" (Lewis R. B. Elton);"The Development of Experiential Learning Programs for the Open University" (Frederick Baker); "Distance Education in Canada: Toward a Typology of Learning Activities for Adults" (John P. Minnis); "Computing in Open Higher Education: Some Lessons" (Christ Sauer); "Open Higher Education and Graduates' Employment" (Michael Debeauvais); and "Open Higher Education: The Management Challenge" (Lloyd McCleary). A conference program and names and addresses of participants are provided. (SW)