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This paper considers the economics of employment and education in industralized countries, particularly European countries. The paper covers six main topics. The first part deals with the present European employment situation, using figures mainly from Holland; the second part is an economic outlook for the 1980s; in the third, the employment and economic situations are combined, and the resulting employment prospects are considered. Discussed in part 4 are economic policies to cope with unemployment. Labor market policies are the subject of the fifth part, while the last section looks at social and cultural policies and what education can do within an overall packet to cope with the unemployment problem. A question-and-answer section follows. The paper maintains that actual unemployment is worse than the figures would indicate because of the rate of disability retirement; suggestions are made for policies of re-education, economic restructuring, and stimulation of international demand. (KC)

Four papers discuss research exchanges between the United States and the USSR and East Europe. The first paper considers the evolution of perceptions of social scientists in these countries during the Cold War and Detente. The dominant view of American researchers during the Cold War was that the United States, as the most modern society, was the yardstick for measuring other societies. The United States experienced rapid growth of training and research related to the Soviet orbit. However, Soviet scholars were constrained by Marxist-Leninist doctrine and by educational and research policies. In the 1960s, American social scientists gained a greater appreciation for the complexities of modern societies and East European social scientists began innovative studies. The second paper discusses evaluations of research exchanges between the United States and the Soviet Union. The conclusion is that these exchanges are scientifically valuable to both countries. The most serious problem is Soviet political repression of its scientific community. The third paper discusses problems and accomplishments of East European studies in the United States. Although progress seems to be steady, American social scientists have come to pursue topics that are politically safe, and thus often of secondary importance. The final paper suggests that in exchanges between the Soviet Union and the United States, both academic and government communities profit. The point that Soviet exchanges are generally in sciences and engineering and American exchanges are in history and literature illustrates that each side sends whom it wishes. Thus, the author concludes that this type of exchange is neither unbalanced nor unfair. (Author/KC)

The paper discusses major lines of research of American economists on the economies of the USSR and Eastern Europe. A specific concern is that the United States faces a complex set of issues resulting from the expanding role of these countries in the world economy. At the same time, the United States is experiencing a declining base of specialists in Soviet and East European economics. Presently, much of the work on the Soviet economy concerns three themes: how the system is organized and how it operates; efficiency evaluation in terms of goals or of hypothetical performance; and how the system performs relative to other Eastern and Western countries. One of the most successful projects is SOVMOD, a computer-based series of models of the Soviet economy. Academic exchanges, however, have played a relatively minor role in research development. The benefits of travel for the American economist are small. Documents are generally classified and Soviet economists are not encouraged to work with their American counterparts. Thus, the predominant form of exchange may become short stays by individuals or delegations and conferences. East European exchanges have been more promising, particularly in Hungary, Poland, and Yugoslavia. East European economists are more informed about Western approaches, and data are better and more plentiful. The document concludes with a brief comment by a conference participant who differs with the author on the benefits of research in the Soviet Union. (Author/KC)

This discussion of the usefulness of audiovisual technology for vocational training begins with a brief overview of changes in vocational training in Europe with the introduction of open learning and distance teaching methods and the increase in technologies available to trainers. Procedures for deciding on appropriate audiovisual media are then considered, with an emphasis on the context of the decision, e.g., the training needs of a large manufacturer vs. those of a service industry. Criteria for this decision-making process are discussed, including the issues of access, i.e., when and where the employee will learn; costs for the production and delivery of instructional materials in various media formats; the presentational characteristics of audiovisual media as they relate to teaching strategies; the control over the medium that is available to the learner, e.g., broadcasts vs. cassettes; and the policies and structures within a training organization that can support or hinder the use of audiovisual media for training. Some general recommendations for the design of a training system using audiovisual media conclude the paper. The text is supplemented by four tables. (EW)

This paper discusses challenges to the European Association of Distance Teaching Universities (EADTU) in using technology. The first section deals with external challenges to EADTU institutions, including competition from new services, new funding programs, pressure from national governments, and the Europeanization of education. Internal challenges are identified as the need for clearly defined policies regarding transborder activities, low use of technology in member institutions, communication between member institutions (postal services, courier services, telephone, telefacsimile, face-to-face meetings, and audioconferencing), joint course production, transborder delivery of courses, and European-wide course design and delivery. Requirements for member institutions indicated by these challenges are summarized: greater use of established technologies; development of new course designs that exploit new technologies; and development of better communications systems between EADTU institutions. Four references are listed. (MES)

This discussion of the influence of advertising on the development of new media covers ways in which advertising uses the media and the implications of new information technologies for consumers and marketing activities. The first of four sections describes how television advertising has been altered by the development of new technologies--cable, satellites, and data processing--and outlines the consequences of these technological developments for broadcasters and advertisers. Part 2 explains and demonstrates with empirical data the electronic dilemma of advertising, i.e., how viewers avoid commercials through mental absence, physical absence, channel switching, use of the fast-forward button on videotaped programs, and use of remote control to "zap" commercials. Part 3 describes and summarizes measures taken by the media and advertising industry in the United States and Europe to counteract this dilemma and to exploit new possibilities associated with information technologies. Finally, Part 4, which is written from a European perspective, identifies the cultural consequences and implications for consumers of these countermeasures, and proposes public policy measures to counteract unwanted cultural or consumer consequences. A five-page list of references is provided. (JB)

Based primarily on data from public service broadcasting, this study had two major purposes: to develop a framework for understanding, conceptualizing, and measuring international television flows and the effects associated with these flows; and to establish a background of facts on international television flows in Western Europe. Secondary purposes include an evaluation of the "media imperialism" thesis as an explanation of the patterns of flow that can be observed; and an investigation of the validity of researchers' and politicians' claims that the United States dominates Western European television. The first of five chapters in the report describes the purposes of the study and provides a review of earlier research. The second chapter outlines the conceptual framework of the study and describes transnationalization of supply and consumption of television broadcasting. Addressing the second major purpose of the study, the third chapter provides data on transnationalization of television in Europe. Discussions of the media imperialism thesis and both positive and negative effects of transnationalization are presented in the fifth chapter. The final chapter outlines policy and research implications of the study. The report includes 28 tables, an extensive list of references, and three appendixes which include a review of the empirical research on which the study is based and the absolute data from which the tables were derived. (GL)

The JANUS (Joint Academic Network Using Satellite) satellite network is being planned to link European institutions wishing to jointly produce distance teaching materials. Earth stations with capabilities for transmit/receive functions, voice/data functions, two 64 kbs channels, and connection to local telephone exchange and computer networks will be located at each institution. Initially the European Association of Distance Teaching Universities (EADTU) will form the core of the system, but the network is expected to grow to include enterprises concerned with distance training. JANUS will have several functions: (1) two-way communication between sites; (2) audio-conferencing; (3) electronic mail; (4) computer conferencing; and (5) experimental video-conferencing. JANUS is being designed to reduce travel costs and time, reduce communication costs, speed up joint course production, secure external funding, and improve user-friendliness of electronic messaging and data transfer. Although most functions could be provided by existing services (face-to-face meetings, public telephone systems, public switched packet networks, private data networks, and VSAT satellite networks), there are problems with the cost and quality of service. Issues to be resolved before JANUS becomes operational include earth station design, location of a suitable satellite, development of user-friendly procedures, funding, and regulation of telecommunications services. (MES)

This is a report sponsored by UNICEF on the effects of economic and political transition in Europe, particularly Eastern Europe, on young children and adolescents. The economic theories and changes in labor and markets which have characterized European transitions in the past few years have paid little attention to issues of poverty and child welfare. This economic transition has placed increased responsibility on families who find themselves undergoing economic hardship. The projected European economic growth has instead become a recession. Some countries have seen institutional weakening, predatory privatization, and monopolistic markets. Such conditions have drastic social costs, including increased poverty, mortality, and stress. Of all age groups, children have been the most negatively affected. These negative effects include: increased incidences of morbidity and low birthweight, increases in juvenile crime rates, and increases in the number of teen pregnancies. (Contains 32 references.) (JW)

The focus of this paper is environmental issues facing Eastern Europe and the Soviet Union as they struggle with the momentous tasks of economic and political reform. Given the important role that environmental protest played in the upheavals, environmentalists have claimed a mandate for strong environmental controls. The state of the environment and its effects on the health of the inhabitants, plants, and animals are discussed. Chapters include: (1) "Industrial Wastelands"; (2) "The Health Toll"; (3) "Declining Biological Productivity"; (4) "The Green Movement"; (5) "The Official Response"; and (6) "A Policy Agenda." (KR)

Papers on library journal cooperation, interlibrary lending, library services to minorities, and school library media centers, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "The Co-operation between Editors of Library Journals in Socialist Countries," in which Wolfgang Korluss (East Germany) describes the development of cooperative agreements between and regularly scheduled conferences for editors of library journals in Socialist countries, and methods of cooperation, including exchange of journals, articles, and editors; (2) "The Impact of Technology on Interlibrary Lending," in which Susan K. Martin (United States) discusses traditional methods of interlibrary lending (ILL) and suggests that advances in online information retrieval, electronic publishing and delivery, telecopying, and optical disk technology will end the need for an ILL department but not the need for an ILL function; (3) "Final Report 1980-83 on the Activities of the [IFLA] Working Group on Library Services to Ethnic and Linguistic Minorities," in which M. Foster (United Kingdom) indicates different types of minorities and ways in which libraries can provide services for these people; and (4) "New Environment of Learning through School Library Media Centers in the Federal Republic of Germany," in which Andreas Papendieck (West Germany) describes the administration and services of German school libraries, including both independent libraries and those cooperating with public libraries. (ESR)

Papers on government libraries, public libraries, and research libraries presented at the 1984 IFLA general conference include: (1) "Library Services for Research" (Maria S. Pla de Menendez, Colombia); (2) "Interlibrary Loans, Present and Future: A Consideration for Academic Library Management" (Geoffrey G. Allen, Australia); (3) "The Parliamentary Library and the Parliamentary Information System--Tasks and Problems" (Wolfgang Dietz, West Germany); (4) "The Role of University Libraries in Developing Countries: The Case of Francophone Black Africa South of the Sahara" (Gerard Thirion, France); (5) "IFLA Working Group on the Impact of Information Technology upon Public Libraries" (Peter D. Gratton, United Kingdom); (6) "The Creation and Development of a Nation-Wide System of Libraries in Malawi Since 1970, with Special Reference to Public Libraries" (Rodrick S. Mabomba, Malawi); and (7) "Public Library Service in Africa. Opening Remarks: The Development of a Nationwide Public Library Service" (E. M. Broome, United Kingdom). (THC)

Papers on library services and developments in reading materials for the blind and disabled presented at the 1984 IFLA general conference include: (1) "The Establishment of a Library Service to Visually Handicapped People in African Developing Countries" (Paulli Thomsen, Denmark); (2) "Sources of Assistance for Establishing Braille Facilities" (Elizabeth Twining, United Kingdom); (3) "Presentation of a Guide to Developing Braille and Talking Book Services" (Edwige Mortyr, Norway); (4) "Library Services to the Blind in Kenya" (James Mwangi Ng'ang'a, Kenya); (5) "Central Library Services to the Disabled" (Dick Reumer, Netherlands); (6) "Guidelines for Libraries Serving Hospital Patients and Disabled People in the Community--A Tool to Improve Library Service" (Gunar Westgard and Bjorg Heie, Norway); (7) "Public Library Services to the Disabled--Their Information Needs and Special Materials" (Ongare Owino and Edward Waiguru Muya, Kenya); (8) "Producing Braille in Africa: Outlines of a Feasibility Study" (Rainer F. V. Witte, West Germany); and (9) "Presentation of the Work of the Section of Libraries for the Blind" (Winnie Vitzansky, Denmark). (THC)

Papers on library acquisitions, special collections development, and special training for serials librarianship, presented at the 1984 IFLA general conference, include: (1) "The Development of the African Collection at the School of Oriental and African Studies in London and Its Importance for the Cultural History of African Countries" (B. C. Bloomfield, United Kingdom); (2) "Planning Union Catalogues of Books in Developing Countries" (Richard J. Bennett and Maurice B. Line, United Kingdom); (3) "Supply of Literature from and about Africa in Europe with Special Regard to Interlibrary Loan in the Federal Republic of Germany" (Irmstraud D. Wolcke-Renk, West Germany); (4) "Education and Training for Work with Serials" (David P. Woodworth, United Kingdom); (5) "Education for Serials Librarianship: What Are the Basic Components?" (Michael E. D. Koenig, United States); (6) "Serials of the Poor: Their Nature, Importance, Problems, and Suggested Solutions" (Theophilus E. Mlaki, Tanzania); (7) "Acquisition of Library Material in Kenya: Problems and Prospects" (Joshua Reuben Njuguna, Kenya); (8) "Acquisitions in the Developing Countries--Problems and Possible Solutions: The Jamaican Experience" (Stephney W. L. Ferguson, Jamaica); (9) "Theory and Practice of Serials Control and How Your Subscription Agent Can Help" (Arnoud De Kemp, Netherlands); (10) "The British Library's African Research Collections and the Development of African Studies" (I. R. Willison, United Kingdom); (11) "Les Relations d' Echanges entre les Bibliotheques d'Afrique Francophone et la Bibliotheque Nationale de Paris" (Exchange Agreements Between the Libraries of Francophone Africa and the National Library in Paris) (Anne Zundel Ben Khemis); and (12) "The Problems of African Acquisitions: The Experience of the Nairobi Field Office of the Library of Congress" (James C. Armstrong, Kenya). (THC)

In his paper, "European Needs and Attitudes towards Information Security," Richard I. Polis notes that the needs for security in computer systems, telecommunications, and media are rather uniform throughout Western Europe, and are seen as being significantly different from the needs in the United States. Recognition of these needs is, however, quite varied; attitudes towards the best methods for satisfying the needs are even more varied. The situation with respect to those needs and attitudes is described for the major countries of Western Europe, as well as both official and unofficial attitudes towards policy and regulation of information security technology, particularly cryptology. Pointing out that, with a few exceptions, neither official nor unofficial policy level organizations are prepared to follow the position advocated by the U.S. Government in such matters, Polis concludes that the practical impossibility of regulation, coupled with the clear need for large scale deployment of effective, inexpensive cryptology in the private sector, will lead to the decline of the degree of regulation to the vanishing point. (Author/EW)

Multicultural education and multiculturalism have emerged in the post-1989 era as important movements intended as a means of explaining and understanding today's pluralistic societies. Problematic is the ubiquitous usage of the term, as well as the fact that multiculturalism and multicultural education have different meanings and usage in the United States and Europe. In Europe, and in particular southeastern Europe (SEE) multiculturalism rests on varying interpretations and definitions, distinct from those found in the United States. The paper focuses on uncovering how multicultural education might be used as a vehicle for changing attitudes and perceptions held on the part of citizens. It also can be seen as a movement toward educating students in SEE, particularly in the Balkans, about respecting diversity which appears to be a necessity, as individuals need to acquire the ability to comprehend that differences do not necessarily have to be accompanied by negative characterizations. For the purpose of this paper, multiculturalism is understood as the realization and awareness that people are living in a multicultural, interdependent, global world that necessitates that individuals understand and comprehend peoples of other cultures, religions, and political systems so that they can be effective members of their own society. The paper discusses what multicultural education means in practice, multicultural societies in SEE and multicultural education, multicultural education and democracy where they intersect, and how educators know when they are achieving their goals. Includes 18 notes. (BT)

The fall of communism in 1989 brought a renewed interest in the educational systems of central and eastern Europe. Many foreign scholars claim that post-communist schooling is undemocratic, or at best transitionally democratic. For schools to democratize, they argue, teachers must become less authoritative; teaching methods should focus more on critical thinking skills, rather than memorization; schools should become warmer, more informal, and student-centered; and authorities should develop new civics textbooks and curricula. The belief that schooling in the post-communist region is less democratic than in the western school systems is based on two assumptions: (1) school atmosphere and relations, teaching methods, and curriculum are indeed anti-democratic in the post-communist countries; and (2) education's role in fostering democratization is limited to these in-school, micro-level mechanisms. The paper addresses these two assumptions and considers democratic aspects of post-communist schooling, such as the way schools are funded. It concludes that, rather than western educators feeling superior when they study education in post-communist countries, they should realize these post-communist countries can offer insights into some of the most pressing problems in education at the beginning of the 21st century. (Contains 16 references.) (BT)

This paper provides a framework for discussion of the potential for support of small and medium enterprise (SME) development by training and education, particularly in European Union partner countries. Section I is an introduction. Section II reviews the present position of small and medium enterprises in the partner countries and the role they are playing in the transition to the market economy. It also notes the problems experiences by SMEs in this transition process and the problems of those seeking to foster SME development. Section III sets out the key areas where training and education activities may influence SME development. This provides a basic framework for "areas of action" against which problems, opportunities, and present activities can be evaluated. Section IV reviews the present needs and demands for SME development in the training and education field. This demonstrates the present base upon which further action can be built. Section V reviews the adequacy of present supply offer of training and education. Section VI sets out some key areas for "potential action." Section VII makes three recommendations to the European Training Foundation: develop modular programs of self-employment, create programs to develop core entrepreneurial personal skills, and develop and set standards for trainers and educators. (YLB)

The change processes involving schools that are currently experiencing turbulent social reconstruction in eastern Europe are examined in this paper, which calls for the development of a new paradigm for social change. The first section describes recent educational reform activities and their flaws in three eastern European countries--Russia, Estonia, and East Germany. Limitations of structuralist and Marxist/Leninist theories are discussed next, both of which assume the inherent equilibrium of the social structure. A new paradigm for understanding social and institutional change, based on the concept of dynamic systems, is advocated. The paradigm, based on the "self-organizing" capacity of all open systems, is founded on the concepts of: (1) open systems with respect to the exchange of resources and information; (2) the necessary state of disequilibrium for alive systems; and (3) the autocatalytic characteristics of the forces for development. The next section relates these theoretical concepts to events observed in fieldwork conducted in East Germany at the time of the Berlin wall's demise. Support activities are suggested for the Russian central ministry for the self-organizing transformation of schools. A conclusion is that research should reflect a view of schools as active, changing, and undergoing continual renewal. (19 references) (LMI)

Recent research has identified trends in the training systems of 13 countries in Africa (Egypt, Mauritius, South Africa); the Arab States (Bahrain, Jordan); Asia (Australia, Fiji, Malaysia); Eastern Europe (Albania, Slovenia); Western Europe (Ireland, Portugal); and the Mediterranean region (Malta). The trends identified are legislation; councils/boards and authorities; national qualifications frameworks; skill standards and certification; workplace learning; and governments overtly promoting training quality assurance. Research suggests that human resource management practices are changing in response to the forces creating the new business environment. The forces include changes in the structure of production; turbulent business environment; and greater customer awareness. Three key and mutually reinforcing requirements for connecting business challenges and management development are clarification of the twin purposes of developing managers to deliver the current business model and develop future business models; development of effective strategic management and business, organization, and management review processes to connect business strategies with organization and management requirements; and management of the learning. (Four examples illustrate the integration of the trends into "bundles" of other activities to facilitate maximum effect. They involve high performance working; linking economic and human resource development; knowledge management; and skills recognition.) (YLB)

The concept of continuing vocational education and training is being broadened to reflect the needs of individuals, society, and the economy for more flexible, adaptable, learner-centered opportunities. Roles of the various players are in transition. The role and responsibilities of the government should be as follows: strategic leadership; a legislative framework; quality and standards; qualifications; licensing education and training establishments; encouraging partnerships; extra support to employers; research and development; funding; and social cohesion and community stability. The role and responsibilities of employers should include the following: training as an investment; spending on training; empowering employees; multiskilling employees; leading and managing change and innovation; linking with education and training providers; setting up internal procedures for employee development; and using new information and communications technologies to improve business performance. Training providers should be responsible for the following: training and updating trainers; developing innovative teaching and learning methods; developing flexible programs; and providing guidance, information, and counseling. Individuals should seize every opportunity for growth and development and take responsibility for their own learning. The European Training Foundation should conduct training, research, and pilot projects. (An executive summary appears first.) (YLB)

For the countries of Eastern Europe and the former Soviet Union, financing schemes of vocational education and training (VET) of other industrialized countries are possible prototypes. These "Partner Countries of the European Training Foundation (ETF)" should focus on the balance of responsibilities between central and local bodies and on government structures and funding from public budgets. VET funding sources are central and lower-level government budgets and employer and trainee contributions. Most ETF countries have set up national funds that receive allocations to finance labor market training. Worldwide, methods of financing vocational education involve various degrees of decentralization: central governments' education budgets; funds generated at each government level; public funds administered by employer-led organizations; three-stream funding in the dual training system; and performance-based financing of independent schools. Financing methods of organizational structures of labor market training include the following: unemployment insurance-based training funds; model of regional planning and coordination; financing national training agencies; funding through employer-led organizations; funding through federal programs; and delegation of powers to the social partners. The major problem faced by ETF countries is underfunding of public VET due to shortage of state education budgets. Two solutions are decentralized financing schemes and market-based schemes. Both have positive and negative implications. (YLB)

Intended to clarify the nature of the curriculum debate and to indicate the issues that need to be considered when formulating curriculum policy, this paper begins with a review of the educational reasons for using the New Information and Communication Technologies (NICT) and the thinking and experiences which lie behind them. Ways in which the existing educational infrastructure may be adapted to introduce the NICT are suggested, as well as some benefits of an NICT enhanced education, including the effective achievement of existing goals by computer-assisted learning, the development of information-handling and communication skills or prevocational skills in computer science and technical graphics, and the production of media by the students. A discussion of problems encountered when computers are introduced into the classroom is followed by consideration of the school-level policy and management issues involved in the implementation of such programs. The paper concludes with an examination of national policies for introducing computers into education with a special focus on software development and teacher training. The 105-item bibliography includes some materials in German. (MAB)

Establishing constitutional government involves not simply the creation of a written document that purports to create the political structure of a nation and guarantee rights to its people, but "constitutionalism" in the sense of meaningful and effective adherence to constitutional norms of democratic organization and the protection of individual liberty, even when the cost of that adherence is sacrifice of what seems temporarily expedient. An examination of the nature of constitutional democracy focuses on antimajoritarian limits to the power exercised by democratic political processes. The conditions in Central and Eastern Europe in which constitutional creation would take place are surveyed. The hardly ideal conditions include the need for fundamental political and economic reforms, ethnic and cultural tensions, a lack of established political parties, and potential military insecurity. Despite potential barriers, the momentum for establishing constitutional government existed throughout the region and it was supported by most of the world. Additional elements that are central to establishing a well-functioning constitutional democracy are discussed, some of them specific to federal systems, some vital to any constitutional democracy whether federal or unitary. Among provisions of the U.S. Constitution that are critical to one or both types of democracy are measures mandating cooperation among constituent states as well as protection of their integrity; freedom of movement; the Supremacy Clause mandating that the federal constitution shall be the supreme law of the land; an independent judiciary; control of military organizations; and the right to amend the Constitution. (DB)

Broadcasters, television engineers and the production industry have encountered many problems with diverse television standards since the introduction of color television. With the advent of high definition television (HDTV), the chance to have a common production standard for international exchange of programs and technical information has returned once again. However, this seems to be impossible with HDTV developers in Japan, Europe, and the United States supporting different production standards. International cooperation would be a means of reaching a single world production standard for HDTV. Such cooperation would reduce the high costs of reinventing the systems and would unite many-sided experts and resources to search for the best standard. The payoff of this cooperation would benefit all parties as they could share a larger market and eliminate the costs of converting from one system to another. Licensing agreements, worldwide investment, research and development, and the formation of consortia are examples of cooperative activities that would lead to this end. (16 references) (DB)

This paper contends that former Eastern bloc countries, which have rejected centralized, authoritarian political systems, are emulating a United Kingdom school development model which itself is authoritarian, centralized, and coercive. The paper characterizes that authoritarianism and suggests an alternative educational model of centralized governmental involvement in education. (JDD)

This paper looks at the possible roles that the European Economic Community (EEC), as a pan-European quasi-governmental institution, might play in the management and organization of a European educational satellite system. The argument is made that there is a need for the EEC Commission to play an ongoing, regulatory role in this area. An examination of ways in which education and training might gain access to a satellite distribution system leads to a discussion of low-powered services and direct broadcasting services, including national systems, pan-European satellites, and possibilities for educational services on the ESA (European Space Agency) Olympus satellite, an integrated European-wide DBS (direct broadcasting services) system planned for the near future. The roles of different types of organizations in getting a satellite service operational are described, including international regulatory agencies, international consortia, governments, satellite owners and operators, channel operators, and program producers. Economic models for education and training on satellites are also described, i.e., the commercial model, the "must carry" model, and state ownership. Discussion of operating models for providing an educational service covers a free-for-all situation and an educational channel, and descriptions of several ways in which an EEC educational channel could operate includes open access for educational producers and a public service channel. It is concluded that there is a need for a consortium to bring educational television providers together, with the EEC providing baseline funding and a framework in which to encourage the development of an educational satellite channel. (EW)

This paper begins with brief background on types of broadcast satellites and satellite programs in Europe. Reception and transmission costs, as well as predicted access to satellite transmissions, are then discussed. Uses of satellites for education and training in countries outside of Europe, particularly the program at the National Technological University in the United States, are summarized. Distinctions are drawn between the various media (television, audio, or data) and configurations (point-to-multipoint or network) used. Descriptions of initiatives underway for the use of satellites for training in Western Europe--PACE, OLYMPUS, COMMETT, and DELTA--are presented. The extension of training beyond national boundaries and establishment of a training communications network are identified as ways satellites could be used. Low cost, easy production, speed, European-wide reach, open access to transmission, security, and funding opportunities are listed as benefits of using satellites. Constraints are also identified: alternative modes of distance training may be cheaper and/or more effective; identification of trans-national training needs and target groups is necessary; specially-designed courses are needed; print and tutorial support and follow-up are important; supporting cost, particularly the cost of production, may be greater than transmission and reception costs; and government will need to ease public telephone company control over tariffs and access to up-links. (4 references) (MES)

This paper provides an overview of new technologies likely to be widely available within the next 10 years for teaching in Europe. It begins by presenting a framework which draws distinctions between different technologies based on their educational applications, i.e., for teaching or operational purposes, for communicating within or between systems, or for various levels, types of courses, or users. Evaluation criteria such as availability, organizational environment, and educational and operational rationales are also discussed. The following technologies are then discussed: (1) electronic publishing; (2) audiovisual media, including terrestrial broadcast television and radio, videocassettes, satellite, cable, and videodiscs; and (3) computer technology, including teaching about computers, computers as study tools, educational communications, administration, pre-programmed computer-based learning, and artificial intelligence. It is suggested that home-based learning, center- or work-based learning, and communications within and between systems are likely to dominate distance education during the next 10 years. It is concluded that technological decisions need to be preceded by policy and educational decisions, while recognizing at the same time that the availability of new technology allows for major changes in distance education. (8 references) (MES)

This work suggests that better organization of existing sources of information available in Europe and better application of these sources to training can result in improved understanding of how information systems work, and it provides an annotated list of some of these sources. The guide opens with an introduction to public policy and urban planning in the context of developing countries, and explains that because this subject area is so focused and interdisciplinary it is difficult to locate information in a consistent manner; thus, the information needs of the people living in urban areas of developing countries are little known or catered to. Definitions for the field are explored, and the prospective users of information networks within this field are identified, e.g., academics and researchers, funding agencies, students in Europe, consultants, and planners in the third world. Subsequent sections of the guide describe the types of materials included as reference sources (e.g., people, grey literature, and geospatial databases), and then list the resources by international organization or geographic location (United Kingdom, Scandinavia, Germany, France, Italy, Eastern Europe and the Benelux countries) from which the resources originate. An appendix presents a prototype information network. (SD)

One of the most significant educational reforms in Western Europe during the last two decades has been the attempt to create a system of comprehensive secondary schools. The traditional approach to secondary education was characterized by a highly stratified formal system in which students were allocated to academic, commercial, or vocational secondary schools on the basis of examinations taken at 10-12 years of age. The purpose of the comprehensive secondary school was to delay educational selection and stratification in order to provide more nearly equal educational opportunities and choices at the secondary level for children drawn from different social class origins. The dilemma of the reform is that the reduction in selection and stratification at the secondary level must necessarily create a shift of these functions to the postsecondary educational system and labor markets. A number of changes have taken place in higher education in Western Europe that reflect this tendency. These include the increase in selective admissions policies, dilution of resources, increased class differentiation among types of institutions, rises in wastage or dropout rates, and the effects of surpluses of graduates in the labor market. All of these contribute to stratification in the higher educational population. (AS)

In 14 papers by various authors this volume contains both assessments of specific higher education systems and analyses of cross-national trends. Following an introduction, the chapters are: "From Humboldt to 1984--Where are We Now?" (Stig Stromholm and others); "Creation, Transfer and Application of Knowledge Through the Higher Education System" (Henk J. van der Molen); "Continuities and Change in American Higher Education" (Martin Trow); "Unified and Binary Systems in Higher Education in Europe" (Peter Scott); "Who is Going to Study?" (Staffan Helmfrid); "Distance Systems in Europe" (Walter Perry); "Education and Work in an Ageing Population" (Karl-Ulrich Mayer); "Higher Education and New Socio-Economic Challenges in Europe" (Ulrich Teichler); "New Perspectives on Learning and Teaching in Higher Education" (Erik de Corte); "The French University System: Assessment and Outlook" (Daniel Bloch); "Inspiration of the Muse or Management of the Art? Issues in Training for Academic Posts and Teaching in France" (Guy Neave); "University Autonomy and the Search for Quality" (Juan M. Rojo); "Higher Education in Central and Eastern Europe: An Approach to Comparative Analysis" (Wolfgang Mitter); and "Higher Education in Japan" (Ulrich Teichler). Also includes information on the contributors and both subject and author indexes. Many chapters contain extensive references. (JB)

Considers two dimensions of changes in former Soviet Union countries: (1) obstacles to transformations away from strong state domination; and (2) contrasting approaches in public administration education to facilitate democratic development in these countries. (JOW)

Reports on the development of a comprehensive education program "Step by Step: A Program for Children and Families" in Eastern and Central Europe and the former Soviet Union. Designed for young children from birth to age eight and their families, this program attempts to share U.S. teaching methods that promote democratic principles while drawing on operating countries' best cultural traditions. (AA)

Portrays the changed context of adult education in Central and Eastern Europe; social and individual learning needs such as training, retraining, upgrading, education for responsible citizenship, and adult educator training; and assistance needed from abroad. (SK)

As Western educators help Central and Eastern European institutions develop programs in business and economics education, five areas require attention: (1) team teaching by local and Western faculty; (2) coordination between host and Western institutions; (3) institution building; (4) careful selection and preparation of faculty to provide technical assistance abroad; and (5) use of varied evaluation techniques focusing on institution building. (MSE)

Discusses factors that have helped to shape pension system policy goals and strategies of reform in Poland, the Czech Republic, Slovakia, Hungary, Slovenia, Croatia, Romania, and Ukraine. The factors are political support, capital formation of public and private savings, high tax rates, and social assistance. (JOW)

Reviews developments in telecommunications applications for education in Western Europe by describing national or regional initiatives for support of telecommunications use by teachers and in schools. Highlights include examples of networks and support services and the role of the Commission of the European Communities. (22 references) (LRW)

Reports on acquisitions of selected Western European political science materials deemed important for inclusion in at least one North American research library. The percentages of French, Italian, Swedish, Catalan, Icelandic, and Belgian materials not found in RLIN (Research Libraries Information Network) and OCLC are provided. Factors supporting adequate collecting levels are identified. (KRN)

The imperatives and complexities of introducing human rights principles at primary and secondary school levels in postcommunist societies are presented, focusing on presentation of concepts of individualism, democracy, and human rights in textbooks; teaching practices that reinforce learner-centered approaches; and consideration of a national context of political uncertainty, centralized policymaking traditions, and resource shortages. (JDD)

This paper examines educational development in East-European socialist countries in the 1970's. The main emphasis is on Russia. The paper is organized topically. Topics discussed include: educational policies and plans; general principles of educational development; indicators of the levels of educational attainments; population dynamics; preschool education; primary and secondary education; vocational training; and new trends in financing. On the whole, the analyses of the development of education in these socialist countries demonstrate a wide diversity of patterns of educational policies, structures, contents, and methods. Often it appeared impossible to identify trends which would be characteristic for all the countries. In some cases the developments were going in opposite directions. Therefore, the paper includes analytical information for the entire group of countries and, where possible, by separate countries. In general, long term educational plans in socialist countries have several main objectives. The first is to help youth acquire solid scientific and technological knowledge and instill in them a deep ideological conviction. The second objective refers to the further development and improvement of the existing and the building of the new structure of the educational system. The third objective is the socioeconomic efficiency of education. (Author/RM)

Two major areas of focus emerge from this synthesis of national reports: the question of how to teach students critical and autonomous judgement with regard to the mass media, and how best to use new information and communication technology (NICT) and the media for educational purposes. It is noted that, although there are differences of approach among countries and varying attitudes and value judgements about the use of NICT in the classroom, most agree that NICT will be a useful educational tool. Distinctions are made between providing education in the enlightened use of information, using information technology for teaching and learning, and teaching about information technology. NICT's capacity to facilitate worldwide communication is cited, and several NICT-related objectives are suggested: to teach pupils the capacity to synthesize what they are exposed to in the media; develop and exercise their critical faculties; preserve cultural heritages; teach judgement in choosing media resources; offer equal educational opportunity for all; and teach self-expression. The paper argues that a key factor in teaching with NICT is encouraging active interaction with the material and between teacher and student, and that adequate teacher training programs must be established. Further educational results of mass information media are cited: the founding of open universities; the use of television and radio broadcasts, cassettes, and computers in distance education; and improvement of education for the disabled. A brief discussion of the copyright problem concludes the paper. Twelve footnoted references and a 14-item bibliography are provided. (MAB)

Describes the use of a working conference to train teachers and education students to use the computer in mathematics education. Group work is discussed that focuses on two main components of the conference--software evaluation and lesson creation; and adaptations for Eastern European schools with few computer resources are described. (Contains five references.) (LRW)

Provides the meditations of one teacher and the failures and successes experienced by her in trying to use electronic mail to establish contact with English teachers in Eastern Europe. Recounts the teacher's struggle, through journal excerpts, to become savvy about computer communications technology and how to exploit it. (HB)

Preoccupied with political and economic problems, new governments in Eastern Europe place a low priority on adult education. However, without education in new ways of thinking about citizenship, the promise of the democratic revolutions will not be fulfilled. (SK)

Examines the issue of standardization in the application of computerized automation to rare book and art collections in libraries and describes recent examples of applications in North America and in Western Europe. Topics addressed include bibliographic control, the development of national and international databases, and the use of videodisks. (Contains 17 references.) (LRW)

Characterizes the social, political, and economic climate underlying educational dilemmas and visions in Czechoslovakia and other Eastern European countries after the fall of communism. Discusses the debate between state control of education and liberal educational approaches facing the area and stresses the importance of teachers in the shaping the education system. (MAB)

Identifies the main problems of educational reform in postcommunist countries by using an interactive model of education and developmental dimensions of society. Suggests that the stalemate in the transformation of ownership and political modernization and ideological conservativism will impede the Europeanization of education in Eastern European countries. (Contains 17 references.) (MAB)

Examines misconceptions in both Western and Eastern countries about educational systems in postcommunist Eastern Europe. Discusses issues of slow pace of educational reform, change through formal power structures, centralization versus decentralization, role of tradition, macro- and micro-level problems, Western assistance, and the relationship between education and society. (PAA)

A European perspective on multicultural education is presented that focuses on demographic/geopolitical, public policy, and sociolinguistic dimensions, and the intercultural hypothesis. "Positive discrimination" and sociological insertion are also discussed, along with implications for America. (29 references) (LB)