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A project collected empirical data on the effectiveness of training in agriculture in Australia. Emphasis was on types of training and delivery modes most effective in enabling profitable changes to farm management or agricultural practice and on other catalysts that result in farmers making changes to increase profitability. Data were obtained from additional questions included in the Australian Bureau of Statistics/1993-94 Agricultural Financial Survey and an interview survey of 65 Tasmanian farmers. Findings indicated the following: specific adult agricultural education was related to higher profit; formal education improved profitability or productivity; and recent participation in training was clearly associated with higher profit. Farm businesses that trained and made changes to practice were more profitable than other farm businesses. Farm businesses that made changes to practice were more likely to participate in training. Small businesses were less likely to make changes in farming practices. Over a 3-year period, 38 percent of farm businesses made no changes to their practice. Larger and more profitable farms were more likely to participate in training events. Inability to get away, distance, or busy time of the year were barriers to training. Intimates, peers, and experts were sources of support. Most farm businesses that intended to train planned training in agricultural practices, although training needs identified by key stakeholders were in the areas of management, marketing, and communication skills. (Contains 43 references.) (YLB)

After introductory material focusing on the nature of children's awareness of nuclear weapons, the anxieties of preschool and school age children are described. Topics discussed include fear of the bomb, fear of loss of family members, level of cognitive development and understanding of nuclear processes, and helping younger children cope. Adult defences against nuclear threat are pointed out prior to a discussion of the responses of adolescents and youth to nuclear threat. Specific attention is given to youth's changing attitudes toward nuclear threat, defending against anxiety, living without a sense of future, inability to identify with helpless role models, cynicism and learned helplessness, and the preemption of developmental tasks. Concluding remarks deal with the role of the family as a supportive buffer protecting children from psychological damage by outside threats and, briefly, the role of the school in providing instruction concerning issues related to nuclear war. A short bibliography concludes the report. (RH)

This document consists of two consecutive issues of "ASPESA Papers", containing 5 and 6 papers, respectively, as follows: (1) "Human Realities and Technology in Distance Learning" (John G. Hedberg and Suzanne McNamara); (2) "A National Distance Education Admissions System," (Gavin Moodie); (3) "What's in a Name?" (Ian Forsyth); (4) "Distance Education as Rehabilitation," (David Meacham and Catherine Wilkin); (5) "Electronic Mail Evaluation--A Case Study" (Tim Frost and David Roberts); (6) "One-Stop Shop Student Administration and Services for External Students in a Multi-Campus Institution" (Paul Finnane); (7) "15th International Conference on Distance Education, Caracas, Venezuela," (Ann Henderson); (8) "The TAFE Video-Conferencing Breakthrough," (John Mitchell); (9) "Didactical Materialism" (Gavin Moodie); (10) "Distance Education for Health Service Managers--A Strategic Review of Initiatives in Australia" (Jennifer Short); (11) "Distance Education: Access, Equity and Participation and/or Efficiency and Effectiveness," (Michael G. Campion). (DB)

The five papers in this edition address issues of general interest in distance education. In the first paper, "Study Methods and Study Notes: Interim Report," Stephen Relf and Terry Geddes report on a study designed to identify patterns of use and trends in the ways in which distance students use their study notes. In the second paper, "Quality and Standards in Open Learning in Charles Sturt University," David Meacham proposes guidelines for design and quality control in the production of study materials. "Modularization," which is addressed by Wendy Pearce and Sandy Wright in the third paper, is associated with a recent Charles Sturt University National Priority Reserve Fund Grant. It is suggested that this paper should provide a worthwhile basis for staff who are considering or involved with modularization of their study materials. The fourth paper, "In Defence of Residential Schools," by Jenni Brackenreg and Jan Allan, presents a defence of the traditional residential school model, which is firmly rooted in the origins of Australian distance education. In the final contribution, "Review of Brackenreg and Allan's 'In Defence of Residential Schools,'" Peter Donnan seeks to extend the terms of the debate about the effectiveness of residential schools. References are listed for each of the individual papers. (BBM)

Papers included in this compilation are "Late Hebrew Immersion at Mt. Scopus College Melbourne: Towards Complete Hebrew Fluency for Jewish Day School Students" (S. C. Lorch, T. F. McNamara, E. Eisikovits); "Languages in Schools: Policy and Practice" (Roger A. Peddie); "Models and Sociolinguistic Factors in Some Victorian Second Language Programs: A Progress Report" (Michael Clyne, Catherine Jenkins, Imogen Chen, Melissa Rogerson, Roula Tsokalido); "Language Policy in the Context of Realizing Human Rights and Maximizing National Development" (D. E. Ingram). (JL)

This volume on language issues within Australia contains five research papers: "Patterns of Inter-Cultural Communication in Melbourne Factories: Some Research in Progress" (Michael Clyne); "Developing Proficiency Scales for Communicative Assessment" (D. E. Ingram, Elaine Wylie); "Rapid Profile: A Second Language Screening Procedure" (Alison Mackey, Manfred Pienemann, Ian Thornton); "Language Use in Classrooms in Western Samoan Schools" (Joseph Lo Bianco, Anthony Liddicoat); and "The International English Language Testing System (IELTS): The Speaking Test" (D. E. Ingram).

By considering three historical stages of the father's role in the development of his child (father of the past, present, and future), one may perceive a pattern. The father of the past had a clearly defined role; however, this role did not take into account the emotional well-being of family members. Consequently, all in the family lost out, especially the mother and child. The father of the present evolved from social changes that struck at the power hold the father of the past had over his family and gave the mother much more self-determination. However, the present-day father has become confused about his role. Certainly, the child continues to lose out if the father of the present is not sure where he fits in. The father of the future has a choice. He can become a total nonentity with no role in the development of his child, or he can invest more of himself in the family on an equal basis, insure that all members' needs are adequately met, and become an important contributor to the development of his child. Finding the father a special area to take over (e.g., supervisor of the child's sex-role development or socialization, head of the household, or disciplinarian) will not help. The father certainly needs a definition of his role, but the role should give him the opportunity to fully share in all aspects of his child's growth. (RH)

A multifactorial model of phases in the development and progress of physical illness is described, and the model's utility is illustrated. The model consists of antecedent and concurrent conditions and consequences related to physical, psychological, and social factors and their interaction. The application of the model is illustrated by a theoretical discussion of childhood asthma and by a case study of a young adolescent presenting muscular weakness in which it was extremely difficult to delineate the parts played by physical, psychological, and social factors in the causes of the affliction. (RH)

Application of the new naturalism, a synthesis of the natural and social sciences based on the concept of the living system as a self-renewing and self-organizing structure, to educational administration, is the topic of this paper. The new naturalism promises not only a synthesis of the natural and social sciences, but also one of contemporary thought in educational administration. An implication for policy making is that in conceptualizing education as a living system, administrators must consider the structures of expectations that influence the system's decision-making processes. The cultural, material, and political contexts in which the systems operate must be understood in order to affect organizational change. (34 references) (LMI)

This issue of the IATUL (International Association of Technological University Libraries) Proceedings focuses on developments in Australian libraries. The first article, "University Librarianship in Australia" (D. H. Borchardt), reviews the growth of librarianship in Australia and examines some current issues. "Information Retrieval in Australia" (P. Judge) reviews the development of computerized information retrieval. "The Australian Bibliographic Network--ABN--History and Current Developments" (Judith A. D. Baskin) traces the history and current state of ABN. Three articles describe current issues in different types of libraries: "Current Issues in Australian Parliamentary Library Services" (R. L. Cope); "Government Special Libraries in Australia" (Heather Howard); and"Non-Government Special Libraries in Australia" (Joyce Korn). The final paper, "Collecting User Education Materials in Australia: The Role of USER (User Education Resources)" (Megan Lilly) provides an account of library cooperation in user education throughout Australia facilitated by the USER clearinghouse. (THC)

The following papers are included: "Editorial" (Heribert Hinzen); "Skills and Literacy Training for Better Livelihoods: A Review of Approaches and Experiences" (John Oxenham, Abdoul Hamid Diallo, Anne Ruhweza Katahoire, Anna Petkova-Mwangi, Oumar Sall); "'Learning to Read Woke Me Up!': Motivations, and Constraints, in Learning to Read in Pulaar (Senegal)" (Sonja Fagerberg-Diallo); "Literacies and Livelihoods: the DFID (Department for International Development) Kathmandu Conference" (Julia Betts); "A Case for Renewed Engagement with Adult Basic Education in Africa" (Jon Lauglo); "Questions for Adult Educators" (Usa Duongasaa); "Uganda's Exemplary Fight against AIDS" (Sabine Ludwig); "Inaugural Address of the 11th German Adult Education Conference" (Johannes Rau); "Lifelong Learning in Europe" (Viviane Reding); "Globalization: Is the South Losing Touch?" (Franz Nuscheler); "Reflections on International Cooperation and New Partnerships in the 'Age of Globalization'" (Marcie Boucouvalas, John A. Henschke); "A Forum for Information and Exchange. Impressions from 'The Future Needs Learning Needs a Future' Conference" (Heribert Hinzen); "Development Policy in the 21st Century: Potential and Options for Action" (Michael Bohnet); "From Leisure Education to Lifelong Learning: 50 Years of the UNESCO (United Nations Educational, Scientific and Cultural Organization) Institute for Education" (Joachim H. Knoll); "Communique from the First Meeting, UNESCO, Paris, 29-30 October 2001)" (High-Level Group on Education for All); " Participants' Bill of Rights: Declaration of Rights of Adults in Education"; "Participation in the ICAE (International Council for Adult Education) World Assembly: Thematic Workshop on Documentation and on Training of Adult Educators" (Anthony Okech); "Adult Learning: A Key to Democratic Citizenship and Global Action" (International Council for Adult Education); "Third International Meeting of the Network of Pedagogical Universities of the South Caucasus Region (Yerevan, Armenia, 14-16 November, 2001)" (UNESCO); "Global Learn Day, a 24-Hour Celebration of Distance Education and Technology" (Terrence R. Redding); "Adult Learners' Week: The Australian Experience" (Roger K. Morris); "A System of Lifelong Learning--Aims and Direction of Reforms in Georgia" (Wachtang Sartania); "Education for Nation Building: The Contribution of Non-Formal Education in Fiji" (Akanisi Kedrayate); and "Popular Education and Improved Material and Cultural Prospects for Kondh Adivasis in India" (Dip Kapoor, Kumar Prasant). Some papers contain substantial bibliographies. (MN)

In response to significant changes in the Indigenous information landscape, the State Library of New South Wales and Jumbunna Indigenous House of Learning, University of Technology, Sydney, hosted a Colloquium, "Libraries and Indigenous Knowledge," in December 2004. The two-day Colloquium brought together professionals, practitioners and academics to discuss future directions in relation to Indigenous knowledge and library services. The Colloquium gave those present an insight into the breadth and depth of Indigenous knowledge issues that impact on libraries and archives. Presentations addressed a range of issues to do with understanding the importance of retaining and valuing Indigenous Knowledge in Australia and internationally, identifying Indigenous knowledge materials in collections, repatriating copies of materials to the relevant groups and communities, determining culturally appropriate access conditions in both collecting institutions and communities, developing, customising and implementing technologies for knowledge management, developing models or strategies for service delivery, understanding and dealing with the legal issues surrounding ownership and access, understanding Indigenous interest in and use of archives and libraries and Indigenous perspectives on professional practice, and appreciating the need for adequate resources to achieve Indigenous goals. It is hoped that this publication of Colloquium papers will be helpful to those who were unable to attend, will keep the ideas alive for those who were present, and will build on the understanding of the issues raised. Following a foreword by Dagmar Schmidmaier and an introduction by Martin Nakata and Marcia Langton, this issue contains the following: (1) Indigenous Knowledge, the Library and Information Service Sector and Protocols (Martin Nakata, Alex Byrne, Vicky Nakata, and Gabrielle Gardiner); (2) Exploring the Gupapuynga Legacy: Strategies for Developing the Galiwin'ku Indigenous Knowledge Centre (Joe Neparrnga Gumbula); (3) Libraries and Knowledge Centres in the Northern Territory (Cate Richmond); (4) Developing Indigenous Knowledge Centres (Jacob Pilot); (5) Traditional Indigenous Biodiversity-related Knowledge (Marcia Langton and Zane Ma Rhea); (6) The Politics of Indigenous Knowledge (Arun Agrawal); (7) Indigenous Knowledge, Intellectual Property, Libraries and Archives: Crises of Access, Control and Future Utility (Jane Anderson); (8) Managing Indigenous Knowledge and Indigenous Cultural and Intellectual Property (Terri Janke); (9) The Role of Information Technologies in Indigenous Knowledge Management (Jane Hunter); (10) Slouching Towards Australian Public Libraries: The WTO General Agreement on Trade in Services (Megan Davis); (11) Protocols: Meeting the Challenges of Indigenous Information Needs (Alana Garwood-Houng); (12) Indigenous Archival Records at Risk (Rosalind Kidd); (13) Indigenous Knowledge and the Archives: Accessing Hidden History and Understandings (Lynette Russell); (14) Accessing State Records on Indigenous People (Andrew Wilson); (15) Indigenous Knowledge and the Archives (Kirsten Thorpe); and (16) Libraries, Indigenous Australians and a Developing Protocols Strategy for the Library and Information Sector (Martin Nakata, Alex Byrne, Vicky Nakata, and Gabrielle Gardiner). [Individual papers contain figures and notes.]

The 43 papers in this collection were presented at the Australian Council for Computers in Education 1993 annual conference. The papers focus on research and scholarship in the use of computers at the elementary, secondary, and higher education levels. The papers address the following aspects of the use of computers in education: (1) theoretical issues such as telecommunications research, global literacy and cognitive modeling; (2) computers and special groups including the disabled; (3) specific technologies, including virtual reality, multimedia, electronic mail, hypermedia, and hypertext; (4) topical applications such as business, law, geology, geophysics, computer programming and computer simulations; (5) software packages and their uses; and (6) the use of computers in training and supporting teachers and the extent of teacher use of computers. The collection also contains a 1992 national survey on the integration of computers into the classroom. Many of the articles are illustrated with graphs, tables, charts, or other graphics, and most papers contain references. (KRN)

This issue contains materials, about and for women, which have been produced as part of the United Nations Decade for Women. Included are presentations made at the Asian-South Bureau of Adult Education Conferences and other congresses, conferences, and meetings held to discuss women in developing nations. The first three papers deal with the status and role of women in development; the impact of aid, development, and technological change on the status of women in developing nations; and the failure to take women seriously into account as part of the developmental process. Extracts follow from "Links for the Chain," a report of nonformal education involving women in South Asia. The next paper concerns women's unequal position in economic development. Country reports are provided on nonformal education for, and by, women in Australia; nonformal education for women in Malaysia; women's education in Japan; and aspects of women's lives in Thailand. The South Pacific Commission's monthly news of activities (March, 1983) precedes the final papers on a new international economic order that incorporates women into future developmental strategies. (YLB)

This publication contains 11 papers, all of which reflect the emphasis on literacy that continues to dominate adult education at the end of International Literacy Year. The papers include four presentations from conferences related to literacy held in 1990, one on literacy and peace held in Indonesia and one on literacy in China held in Macao. The 11 papers are: "Literacy and Peace Education: A Maori Viewpoint" (Te Ripowai Pauline Higgins); "The Consumer Movement's Efforts in Peace Building" (Joe Selvaretnam); "Fijian Literacy: Visions for a Literate Community" (Joseph Veramu); "Past, Present, and Future of Literacy Education in Korea" (Soon Chul Ko); "Education Is the Answer" (Catherine Tseng); "Why Adult Literacy?" (Inayatullah); "Literacy and Literacy Activities in Japan" (Ken Motoki, Mimoru Mori); "Strategies for Literacy and Functional Literacy" (W. M. K. Wijetunga); "Literacy and Peace Education" (A. T. Ariyaratne); "Weaving New Life" (Thailand Foundation for Women); and "The Intercommunity Roles of Adult Educators and Extension Workers" (James Draper). An annotated list of eight resources and a review of a book by Edwin Townsend-Coles on non-formal education in Botswana conclude this journal. (NLA)

This special journal "Theme" issue presents a collection of papers reflecting the psychiatric practices and community treatment for persons with severe psychiatric disabilities in Asia, Africa, Australia, and India. Some of the papers were presented at the 1988 meeting of the World Association of Psychosocial Rehabilitation (WAPR) in Lyons, France. Compared to technologically advanced nations of the West, the developing nations' approach is characterized by more efficient utilization of scarce resources, culturally syntonic diagnostic and treatment procedures that merge indigenous healing systems with scientific modalities, and the inclination of most third world practitioners to integrate the patients' families into the healing process. Papers include: "Rehabilitation in Mental Illness: Insights from Other Cultures" (Harriet P. Lefley); "Report of a World Health Organization (WHO) Meeting on Consumer Involvement in Mental Health Services"; "Psychosocial Rehabilitation in the Developing World: Progress and Problems" (M. Parameshvara Deva); "An Example of a Community Based Mental Health/Home-Care Programme: Haidian District in the Suburbs of Beijing, China" (Shen Yucun and others); "Nigeria: Report on the Care, Treatment and Rehabilitation of People with Mental Illness" (Tolani Asuni); "A Model for the Care of People with Psychosocial Disabilities in Sri Lanka" (Nalaka Mendis); "Integration of Psychosocial Rehabilitation in National Health Care Programmes" (Vijay Nagaswami); and "Rural Psychiatric Rehabilitation and the Interface of Community Development and Rehabilitation Services" (Douglas A. Dunlap.) (JDD)

These two issues include articles under the following headings: themes in education, curriculum and instruction, and theories, practicals, and experiences. The first issue includes: "Parent Participation: The Implications of a Complaint Case" (Ping Man Wong and Antony Yuk Cheung Chan); "Education for New Arrivals and Multicultural Teacher Education In Hong Kong" (Celeste Y.M. Yuen); "An Investigation on the Development of Christian School Culture" (Xiaodong Yue and Kwok Keung Ho); "Using Transparencies and PowerPoint Slides to Aid Inductive Teaching" (Belinda Ho); "Student-Teachers' Beliefs on Primary Science Curriculum Orientations" (Pun Hon Ng and Derek Sin Pui Cheung); "Using Children Literature to Develop Creative Ability of Intelligent Students" (Fung Luen Lau); "On the Teaching of Pinyin to Hong Kong Primary School Children" (Yue Yuan Huang, Suying Yang, and Zheng Li); "The Application of IT on Cross-Strand Integration in General Studies" (Sing Lai Chan); "A Study of Contributory Factors and Developmental Reading Disabilities in Chinese Children: A Comparative Study between Cantonese and Putonghua among Children in Hong Kong and Beijing" (Hua Shu, Alice Cheng Lai, and Xiangzhi Meng); and "Proteges of Singapore Mentoring Principals: Choose Not to Abuse Their Authority in Working with Teachers" (Lee Hean Lim). The second issue of this journal includes: "Pure Charisma: An Application of Leadership in Australian Anglican Church Schools" (Grant M. Bell); "An Explication of Multiple Intelligences Inspired Assessment and Instructional Design" (Kwok Cheung Cheung); "From 'Rooftop' to 'Millennium': The Development of Primary Schools in Hong Kong Since 1945" (Chak Chung and Ming-yan Ngan); "The Development of School-Based Evaluation in Hong Kong" (Siu Wai Wu); "Design and Teaching of a Commercial Chinese Course" (Juen Kon Wong); "Integrating Primary School Curriculum in Hong Kong: The Way Forward" (Wai Lun Leung); "An Investigation into the Teaching of Chinese Handwriting at Hong Kong Kindergarten" (Chi Hang Ho, Pui Lee Liu, and Se Yiu Lau); "A Teaching Model That Is Worth Attempting: Group Investigation" (Kam Wing Chan and Ming Fai Hui); "A Study of the Roles and Duties of Secondary 1 to 3 Form Teachers in Hong Kong Secondary Schools" (Mo Luen Leung, Edwin King Por Wong, and Shiu Kwan Pow); and "Promising Bilingual Education in Singapore" (Agnes S.C. Chang). (Papers contain references.) (SM)

This special issue of the serial SET for 1996 contains seven newly commissioned articles and four reprints all related to the education of children at risk. This issue includes: (1) "Students at Risk: An Overview" (Margaret Batten, Graeme Withers, and Jean Russell); (2) "Inquiry into Children in Education at Risk through Truancy and Behavioural Problems" (New Zealand House of Representatives); (3) "Tackling Bullying in Schools: The Findings from Interventions" (Mark Cleary, Peter K. Smith, and Sonia Sharp); (4) "Truancy in Adolescence" (David M. Fergusson, Michael T. Lynskey, and L. John Horwood); (5) "Keeping Ourselves Safe: Who Benefits?" (Freda Briggs and Russell M. F. Hawkins); (6) "There Will Still Be Days: Profile of a Truant" (Patricia Berwick-Emms); (7) "Family Violence and Children: Their Experience, the Impact, and How Schools Can Respond" (Paula Shepherd); (8) "Sexual Harassment in School: The Public Performance of Gendered Violence" (Nan Stein); (9) "Why So Many Adolescent Girls Want To Lose Weight" (Vivienne Adair and Robyn Dixon); (10) "The Importance of Classroom Climate for At-Risk Learners" (Cecilia Pierce); and (11) "Violence in Schools: Principals' Perspectives" (Colin McCraith). Each paper contains its own notes. (SLD)

Five articles on research and development in higher education and three review articles are presented. Titles and authors are as follows: "Students' Assessments of Instruction as a Basis for Teaching Improvement and Promotions Decisions: A Case-Study" (John Jones); "The Making of Academic Promotion Decisions: Criteria and Processes" (A. J. Lonsdale); "Some Characteristics and Attitudes of Academics in Australian Universities and Colleges of Advanced Education" (John A. Bowden and John Anwyl); "A Review of Research on Lecturing" (M. J. Dunkin); and "Introducing Explicit Training in Problem Solving into our Courses" (Donald R. Woods). Titles and authors of review articles are as follows: "General Education in the University" (Robert Waddell); "Distance Learning in Higher Education" (Patrick Guiton); and "Understanding Learning" (Paul Ramsden). The review article on distance education covers four books, while each of the other review articles covers one book. (SW)

This issue of Asian South Pacific Bureau of Adult Education Courier Service focuses on communications within the region. The first paper discusses development and communication and the training needs for workers in these areas. The next two items briefly address how broadcasting for nonformal education is being approached in Indonesia, which started a pilot project in 1977, and in Thailand, which started a Radio Correspondence project in 1978. The Technical Report of the Seminar on Planning and Management of Mass Media for Nonformal Education Programs in SEAMEO and Associate Member Countries (Singapore, November 27-December 5, 1978) is then reproduced in full. The next article reports progress of the Lingap ng Pangulo sa Barangay, a school-on-the-air program commenced in 1977 in the Philippines. The following three articles are extracts from papers concerning nonformal education broadcasting in Pakistan: (1) description of the Programms for Farmers, (2) evaluation of the results of an ongoing Adult Functional Literacy Project (AFLP) utilizing television at Community Viewing Centers, and (3) a followup of people who undertook the AFLP program. The issue concludes with two articles on problems of obtaining material in Western Samoa and on a recent seminar and workshop in Thailand for senior broadcast managers. (YLB)

Educational change is viewed in Australia as a series of events involving four components: the decision to change, the announcement of the change, inservice activities oriented to the change, and informal support activities. Research in the U.S., however, indicates that change is a highly personal process undergone first by individuals and only secondly by institutions and that it entails educators' development of personal feelings and skills related to the innovation. Using the model of the seven Stages of Concern About the Innovation, the researchers found that individuals experience different types of concerns, of varying intensity, at any one time in the change process; that concerns change from one stage to another, although not quickly; and that different institutions have different profiles of concern. Among the implications of these findings are that change implementation approaches concerned only with methods and procedures will probably be irrelevant to educators' personal concerns; that educators' concerns about themselves are normal and legitimate; and that inservice and other support activities should be patterned after each institution's profile of concern and should be planned for several years' duration. (Author/RW)

To what extent can school principals provide effective educational leadership? Research shows that, contrary to textbook images, principals react to their circumstances instead of controlling them and that they spend most of their time on administrative, not instructional, matters. Further entrenching principals in their administrative role is the fact that the principalship is legitimized more by its position in a bureaucratic hierarchy than by any instructional expertise on the part of the principal. However, principals could base their legitimacy on instructional expertise. To do so they must take a more active role in instruction; recent research, for instance, shows that effective schools' principals are more active in instructional supervision, evaluation, and leadership. A redefinition of the principal's role will mean that principals must acquire new skills and practice closer overseeing and improvement of instruction. This instructional supervision must be based on three points: the classroom should be the focus of activity, teachers' and pupils' concerns must take priority, and principals should give teachers objective feedback on their classroom work. (Author/RW)

This publication is devoted to distance education. "The Future of Distance Teaching Universities in a Worldwide Perspectives" (John S. Daniel) examines challenges likely to face the various countries and regions of the world in the next decade. "An Australian University's Approach to Distance Education--Formal and Non-Formal" (Peter M. Grayson) describes the transformation of the University of Queensland's provision for distance education. "Open Learning System for Hong Kong, Problems and Possibilities" (Charles Wong) focuses on cost effectiveness, resources, and options (target population, free-standing versus being attached to an existing institution, teaching methods). "Korean Distance Learning System and Structure" (Synghan H. Kim) explains the operations of Korea's well-established system of distance learning, which includes a Correspondence High School, Korean Correspondence University, and Open Colleges of Engineering. "The Television Broadcasting University of China" (Tong Li) discusses course, target groups, students, and program production. A brief description follows of the Open College of the University of East Asia, Macau. "An Off-Campus Programme in Malaysia" (Datuk Musa Mohammed) describes the program and its problems. "A Comparative Study of Distance Teaching in Papua New Guinea and Kenya" (G. S. Kaeley) concludes that distance teaching is a cheap method of inservice teacher training and can improve standards of teaching. "Communication Satellites and Tertiary Education" (James C. Lange) considers local, regional, national and international applications of new technology to improve research, teaching, and administration in higher education. (YLB)

Five articles on higher education in Australia and New Zealand are presented, along with two review articles. "Australian Higher Education Research and Society. Part I: Post-War Reconstruction and Expansion, 1940-1965" (D. S. Anderson and E. Eton) is a review of research on higher education in Australia and New Zealand since World War II. "Student Motivation and Study Strategies in University and College of Advanced Education Populations" (J. Biggs) describes research on three major motives and three cognate learning/study strategies for two sectors of tertiary education. "Increasing Personal Efficiency: A Case Study" (H. E. Stanton) demonstrates how a poorly functioning academic was helped to successfully reorganize his life and work using time-management techniques. "Learning to Teach" (S. J. Prokhovnik) suggests that lecturing is an art demanding imagination, scholarship, application, and enthusiasm. "Some Alternative Entry Characteristics as Factors in Tertiary Success" (J. R. Lublin) describes research that investigated entry characteristics associated with graduation 5 years later. Finally, review articles of nine books are presented. (SW)

This issue of the Courier contains articles loosely connected to each other by the underlying theme of developing people's capacity to improve the quality of their lives. The following articles are included: "Development of Human Resources--A Basic Needs Approach," by Mohiuddin Ahmad; "Rural Poverty," by the United Nations Food and Agriculture Organization; "Overseas Students--Educating for Development or Privilege?" by Chris Duke; "Kemas: Kemajuan Masyarakat--Development of Society," by the Community Development Division, Ministry of National and Rural Development, Malaysia; "Two Worlds within Each Society: Lokayan's Efforts to Overcome the New Rift," by Rajni Kothari; "The Nepal Literacy Program," by World Education; and "Scheme of Developing the Peasants' Education Undertakings 1983-85, Jilin Province, China," by the Jilin Department of Education. (KC)

Seven articles on higher education and research and development in Australia are presented, along with 12 review articles. "Research into Postgraduate Education" (Ernest Rudd) reviews such topics as admission criteria, student characteristics, form and quality of instruction, and the employment market. "Postgraduate Education Towards the Year 2000--A Changed Role for the Commonwealth Postgraduate Awards Scheme" (Stephen Hill, Ron Johnston) describes a plan in Australia to promote the development of research training. "Examination of Research Theses" (Peggy Nightingale) reviews examination procedures at one university and summarizes examiners' comments on 58 theses. "Supervision of Higher Degree Students--Problem Areas and Possible Solutions" (Ingrid Moses) discusses supervision of postgraduate students. "Ph.D. Education for the Nineties" (D. R. Stranks) addresses issues regarding the doctoral degree in education. "Future Strategies for Research and Development" (Terry Hore) considers the seven research processes by Anderson and Eaton in a review of Australasian higher education research from 1940 to the present. Finally, "General Education Within Professional Education" (M. Marosszeky) discusses the general education component of professional education. (SW)