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This book contains the following papers about development/delivery of adult education through the efforts of multinational and bilateral government donors and the International Council for Adult Education (ICAE): "Preface" (Beverly Benner Cassara); "Introduction: Adult Education and Democracy" (Francisco Vio Grossi); "Adult Education and the Changing Role of UNESCO and of the UN Organizations" (Paul Belanger); "Adult Education and the World Bank" (John B. Holden, James R. Dorland); "Towards a New North-South Internationalism: Adult Education and the Voluntary Sector" (Lawrence S. Cumming); "The Political Economy of Nongovernment Organizations" (Paul Wangoola); "Canada: Official Development Assistance and Human Resource Development" (Jack D. McNie, Daniel C. Andreae); "Germany: International Cooperation in Adult Education--the DVV's [Department for International Cooperation's] Professional Partnership and Solidarity" (Heribert Hinzen); "Japan: Cooperation in Adult Education in Developing Countries" (Ken Motoki, Yasumasa Hirasawa); "Sweden: Adult Education for Democracy" (Gunnar Rydstrom); "The Netherlands: Dutch Viewpoints on Adult Education in Developing Countries" (Kees P. Epskamp); "The United States: Adult Education within the Foreign Aid Program" (John P. Comings); "Building a Global Learning Network: The International Council for Adult Education" (Budd L. Hall); "Adult Education for Peace" (Helena Kekkonen); "Learning for Environmental Action: Building International Consensus" (Darlene E. Clover); "History and Development of the ICAE Literacy Program" (Patricia Rodney); "Women's Education: Challenges to the Adult Education Movement" (Patricia Ellis); and "Coming of Age" (Ana Maria Quiroz). (MN)

A collection of papers discusses preservice teacher education in Belgium, Germany, Spain, the United Kingdom, Greece, Italy, Ireland, Netherlands, Finland, and the United States, focusing on teacher professionalization and noting the politics of education in each country. (SM)

Essays address the relationship between second language education and intercultural communication in several countries. Following an introduction are the following papers: "Second Language Learning in Belgium" (Ludo Beheydt); "Foreign Language Education in Bulgaria: Present-Day Situation and Future Tendencies" (Madeleine Danova, L. Krusteva-Bossakova, Ognian Stoitsov); "Portrait of a Nation as a Language Learner" (I. Vitanova, J. Kristeva, Madeleine Danova, M. Ruski); "Language Learning in England and Wales: Policies and Attitudes in Flux" (Sue Wright); "Second National Language Learning in Finland" (Eero Laine); "Identity, Community and Language Policies in Contemporary France" (Dennis Ager); "Multilingualism in the German School" (Ingrid Gogolin); "The Language Situation in Hungary, 1990-1991" (Szofia Radnai); "Languages in the Netherlands: A Study of Supply and Demand" (Maria Oud-de-Glas, Erna van Hest, Fons Peels, Rob Diephuis, Theo van Els); "From USSR to CIS and Beyond: Visceral Politics vis-a-vis Ethno-linguistic Realities" (Frances Knowles); "Multilingual Education as a Factor of Interethnic Relations: The Case of the Ukraine" (Oleg Shamshur, Tatiana I. Izhevskaya); "The Language Situation and Language Education in Yugoslavia" (Ranko Bugarski); "Language Education for Intercultural Communication in Slovenia" (Albina Necak Luk); "New Trends in Educational Policy in the Republic of Serbia, 1990 to the Present" (Svenka Savic, Zlata Jukic); and a conclusion (Ager, Muskens, Wright). (MSE)

The Federal Republic of Germany has identified the conservation and the protection of the environment as a major challenge of the 1990s. Environmental education is further identified as an important part of anticipatory environmental policy. The document is separated into two parts. The first part presents the aims, content, and organizational forms of environmental education in the Federal Republic of Germany as described in the nine documents. The documents cover topics involving: the white paper on environmental education; the statement by the Ministers of Education of the Lander in the Federal Republic of Germany on the role of schools in environmental education; the incorporation of environmental matters into the educational system; the recommendation of the Central Committee of the Federal Institute of Vocational Training for Environmental Protection in Vocational Training; a resolution of the European Community Council on Environmental Education; a report by the Federal Republic of Germany on the implementation of the resolution of the Council and the Ministers of Education Meeting within the Council of the European Communities on Environmental Education; the reply by State Secretary Dr. Fritz Schaumann to the question put by Torsten Worfgramm; extracts from the final report submitted by the Study Commission on 'Future Education Policy-Education 2000'; and the statement by Federal Minister of Education and Science, Jurgen W. Mollemann on Environmental Education. The second part contains a summary of pilot schemes and research and development projects on environmental education supported with Federal government money. The projects are presented in six sections involving environmental education as it relates to young people, vocational training, academic training, further education and guidance, the new German Lander, and international organizations. Appendices contain a chronology of environmental education in Germany, and publications on environmental education supported with Federal money. (MDH)

The place education has been assigned in the national development programs of 10 nations is discussed, the problems that these countries have encountered in managing education are examined, and the measures adopted to solve educational problems are assessed. Included are the following papers: (1) "The Nature of National Development Planning" (R. M. Thomas); (2) "The Soviet Union" (R. L. Raby); (3) "The German Democratic Republic" (S. M. Shafer); (4) "Pakistan" (N. Jalil and N. F. McGinn); (5) "Egypt" (A. A. Elmallah and K. Gezi); (6) "The People's Republic of China" (J. Chuang and R. M. Thomas); (7) "South Korea" (H. W. Soh); (8) "Indonesia" (R. M. Thomas); (9) "Papua New Guinea" (M. Bray); (10) "Tanzania" (R. M. Thomas); (11) "Zaire" (B. A. Yates); and (12) "Lessons Learned" (R. M. Thomas). There are 286 references. (SLD)

Mathilde Blind was born at Mannheim, Germany, March 21, 1841. She was educated principally in London, and subsequently in Zurich.

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

Nineteen articles on the status of the relationship among educational research, policy, and practice around the world are collected in the 1985 edition of the "World Yearbook of Education." Contributors address the development of national policies on educational research in countries in North America, Latin America, Europe, Asia, and Australia and New Zealand, considering such influencing factors as developments in other countries, the form and attitude of the national government in question, the structures selected for financing and governance, and the impact of other national policies on education. Major research concerns being addressed are identified, and trends are noted. The impact of research on policy-making and on educational practice is discussed in many of the papers. Among the major trends identified are: the significant growth in major research efforts during the 1960's and 1970's; a tendency toward centralization of control of these efforts; a movement away from basic research and toward applied research aimed at achieving national goals; reductions in funding; and a growing interest in action research. The book also contains an introduction that analyzes the questions raised and trends observed by the contributors, and a bibliography of 502 relevant documents, of which 31 are annotated. (PGD)

Part 5, Chapter Five of the book "Operation Barbarossa," by André Mineau is presented. It focuses on the ethics and ideology of the Ostministerium in Germany as it pursues its Operation Barbarossa in Soviet Union. It accounts the impairment of the capabilities of Ostministerium for political organization to the existence of more powerful players in the field.

A biography of John Stuart Blackie, Greek professor at the University of Edinburgh, is presented. He was born in 1809 in Glasgow, Scotland and mastered the German language and German literature in Gottingen and Berlin schools in Germany. He occupied himself with literary work in 1834 including his translation of "Faust" and reviweing German books for "Foreign Quarterly Review." His poetical work titled "Lays and Legends of Ancient Greece, With Other Poems" is discussed.

A biography of German writer Johann Wolfgang Goethe is presented. He was born on August 28, 1749 at Frankfort-on-the-Main in Germany and had contributed significant part not only to the German literature but also to the European literature. The most invulnerable of Goethe's writings are his lyrical poems. Goethe died on March 22, 1832.

An introduction to the book is presented which features the different tales in Germany.

This book explores how two nations with widely divergent political economies, Germany and the United States (U.S.), embraced change in four contemporary settings. "Mutual Learning with Trade-Offs" (Kirsten Wever) discusses mutual learning and the distinguishing characteristics of the political economies of Germany and the U.S. "Deregulation and Restructuring in Telecommunications Services in the U.S. and Germany" (Rosemary Batt, Owen Darbishire) emphasizes the interplay between organizational and institutional change and labor-management relations. "Institutional Effects on Skill Creation and Management Development in the U.S. and Germany" (David Finegold, Brent Keltner) illustrates how the strengths of each country are mirrored in the weaknesses of the other. "National Institutional Frameworks and Innovative Industrial Organization" (Steven Casper) compares two efforts at mutual learning and innovation in the area of supplier relations and shows how cumbersome institutional change can be in Germany and how the U.S. affords its private sector greater latitude to adopt new systems. "Perils of the High and Low Roads" (Lowell Turner et al.) examines contemporary employment relations . It describes Germany's struggle with taking the "high road," including high wages, high-level skills, and high labor-value added in a highly institutionalized market, and how the U.S., taking the "low road," faces stagnant wages, income inequality, continuing union decline, and highly fragmented systems of employment relations embedded a diverse political economy. (Each article contains references. Includes cited author and subject indexes.) (YLB)

This book identifies how consensus on vocational education and training (VET) policy is sought in a number of countries where interesting models have emerged. The focus of the book is on the principles of stakeholding and consensus applied to policy formulation and implementation in vocational education and training. The international case studies provide examples of practical strategies that have been successfully implemented. The following nine articles are included: "Stakeholders, Consensus, Participation and Democracy" (Ian Finlay); "Stakeholders and Partners in Vocational Education and Training in Scotland" (John Fairley); "A Consensus Approach to Policy-Making: The Case of the Republic of Ireland" (Jim Gleeson); "Transformation and Reform of Vocational Education and Training in Taiwan, Republic of China" (Dar-Chin Rau); "Developmental Corporatism and the Process of Change in Vocational Education and Training: The Singaporean Experience" (Johnny Sung); "Change and Consensus in Vocational Education and Training: The Case of the German 'Dual System'" (Willi Brand); "Process Owners and Stakeholders in VET Reforms in Finland" (Olli Raty); "The Process of Change in Vocational Education and Training in the United States" (Betsy Brand); "The Process of Change in Vocational Education and Training: The South African Experience" (Ian Bellis). The book includes 26 drawings and 7 tables. (KC)

On the basis of detailed analyses of 10 threatened language-in-society constellations and three formerly endangered but now secure constellations, this book develops a closely argued theory of worldwide efforts on behalf of reversing language shift (RLS). It also applies this same line of reasoning to the problems of maintaining the intergenerational continuity of second languages, ethnic heritage languages, and classical religious languages. The book is divided into three sections and 14 chapters. Part one, "Language Shift and Reversing Language Shift: Introductory Considerations," includes four chapters: "What This Book Is About and Why It Is Needed"; "Why Try to Reverse Language Shift and Is It Really Possible To Do So?"; "Where and Why Does Language Shift Occur and How Can It Be Reversed? Locating language Shift in Social Space and Societal Dynamics"; "How Threatened Is Threatened? A Typology of Disadvantaged Languages and the Ameliorative Priorities." Part two, "Case Studies: A Baker's Dozen From Several Continents," has six chapters: "Irish: What More Can Be Done?"; "The Cases of Basque and Frisian"; "Four American Examples: Navajo, Spanish, and Yiddish (Secular and Ultra-Orthodox)"; "Maori: The Native Language of New Zealand"; "Prospects for Reversing Language Shift in Australia: Evidence From Its Aboriginal and Immigrant Languages"; "Three Success Stories (More or Less): Modern Hebrew, French in Quebec and Catalan in Spain." Part three, "Related Issues and Recapitulation," includes four chapters: "On RLS-Focused Planning and on Dialect-Standard Issues and Corpus Planning in Particular"; "The Intergenerational Transmission of 'Additional' Languages for Special Purposes"; "Limitations on School Effectiveness in Connection with Mother Tongue Transmission"; "Theoretical Recapitulation: What Is Reversing Language Shift (RLS) and How Can It Succeed?" (Contains 775 references.) (KFT)

This publication discusses curriculum development in Belgium, Canada, Denmark, England, Germany, the Netherlands, Israel, Scotland, Sweden, and the United States. The book's purpose is to make available to those interested in the process of curriculum development information on how it is handled in other countries, enabling them to see to what extent it is possible to make generalizations about curriculum development and to what extent it is an historically and culturally embedded process. Chapter 1 discusses the bases for comparing approaches to curriculum development. Chapters 2-11 discuss curriculum development in each of the 10 countries, focusing on the following: (1) the meaning given to curriculum in each country, (2) the process of curriculum development and who participates in this process, (3) kinds of decisions entailed in the process, (4) the way decisions are implemented, (5) forces which initiate and inhibit the process of curriculum development and influence its results, and (6) the future of curriculum development in each country. The last chapter provides an overview of curriculum development. (Author/RM)

The book examines the role of education in social and economic development. Seven chapters comprise the document. Chapter I examines the relation of education to socioeconomic development. Topics include rural-urban imbalance in education, relevance in curriculum, and ways in which the educational system legitimates equality or inequality. In Chapter II, the author identifies the social, economic, and political forces which operate in different national contexts. Topics include models of development, constraints on development, social stratification, advanced capitalist societies, dependent societies, and developed and underdeveloped socialist societies. Chapters III through VI present case studies of education in different nations. These chapters examine the capitalist societies of Great Britain and the Federal Republic of Germany; the state socialist societies of the Soviet Union and the German Democratic Republic; the dependent societies of Ghana and Tanzania; and the underdeveloped socialist societies of Cuba and China. Chapter VII presents conclusions and recommendations for further study. Some conclusions are that the form, content, and distribution of education reflect the distribution of power in society; education always reflects the compromises of politics; and educational change always follows from change in the distribution of power. Educational planning must acknowledge the nature of constraints which might prevent goals from being realized. Finally, planning requires a sophisticated understanding of how social structures mold education. (Author/KC)