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Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to organizational effectiveness and future directions. Chapter 1, "Mission, Planning, and Organizational Change," contains: (1) "Revitalizing Mission: A Collaborative Model" (Stephany Schlacter and Kurt Schackmuth); (2) "Coping with Uncertainty: Five Steps toward Institutional Strength in the Twenty-First Century" (Jon E. Quistgaard, Joann Fredrickson, and Ivan Lee Weir); (3) "Accomplishing Change in a Decentralized Institution: Key Moments in Ohio University's Transition to a Learning-Centric University" (David Descutner and Stephen J. Kopp); (4) "What Changes When Everything Changes: One University's Processes for Unification" (Robert L. Funaro, Nancy McGee, and Jacqueline Taylor); and (5) "Self/Strategic Study Planning: A Unified, User-Friendly Model" (Richard W. Stroede). Chapter 2, "Quality Improvement in Higher Education," contains: (6) "Applying the Baldrige Criteria for Quality Improvement: Focus on Leadership" (Robert A. Sedlack, Julie A. Furst-Bowe, and Claudia Smith); (7) "Putting Total Quality Improvement Management to Work in a University Setting" (Allan M. Hoffman and Mary Pat Wohlford-Wessels); (8) "Planning and Performance: Getting Where You Need To Go Using Key Performance Indicators" (Rich Wagner, Mike White, and Dick Pooley); (9) "Using Dashboards To Navigate Institutional Destinations" (Laurie Adolph, Rassoul Dastmozd, Ron Serpliss, and Gail Spies); (10) "Alternative Road to'Paradise': Growing toward AQIP" (Don Betz, Ed Cunliff, and Donna Guinn); (11)"Completing AQIP's Vital Focus Assessment: What We Learned" (Leonard G. Heldreth and Teresa Kynell); (12) "Restructured Expectations for Two Community Colleges Based on the AQIP Journey" (Robert Callaway, Marcia Ballinger, Jan Donely, and Ron Wright); (13) "Building the University Brand from the Inside-Out: The Higher Learning Commission's Academic Quality Improvement Project (AQIP) and Its Implications" (Lawrence V. Gould, Tonja Vallin, Robert F. Scott, and Chris Crawford); (14) "Implementing AQIP: Engaging the Campus" (Robert McCue, Sheila Stearns, and David Fuller); and (15) "Completing a Five-Year Strategic Plan While Incorporating AQIP" (Laura David and Terry Kuhn). Chapter 3, "Using New Technology To Enhance Student Learning," contains: (16) "Assessment, Accreditation, and the Web: IUPUI's Electronic Institutional Portfolio" (Trudy W. Banta and Susan Kahn); (17) "Digital Institutional and Student Portfolios Demonstrating Success, Achievement, and Reflection" (Neal W. Topp and Sheri Everts Rogers); (18) "Application of the Higher Learning Commission Guidelines for Distance Education and the Institute for Higher Education Policy Benchmarks for Success in Internet-Based Education to a Comprehensive Distance Education Evaluation" (Dawn Voight and Randall Coorough); (19) "Guidelines for Online Learning: A Collaborative Approach" (Michael Wahl, Ronda Edwards, and Garret Brand); (20) "Best Practices for an Online Degree Program" (John Howard); (21) "Creating a Virtual Faculty: Ways To Bring Order to Online Instruction" (Ann Roberts Divine and Anne Wessely); (22) "A Comprehensive Approach to Online Student Services" (Gary Langer and Robert Griggs); (23) "Student Achievement of General Education and Discipline Goals: Online versus On-Campus Students" (John T. Kontoglanes and Cheryl Hughes); and (24) "Distance Learning: An Assessment and Retention Resource" (Eileen Stenzel). Chapter 4, "Effective Learning Environments," contains: (25) "Evaluating Libraries and Other Support Areas: Accomplishing Your Institution's Purposes" (Rachel Applegate); (26) "The Library's Role in Assessing Student Learning" (Jill Gremmels and Claudia Ruediger); (27) "Returning Academics to Center Stage: Benefits of a Campus-Wide Undergraduate Research Day" (Gina E. Lane, Marc A. Cadd, and Nina T. Pollard); (28) "Crossing the Great Divide(s): Implementing, Assessing, and Improving Interdisciplinary Core Curricula" (Charles Taylor, Richard Schur, and Jeanie Allen); (29) "Meeting Generation Next: Today's Postmodern College Student" (Mark L. Taylor); (30) "Providing Positive Institutional Climates for American Indian/Alaska Native Students" (Joseph J. Saggio and Jim Dempsey); (31) "Utilizing Quality Reviews To Reengineer the Delivery of Student Services" (Cynthia D. Armster, Deidra J. Lewis, and Charles Guenerich); and (32) "Utilizing Standardized Assessments in Retention Planning and Quality Improvement by Faculty and Student Development" (Kim Haworth). Many papers contain references. (SLD)

This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning--Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K. Parthasarathy); "Impact of Culture on Learning and Development Process of Adult Workers in Stone Quarries" (G. Sundharavadivel, T. Thiripurasundari); "Selection of Beneficiaries through Participatory Process" (Fr. Premkumar); "The Role of Educated in Eradicating Illiteracy among Rural Masses" (V. Seeni Natarajan); "Experience of an Instructor in the Successful Conduct of a Nonformal Education Centre" (V.B. Padmanabhan); "Toward Justice, Peace and a Sustainable Future" (Peter G. Malvicini); "Adolescence Reproductive Health Education" (N. Nagarajan); "Learning Together--Involving Parents in Children's Learning" (Thomas Uzhuvath); "Role of Adult Education in Promoting Environmental Awareness" (Bhasakar A Yerroju); "From Where Do Forces and Values of Transformation Emerge in Adult Education?" (P.K. Michael Tharakan); "A Paradigm Shift in Continuing Education" (B. Vijayakumar); "Learning Process and Styles for Human Development (Best Practices in Learning)" (Grace Annie Mathews); "Action Research in Educational Settings" (Sonny Jose, Prakash Pillai R.); "Eradication of Poverty through People's Participatory Approach" (D. Venkateswarlu); "Learning through Community Colleges" (G. Arun Senthil Ram); "Refugee Resettlement Lifelong Learning/Nashville Davidson County USA" (Jyotsna Paruchuri); "Naming and Character Modeling in Indigenous Swazi Culture" (S.M. Nxumalo); "Learning to Unlearn" (P. Devanesan); "Science and Technology Education as a Catalyst for Sustainable Development" (Sheeba M.N.); and "Liter@cy and Information Technology at the Dawn of a New Millennium" (Thierry Karsenti, Mohamed Hrimech). Some papers include substantial bibliographies. (MN)

This paper introduces, as a new, relevant, technique for use in institutional research and planning, the concept of paradigms as presented by J. A. Barker. The paper uses as examples of these concepts analysis of two major problems, frequently found in higher education and institutional research and planning. These examples illustrate how outsider innovations and the so-called "messing with the rules" activity can produce paradigm shifts that help solve problems and help create a vital future for the profession of institutional research. This outsider/insider problem solving concept is demonstrated through a pilot test that was designed to solicit and compare problem-solving ideas from graduate students, faculty, staff, and members from the business community. The two problems addressed concern: (1) the constraints that the tenure system places on program and curricular change; and (2) the lack of professional management training for faculty who become managers of major resources. The paper concludes with an analysis of the responses. Attachments include the memorandum sent to study participants and a review of J. A. Barker's book, "Future Edge: Discovering the New Paradigms of Success." Contains 14 references. (GLR)

This paper addresses societal transformations and higher education's response to these changes and argues that a much larger and deeper change is occurring which should be examined within the context of a paradigm shift. The paper begins with a brief review of the theoretical literature on paradigms; then it demonstrates the use of these constructs in a study of the change process at a land-grant research university (University of Minnesota). Next, the paper enlarges the scope to briefly examine the evolution of American higher education and to provide a sketch of the dominant characteristics of the current American higher education paradigm, based on entrepreneurial-populist principles and ways of thought. The case study demonstrates the power of metaphor, exemplars, and myths in maintaining and even building new paradigms. The current paradigm of "managed populism" is expected to change to one with greater emphasis on quality. Leaders in higher education are urged to attempt to help shape these changes through: (1) recognizing and building on the larger forces at work, (2) utilizing five key strategies (i.e., focus on the customer, demand quality, build from collaboration, utilize technology to the fullest, and recognize the power of accountability measures), and (3) working on characteristics with the most salience for the emerging paradigm. The paper concludes with the presentation of a framework for examining the approaching, inevitable paradigm shift. (Contains 65 references.) (GLR)

This paper explores how public multicampus university system offices address two areas where there is strong state interest but where this interest may conflict with traditional university priorities: undergraduate arts and sciences education and university responsibility for improving K-12 education. It is hypothesized that system offices with strong research university campuses give more attention and resources to undergraduate arts and sciences education, seen as relatively central to the academic core, than to undergraduate or graduate-level teacher/educator professional preparation and related K-12 activities within the university, seen as relatively marginal. More broadly, the study examines how intermediary organizations (university system administrations) exercise influence on and are influenced by those with whom they deal. The systems administrations compared are those within the State University of New York, the University of North Carolina, the University of Wisconsin, and the University of California. The paper discusses results of the comparative analysis in terms of the common system roles and responses, the differences in system office responses to undergraduate and K-12 education, differences among university systems, the impact of these office systems, and the difficulties posed by systems' support coming into conflict with campus or legislative regulations. Policy implications are discussed. (Contains 31 references.) (GLR)

The purpose of this paper, the initial report of an ongoing study, is threefold. One is to present and demonstrate the use of the sociology of translation as a methodological framework for the study of power within the higher education policy arena. The second is to define the boundaries and shape of that arena, and the third is to define the meaning of power within this context. The paper notes that the nation's Executive branch has forfeited its role as a policy participant and become a policy barrier, leaving Congress to look for an intersection of policy interests that can be negotiated or forced past the Executive. Through an examination of the student financial aid reauthorization process, the paper reveals the importance of knowledge, communications, coalition building, and grounding policy proposals in the history and culture of the policy arena. The social relationships that foster the exchange and interaction between the Congress and the associations it deals with in policymaking constitute a communication community. The power of this type of community is the product of a common language, cooperative activities, mutual needs, shared history and values, and widely understood signs and symbols. (Contains over 170 references.) (GLR)

This paper examines how the concepts of strategic planning, assessment, and Total Quality Management fit together and relate to one another in the field of higher education. Central to the explanation of how these topics are related is the Japanese philosophy of Kaizen, a driving force behind the quality improvement movement in that country. The paper gives special attention to the need to change institutional cultures in order to improve achievement of institutional goals, a central tenet of Kaizen. The concepts of Kaizen are discussed within the context of improving higher education administration, particularly the management of student learning, the focus of student outcomes assessment. A basic hypothesis of the paper is that the historical pattern in American higher education has reflected the western, innovation approach while a more gradual, Kaizen approach is better suited for the current economic and social environment. A comparison is made of the innovation approach to solving problems and the Kaizen approach to change. Contains 12 references. (GLR)

This paper describes the use of a comprehensive participative planning model for colleges and universities that includes processes of environmental scanning, proposed by J. Morrison and others, and key elements of the Objective-Based Assessment, Planning, and Resource Allocation System (OAPRAS) proposed by M. Capoor. The process is explained through its application at Cardinal Stritch College (Wisconsin). A discussion is provided of the three overlapping components of the planning process: strategic planning, operationalizing, and allocating resources. Discussed within the strategic planning component are the role of environmental scanning and the development and use of environmental scanning advisory committees and planning advisory committees. The operationalizing section examines the development of college-wide and departmental goals within an updated context of the OAPRAS model that includes meaningful participation by each planning unit (department or office). The resource allocation component is then examined, and planning and budgeting elements are integrated. The paper then discusses the creation of an institutional plan, which provides a basis for a systematic method of annual qualitative accountability updates and allows for a quantitative measure of the amount of resources spent on each strategic goal. Finally, problem areas that became apparent with implementation of the planning program are revealed, such as role identification, definitions, reports, and time requirements. (GLR)

This paper illustrates how planning, with the aid (or complicity) of institutional research, can be a revolutionary activity that facilitates change within an organization and brings the organization to a more accurate understanding of itself. It describes the use of strategic planning at Minot State University (North Dakota) to change a culture that was insular, reactive, complacent, inward-looking, and dependent on state resources to one that is more outward-looking, interactive, entrepreneurial, and globally aware. A planning model was constructed to complement the basic organizational structure of the institution and still allow for a two-way flow of information, counsel, and influence on university decision-making. The model called for analysis and synthesis progressing through four levels: departments, colleges, vice presidential areas, and cabinet. The strategic planning process involved: a major planning effort in year 1 and annual review and adjustments in years 2 through 5; a four-tiered planning structure; a guidance phase, planning and decision phase, and implementation phase; and yearly evaluation of all programs, activities, and resource allocations. The newly created Office of Institutional Research was charged with the evaluation of the first round of strategic planning. Strong and weak points of the planning process are discussed. The paper concludes with discussions and observations of what was learned in the planning lessons and how Minot State's planning process changed institutional culture. Contains 27 references. (GLR)

This study evaluated the effectiveness of assessment practices of educational quality at universities in the Netherlands. The project involved analysis of questionnaire responses from 239 study programs at all 13 Netherlands universities followed by 12 case studies. The paper first provides a brief account of the theoretical background of the research project, identifying hypotheses expected to explain the degree of effectiveness of the quality assessment procedures. The study concluded that: (1) quality management in teaching has received much more attention in recent years; (2) larger amounts of resources based on assessment findings are being employed to foster improvement based on assessment findings; and (3) the Dutch quality management system has been receiving a high level of approval within the institutions. The study's efforts to explain differences in assessment utilization from the perspectives of contingency theory and political economics perspective were not successful. (Contains 26 references.) (GLR)

Papers from the 19th Adult Literacy Conference convened by the Australian Council for Adult Literacy include: "A Little to the Right on Writing" (Brendan Bartlett, Margaret Fletcher); "Deconstructing the 'Australian Language and Literacy Policy'" (Helen Beazley); "Comparing Content-Centered and Learner-Centered Approaches in School Mathematics: Picking Up the Pieces in Numeracy with Adults" (Jennie Bickmore-Brand); "Developing Workplaces as Learning Environments: Towards a Learning Curriculum" (Stephen Billett); "Last CALL for All: Before IT (Information Technology) Races down the Superhighway" (Paula Burns); "Using Key Competencies to Solve the Equation" (Ralph Catts); "Quality and Competency Based Education and Training" (Clive Chappell); "Managing the Competency Based, Multi-level, Literacy Classroom: What Works" (Jean Clarke); "Fractions, Decimals and Adult Learners" (Tom J. Cooper, Shelley Dole); "Computing as Literacy--The Computing Practices of Language and Literacy Teachers" (Chris Corbell); "Chickens, Eggs and 'Access': Untangling Competence and Capability through a Re-examination of Skills, Knowledge, Values, Non-formal and Formal Learning in Agriculture" (Ian Falk, Sue Kilpatrick); "Challenges Facing Training" (William Hall); "Office Discourses: Which Attributes Are Given Authority in Institutional Classrooms?" (Ann Kelly); "Flexible Delivery: One Practitioner's Point of View--What Has to Change When You Go Flexible?" (Anne Kiley); "Aboriginal and Torres Strait Islander Adult Education Histories and Their Relationship to the Development of Academic Writing Skills" (Bill Langlands); "A New Work Order: Some Implications for Being Literate in a Global Economy" (Colin Lankshear); "Assessing Front-line Management the Identification of Personal Constructs in the Workplace" (Irena Morgan-Williams); "The Role of Volunteer Tutors in the History of Adult Literacy in Queensland" (Jean Searle); "Parents and Literacy (PAL)" (Julie Spreadbury); and "Choosing Change through Literacy" (Kath White). (MN)

Eight papers presented at the Third International Conference of the Australasian Association of Institutional Research (AAIR) are published in this journal issue. They represent the diversity and richness of the field of Planning in the Public Sector" (Jack Smith); (2) "Futures Planning for Tertiary Education: Curricula for the 21st Century: The Student and the Problem" (Graham J. Logan); (3) "An Infra-Structure for the Provision of Campus Information Services" (J. Dockerill); (4) "Educational Pathways in a Multi-Sectoral Institution: Challenges and Strategies for the Future" (Gan Che Ng and others); (5) "Quality of Student Outcomes: Concepts and Issues of Measurement" (Gan Che Ng and others); (6) "Integrating Total Quality Management into Review of Educational Institutions" (K. K. Navaratnam and Rory O'Connor); (7) "RPL Building Equity into the Assessment Model" (Mary Jones and others); (8) "A Potpourri of Institutional Research Issues in a Planning Environment" (Jim Tognolini and Robert McCormack). (SLD)

The study examined state policy influences on minority participation at higher education institutions with particular attention to South Carolina. Evidence for the study was derived from institutional survey data (142 institutions in 10 states); documents; on-site visits (South Carolina only); observations of interactions and operational procedures; and interviews with state policymakers, higher education officials, and institutional administrators. Analysis indicated the following: (1) strategic planning was evident in South Carolina educational institutions focusing on quality and equity improvement and coping with change; (2) strategies encouraging equity, access, and retention issues are implemented among the faculty and staff; (3) the most effective institutional initiatives in promoting minority student access and achievement were those using minority counselors and recruiters and those providing minority financial support; and (4) cutbacks in state funding are being acutely felt in equity programs. It is concluded that higher education planning in South Carolina makes good use of available resources to enable minority achievement to be consistent with strategic planning for overall quality in higher education. Contains 18 references. (GLR)

The State of Iowa conducted several higher education inventory studies in an effort to identify strategies and priorities for the future. The Long Range Strategic Planning Study, the first of the studies to be undertaken, was charged with reviewing all academic programs, identifying program strengths, and making recommendations for redesigning the university into a smaller, more manageable institution. Peat Marwick Main & Co. conducted numerous educational institution organizational audits and is developing a comprehensive statewide informational data base. The data base is to provide a framework for coordinating and establishing policy for postsecondary education in Iowa and to encourage dialogue on postsecondary education public policy in Iowa. All the study activity created considerable apprehension on campus. Several studies were viewed as program eliminators. Data collected externally compared with departmental data was often shown to be inconsistent, further enhancing apprehension. Reconciling the data proved to be difficult and underscored the need for an information system: an electronic storehouse that can efficiently and consistently meet the data needs of future studies. Enthusiasm has increased from all quarters for building the information that is now in its beginning stages. Contains 23 references. (GLR)

There were two projects at the National Defence University of Finland (NDU), which both ended by the end of 2022. One of them tried to find the answers to the main question: How artificial intelligence (AI) could be used to improve learning, teaching, and planning? The other tried to find the answer to the main question: What new skills do officers need when artificial intelligence is coming? We did literature reviews and found out that intelligent technology combined with data analytics can offer several improvements to traditional classroom teaching. From literature reviews, we also found some new skills that officers might need to be able to handle AI-based technologies. This is a position paper presenting the arguable opinions of the writers. We have found lots of benefits that the use of intelligent learning technology can bring, mainly by supporting individual learning paths. There is also an obvious need for AI officers who should have a deeper understanding of the AI-supported technology than normal officers. This project and some other similar projects have raised a lot of discussions, one seminar series about artificial intelligence and we do have some trained AI officers as well. [For the full proceedings, see ED629086.]

This paper identifies the directions in which new developments in educational planning are moving and draws some conclusions on how the training of specialists in the field of educational planning is likely to be affected by changing notions and practices. The first part of the paper outlines the assumptions that have characterized the field in recent years. These assumptions are concerned with planning as social research; the distribution of education; the quantity, quality, and content of educational planning; educational planning at subnational levels; and what lies beyond the design of educational plans. Against this background, the second section briefly reviews how the changes discussed are likely to affect the role and the competencies required of the people who will be in charge of planning and the relationship of these changes to the training of planners. The areas discussed are the research component in training; distribution, disparities, and equality in education; the determinants of educational outcomes; regional and local planning; and the implementation and evaluation of educational plans. (Author/IRT)

This paper is a description of action research in progress centered on the development of a School/Community Planning Team as a vehicle for long-range educational planning. At present, 10 teams exist which are composed of small groups of 6-12 persons including citizens, professional educators, and students. Each team is charged with the development of long-range proposals in a specific area of school life, such as alternatives in elementary education, the education of early adolescents, and variety and depth of curriculum. Teams have numerous volunteers and research support provided by a small professional staff. The teams relate administratively to the board of education and with other teams through a Design Management Team. Three sets of variables are being studied to ascertain the impact of the teams on the educational process: (1) those relating to who participates in the teams, (2) those relating to the successful functioning of the teams internally, and (3) those variables relating to how the work of the teams is utilized by the board of education and the rest of the school system. (Author/MLF)

This volume contains papers presented at the first conference for teachers of Japanese in Australia. Section one of the volume contains the opening presentation, by J. Neustupny, which discusses current trends in Japanese language teaching in Australia. Section two contains nine symposium papers, which deal with problems in secondary curricula for Japanese in various parts of Australia: "Japanese Language Teaching in Queensland," by B. Bonning; "The Queensland Secondary Syllabus and Teaching of Japanese at Tertiary Level," by J. Ackroyd; "Teaching of Japanese in New South Wales," by H. McLachlan; "Problems in Secondary Curricula for Japanese, Victoria," by S. Wilson; "Teaching of Japanese in South Australia," by K. Nishida; "Problems in Secondary Curricula for Japanese in South Australia," by H. Quackenbush; "Japanese Teaching in Tasmania," by B. Cole; "Teaching of Japanese at Western Australian Secondary Schools - Problems of the Curriculum," by K. Boston; and "A Statement on the Japanese High School Textbook Project," by S. Pulvers. Section three contains two lectures, delivered by F. Koide and E. Jorden, respectively, and entitled: "Japanese Language Teaching in Japan" and "Language Teaching in the U.S.A.: the Cornell Paradigm." A final section of the volume contains syllabus samples from five different states in Australia. (AM)

This document contains five papers presented at a symposium designed to identify and discuss implications of nationwide perspectives and research studies on vocational education. Following an introduction that explains the context of the presentations, the following papers are included: "Improving Secondary Vocational Education" (Harry F. Silberman), Discussion (Nan Skelton and Wes Tennyson); "Work, Vocational Studies, and the Quality of Life" (Arthur G. Wirth), Discussion (Cliff Helling, Frank Kenney, and Helen Henrie); "Major Issues in Vocational Education in the Year 2000" (Marvin Feldman), Discussion (Tom Peek, Gen Olson, and Frank Starke); "Beyond Tinkering: Reconstructing Vocational Education" (Jeannie Oakes), Discussion (William Gardner, Dayton Perry, and Jan Hively); and"Occupationally Specific Training in High School" (John H. Bishop), Discussion (Gordon Swanson, Daniel Mjolsness, and Don Szambelan). The final chapter, "Making Vocational Education Better for Students," presents a summary of the themes raised by symposium participants and presenters and a closing perspective providing recommendations for action. Symposium participants and program are listed in an appendix. (KC)

This paper describes and compares the processes of economic and social planning in France and the U.S.S.R., with particular emphasis on national educational planning and how it relates to the overall economic plan. Chapter 1 focuses on various aspects of integrating the educational plan into the overall social and economic plan, with particular attention to (1) the major functions of the central planning bodies and (2) the development of the educational system and the fundamental balances of the plan. Chapter 2 focuses on relationships between the characteristics and qualifications of the active population and the development of technical vocational training. Particular attention is devoted to (1) the relationships between employment planning and the development of specialist training in the U.S.S.R. and (2) employment projection in France and the tendency toward second- and third-level technical studies. Chapter 3 focuses on political and administrative aspects of school and university planning, with particular attention to (1) the predominance of political decision-making authority and (2) the distribution of authority between the central planning bodies and the ministries responsible for educational planning. (JG)

The following problems in the field of educational organization are examined in terms of a Peruvian case study: prerequisites for community participation in national planning; national planning which starts at the local level; integration of formal and nonformal education programs at the local level to meet the needs of the total local population; integration of educational programs with other social development and production programs; and the extent to which local and regional authorities can act on their own in the face of barriers at the central level. Illustrating the manner in which these problems might be addressed, Peru's educational plan is described as one based upon the Community Education Nucleus (CEN) concept. CEN is described as involving many educational nuclei, each of which serves elementary and secondary education institutions within a prescribed area of control and includes the following hierarchical structure; a zonal chief; a sub-zonal coordinator; a CEN director supported by an administrative support unit, a community education council (parent, community, and teaching interests), and the educational development team (four specialists in kindergarten and basic regular education, extension education, basic laboral education, and student orientation and welfare). The aggregate of nuclei needs and plans is identified as constituting the zonal, regional, and national educational objectives. (JC)

This document contains three conference papers concerning institutional research at the community college level. Ann Bromley discusses the practical implications of institutional research. The president, administrative staff, and faculty must be involved in identification of research issues, formulation of design, and application of findings. Research can provide data for decision making, can link administration and faculty more closely, and can help in implementing institutional goals. Gary A. Rice discusses the need for information systems in two-year colleges, so that decision making can shift from crisis-reactive to anticipatory-planning modes. A management information system model, a cost accounting analysis system model, and a curriculum accountability matrix model are presented in brief as potential means for synthesizing and analyzing data; William D. Cohen discusses the factors causing need for institutional research, objectives and subjects of institutional research at the community college level, and the organization of institutional research offices. Institutional researchers must not be satisfied with present levels of attainment, but must extend their competencies in information technology and their familiarity with higher educational administration. Bibliographies for each paper are included. (JDS)

The seminar on assessment and accountability in education was believed to be the first national conference concerned with these coordinate issues. The participants generally concurred that accountability is a many faceted phenomenon with varying interpretations. It was further agreed that the major obstacle to setting up measures of accountability has been a lack of knowledge: school personnel have not known what to do or what to identify in demonstrating and describing the effectiveness of the educational enterprise. Before school personnel can be held completely accountable, there must be a sharper focus on the goals and objectives of teaching and learning. (Author/WM)

Higher education now faces problems which inhibit it from planning major new programs for the future. The two most serious problems are crises in funding aggravated by dwindling enrollments and lack of continuity in leadership. Teacher education programs are often spared from being cut--some have been expanded--because they are cheap to run, but interests of budget and cost efficiency preclude innovations. In terms of leadership, individual private interest, examplified by faculty collective bargaining, often ignores larger issues. College administrator turnover is rapid, partly because the jobs are so demanding and frustrating. This too diminishes long-term cooperative planning. A swing to conservatism in American politics has influenced education. People seem ready for a return to the 3 Rs; other aspects of traditional universities will survive as well, while the rest will rely mostly on field experiences and emphasize real skills as opposed to titles and credentials. Those seriously interested in progressive education should work together to prevent a chaotic, unplanned, and undesirable educational future. (CD)

Several issues in education resulting from the change to the Carter administration, and how these changes will affect the remainder of the twentieth century, are discussed in this speech. The author first makes the assumption that there is the possibility of a sharp break in the educational policy of the last 10 years, noting that there has been much criticism directed at education and educational leaders throughout the country, particularly education's high costs. Key issues discussed are as follows: (1) Concern for early childhood education, which could become a vigorous component in the struggle for Federal money (According to the author, if there is a struggle to put more money in early education and other areas, it might well be that vocational education's effort to get a larger part of the Federal share has reached a plateau.); (2) the possible creation, under the new administration, of a new department of education, which could intensify competition between higher education and elementary secondary education, between vocational and early childhood education, and between the research people and the program people; (3) the consolidation of Federal programs; and (4) the authorization (under the Educational Amendments of 1976) of teacher centers, and emphasis on the problem of retraining people for both different occupations and skills and opportunities during their entire lifetime. (SH)

Professionals in the educational field have recognized the special problems of the mentally retarded and since the early part of the 1950s have attempted to find out just how to intervene between the limitations of the retarded and the demands in the world of competitive work. Since some retarded individuals become competent employees while others do not, studies have examined differences between these persons. Studies have also examined problems which have caused retarded individuals trouble on their jobs--poor personal and social skills, poor work habits, and fault of employers, coordinators, or parents. Professionals have attempted to take into account these conditions. For example, attempts are being made to broaden the range of training opportunities through cooperative efforts with other disciplines--notably vocational rehabilitation and vocational education. This occurred in the 1960s at about the same time change began to make itself felt in many social institutions influenced by humanism, resulting in the concept called mainstreaming--the integration of handicapped into regular classrooms. But is integration the best policy? Studies show that there appears to be a real danger that handicapped students will become lost in regular classes, or they will not receive the special support they need from instructors and students of regular classes. Research suggests what educators should be doing with the mildly retarded: (1) Label the students, but not refer to them as "mildly retarded"; (2) give them a highly structured program which recognizes their delayed readiness and their slower than average academic progress; (3) present material in a competency-based, individualized format, and (4) plan enrichment experiences. (SH)

Approaches to the organization and administration of higher education drawn from other countries are presented. In some countries, higher education is coordinated by a central bureaucracy in which there is much nationalization of the curriculum, a nationalized degree structure, and a nationalized system of admissions. This approach is contrasted to decentralized and diversified systems which are more responsible to societal changes. The control of higher education by a monopoly of power or by a single form of organization is discussed. Decision-making needs to take place closer to the participants and the realities of local operating conditions. Cross national comparison indicates the insufficiency of uniform institutions and the need for institutional differentiation. The European version of open-door access and the notion of educational equality are discussed. Autonomous action and planning are both needed as mechanisms of differentiation, coordination, and changes. (SW)

Based on the issues related to the 1975 desegregation court order issued to the Boston (Massachusetts) Public Schools, the author discusses and describes the following three components of Boston's Unified Plan for occupational and vocational education: (1) the implementation of core programs in the eight community districts that together comprise the Boston School System, (2) magnet programs operated on a citywide basis, and (3) the Occupational Resource Center, which will be designed according to a clustering system intended to facilitate the delivery of instruction for occupations that require similar training. Appended are the author's answers to ten questions relating to the implementation of the plan (e.g., What is being done in conjunction with universities? Are quotas established for enrollment in vocational programs? and What is the nature of the bilingual program and how is bilingual defined?) (SH)

The purpose of the teacher-learner strategy (TLS) project is ostensibly to test different instructional arrangements in different national contexts to see which ones obtain the best results. The logic of this approach is compelling. Yet it is the orderly appearance of the TLS project that might be its greatest problem. The doctrine of external appearances refers to an intellectual and reductionist treatment of a problem such that once a systematic set of procedures that appear to address a problem is adopted, it is assumed that the problem disappears. That is, the systematic set of procedures becomes the focus rather than the problem itself. Looking at the past, there is no evidence to support the view that programs such as the TLS have made any difference in measurable outcomes or in processes of schooling. Even if the TLS experiments are designed in ways that are technically acceptable with respect to sampling and data analysis, the pitfalls of cross-national experiments are overwhelming in four areas: specification and identification of treatments, the determination of appropriate criteria of effectiveness, the conduct of the experiment, and the interpretation and generalization of results. (Author/IRT)

Manpower education policy, planning, curriculum content, the needs of special populations, and delivery systems are the major topics of these 21 papers presented by various vocational leaders at the National Bicentennial Conference on Vocational Education. The titles of these presentations include "On Thinking about Vocational Education Policy,""The Place of Skill Acquisition in a National Manpower Policy,""Education for What,""Vocational Educational Futures: Some Sociological Dimensions and Considerations,""An Economist's (Solicited and Surprisingly) Cheerful Message to Vocational Educators,""The Demographic and Employment Perspective for the Future of Vocational Education,""Future Political Impact on Vocational Education Planning,""International Issues Related to the Future of Vocational Education and Training," three papers titled "What Should Be Taught in the Future,""Labor and Vocational Education--"What Should Be Taught,""Meeting the Future Vocational Education Needs of American Natives,""The Implications of the Future Participation of Minorities and Women in Vocational Education Programs,""Meeting the Needs of the Handicapped," two papers on 'The Future of Vocational Education: A Youth Perspective,""Comprehensive Competence Based Education--A Bridge between Liberal and Applied Learning in Post-Secondary Education: America's Contribution to the Future of Education,""Vocational Education Delivery Systems of the Future,""Future Vocational Education Delivery Systems," and "Education for Work--A National Imperative" (the keynote address by Congressman Albert H. Quie). A conference summary with commentary by Edward B. Fiske and a conference overview and recommendations, prepared by Albert J. Paultler, are also included. (BM)

When changes occur in the number of credit hours demanded of a teaching unit, understanding of the sources of change is valuable policy making. Acceptable methods of determining sources of variance are not intuitively obvious, nor are the limitations of the simplest approaches. Sources of variance, not their causes, are discussed. Identification of a decrease in the proportion of credits taken in a college as the source of load decrease will not explain why less of that college's courses are being selected. However, the sources of variance can be of great policy interest and can make the search for causes more efficient. Often decision makers are unaware of the real sources of variation. Planning regarding curricular structure and recruiting may take different directions if the nature and relative strength of the various sources are clearly understood. The mechanistic sources of load change are enrollment, mean load per student, and proportion of load taken in the unit under study. Each may be analyzed in terms of any student sets for which data are available. Equations are given for such computations and an actual example of this method is discussed using data from selected colleges at the University of Minnesota. (Author)

This is a summary of the proceedings of the recent United Nations intergovernmental conference on environmental education held in Tbilisi, Russia. This report characterizes the attitudes of those who attended regarding environmental education and their preparations and perspectives for the conference. The efforts of UNESCO/UNEP for and during the conference are also described. Sections of the publication include introduction, the intergovernmental conference, pre-conference preparations, the conference sessions, highlights of the recommendations, and two appendices. Appendix A is the accepted final statement of the conference entitled "Declaration of the Tbilisi Intergovernmental Conference on Environmental Education." Appendix B is a summary outline of the 41 conference recommendations. Recommendations involve the role of environmental education, strategies for environmental education development nationally, and international and regional cooperation. The recommendations are intended to provide a baseline for future planning leading to an international plan of action for environmental education. Several recommendations were aimed at the UFESCO/UNEP role in environmental education. (MR)

Two decades following the publication of David G. Brown's "Criteria for Pruning Programs," (which recognized that traditional financial support to higher education was decreasing and proposed 10 guidelines for evaluating existing programs) a study was developed to determine what criteria are actually being used by comprehensive universities and state coordinating boards to determine which programs to reduce or eliminate. The study looks at the manner in which academic administrators perceive the relative value of each criterion in an ideal evaluation system, recognizing that this might differ a bit from what is happening in practice. A questionnaire was developed that operationalized Brown's guidelines for evaluating programs for possible reduction. The original criteria were modified to include centrality, critical mass, complementariness, program vitality, substitutability or duplication, cost benefit analysis, quality, demand, and uniqueness. Surveys were distributed to the vice chancellors for academic affairs of the 50 state higher education boards that are members of the State Higher Education Executive Officers, and 76 were distributed to public universities represented in the 50 states. It is concluded that the criteria suggested by Brown are still relevant today. The findings verify that Brown's nine modified criteria are the key factors used at both research university and state coordinating board levels for decisions resulting in program reduction or elimination. Tables are included along with a copy of the questionnaire and a listing of the institutions. (SM)

These papers address the central objective of the conference: to create a better understanding of the societal determinants and educational response to increased demands from adults for greater access to education. The following papers in Part 1 outline some international trends relating to adults in higher education: "The New Policy Arena of Adult and Higher Education: Background to the Conference" (Maria Slowey); "The Context of Adult Participation in Higher Education: An Overview of the CERI/OECD--Centre for Educational Research and Innovation/Organisation for Economic Cooperation and Development--Project" (Hans Schutze); "The Changing Role of Higher Education in the United States" (Patricia Cross); and "Adults into Higher Education: Trends and Issues in the United Kingdom" (Chris Duke). Part 2 focuses on the organizational and structural change in the educational context by the "de-framing" of walls between formal and nonformal learning. The presentations include "An Industrialist's Perspective on Learning in a Changing Economy" (Oyvind Skard); "The Open University of the Netherlands" (G. van Enckevort, G. J. Leibbrandt); "Open Learning Networks--A Case Example" (Glen Farrell); and "The Assessment of Prior Experiential Learning and Higher Education--Some Anglo-American Comparisons" (Norman Evans). Part 3 discusses the tension between planning initiatives and market forces in the increasing demand of adults in higher education. Papers are "Continuing Education--An Analysis of Market Forces and Latent Functions" (Martin Trow); "The Educational Planning Paradox: Organizational Structures vs. Genuine Learning Settings" (Urban Dahllof); and "Adult Demand and Educational Policies. Concluding Comments" (Kjell Rubenson). (YLB)

Forty-four papers from the 1981 conference of the Higher Education Research and Development Society are presented that focus on issues related to the planning of learning, technique and art in teaching, and judging the effectiveness of learning. Among the papers and authors are: "Planning the Means by Which Teaching and Learning Should Occur" (W. G. Malcolm); "The Climates of Teaching and Learning That Australian University Teachers Establish in Their Undergraduate Classes" (J. Genn); "Planning for Distance Learning" (N. Westwood); "Teaching Your Discipline to Students of Another" (V. Ullrich); "Supervision of Post-Graduate Research Students" (I. Moses); "Students Teach Students" (D. V. Queis, M. Frilling); "Some Suggestions on Implementing a Successful System of Student Evaluation" (J. F. Henderson); "Language and Study Skills across the Disciplines" (L. Marshall); "Special Entry Students in Tertiary Education" (R. Osman); "Mature Age Students in Tertiary Courses" (L. Greagg); "Exit Interviews--Talking to Those Who Leave" (N. Lawler); "Barriers to Instructional Development in Universities and Colleges" (I. D. Thomas, H. R. Poole); and "The New Technicalities of Educational Technology" (E. C. Snell). (SW)

Institutional research that focuses on professional development is addressed in 35 papers from the 1982 meeting of the North East Association for Institutional Research. Titles and authors include the following: "Modeling College Student Adjustment and Retention for the Individual Institution" (Norman D. Aitken); "The Development Saga of an Institutional Research Database at a State College" (Edward L. Delaney); "Projecting Enrollments at Small Colleges (The Role of the Institutional Researcher)" (Randall Draper); "A Model of University Tenure Decision-Making: Some Additional Results" (Winship C. Fuller, Susan A. Goodwin); "Microcomputers in Institutional Research" (Leah R. Hutten); "Strategic Planning: Working with Department Chairs" (Antoinette Iadarola); "The Design and Implementation of an Evening Student Survey: Methodological Issues and Practical Considerations" (Linda Lyons); "Developing a Composite of Institutional Reputation and Assessing Its Impact upon Selected Student Behaviors" (John P. Mandryk); "Improving Faculty Use of Student Outcomes Information" (Sidney S. Micek); "Sexual Inequity in Career Choice: How Can Colleges Help?" (Jean V. Morlock); and "Comparative Fiscal Analysis in Higher Education" (David L. Rumpf). (SW)

A rationale for studying the history and organization of higher education in pre-service faculty development programs is presented. Faculty development has generally focused on the improvements of individual instructional skills and practice, becoming localized and isolated from the cosmopolitan world of higher educational institutions and disciplines. It is important that there be mechanisms by which students in doctoral programs receive deliberate orientation to institutional and career characteristics of higher education and faculty service. Programs in higher education should assemble a repertoire of export seminars addressing various aspects of the institutional environment of higher education. These programs could then be marketed to central administration and deans of colleges as components in the various intercollege seminars that characterize most doctoral programs. Attached are: a chart on degrees of program development; a chart explaining such a program; and examples of institutional factors for discussion. Contains 4 references. (SM)

The 3-year study examined the broad array of practices colleges and universities employ to define their character and determine future courses of action. Administrators at 256 institutions were surveyed regarding planning orientations and perspectives. Additionally, site visits were made to 16 campuses, where about 15 individuals were interviewed (e.g. trustee, chief executive officer, administrator, and selected deans, department chairs, and faculty). A few of the preliminary findings included: current interest in planning has led nearly all of the campuses to attempt formal planning processes over the past 15 years; and during the past 10 to 15 years, 15 of the 16 institutions conducted or initiated at least one formal activity designed to clarify mission and goals and/or develop a clearer vision of their future. Some preliminary speculations regarding the reasons planning did not appear as successful as anticipated include: unrealistic expectations about planning benefits; inaccurate assumptions about revealing priorities and problems; and unrealistic reliance on predictions. (SM)

Configuration, strategy, and leadership style in five Brazilian universities are examined. Though research tends to focus on the university as a professional bureaucracy, it is demonstrated that other configurations are also applicable. The link between configuration and strategy making is traced, with insights into how strategies are formed in universities provided. Ways in which leaders set strategic direction are examined. Topics of discussion are: (1) decision making and structure in higher education (bureaucracy, collegiality, political model, organized anarchy, mixed models, and models of governance in higher education); (2) the business literature; (3) configuration: a framework for analysis; (4) strategy making in the university; (5) Brazil's universities; (6) university configurations (organized anarchy, the political arena, the adhocracy, the missionary organization, and the machine bureaucracy); (7) strategy making (disconnected academic strategy, emergent strategy, umbrellas and ideology, and planned and unrealized strategy); and (8) leadership style and strategy. Administrators may focus on elements other than academic strategy. Academic strategy corresponds to university outputs (research and teaching) and inputs (staff and students). Physical strategy is related to the various support components on which the university relies to get its work done (physical facilities, fund raising, and support staff). They are usually centralized functions and are more amenable to central intervention. A third area concerns the governance of the university which can facilitate the work of the university or perhaps impede it. Contains 86 references. (SM)

Curriculum may be more adequately explained as the work of an organization than as a plan for individual learning. Research is reported based upon case studies of four allied health programs in one university with the intent to employ concepts from the organizational literature to describe a group of curriculums, and to determine if relationships among variables exist and yield a coherent explanation. The four programs were medical technology, nuclear medical technology, physical therapy, and physician assistant. The programs are distinct in having varying relationships to the dominant health care profession of medicine. Descriptions of each program were combined into one descriptive case study with the goal to promote internal validation by utilizing multiple sources of data and the perceptions of multiple investigators, and then rely heavily on internal consistency as the criterion of validity wherever possible. Results are discussed according to: environments of academic programs; boundary setting and boundary spanning; curriculum as an organizational technology; and outline of a tentative model. Curriculum can be most adequately explained by considering it an organizational phenomenon. Higher education curriculum might benefit from an emphasis on more complex organizational technology and structure issues. Contains 44 references. (SM)

Papers are on the topics of: perspectives on the place of institutional research in policy, programs, and politics (William H. Faricy, Virginia P. Mitchell, Paul L. Kenepp, Dwight C. Smith, Jr., Wendell G. Lorang, Jr., Ronald H. Stein); assessment and management in higher education (Jerry W. Brown, J. Barton Luedeke, Adolph Katz, James J. McGovern); evaluating the evaluators (Larence Hoelcle, Boris Blai, Jr., H. William Coles); facilitating facilities planning (Loren Gould, Eric Brown); assessing outcomes (Ernest T. Pascarella, Patrick T. Terenzini, Judith Piesco, Lawrence Kojaku, Lou Genevie, Lawrence Podell, Paul Succop); planning and programming for faculty (Robert Lewis, Andrew T.Ford, Joseph J. Durzo); predicting and analyzing student attrition (David Nichols, Daniel L. Kegan, Susan Loveland, Barry Kaufman); planning and evaluating (James D. Tschechtelin, A.H. Kuntz, Richard L. Alfred); and formulating financial plans (Robert Grose). The keynote address is by Dorothy Goodwin. (MSE)

The Conference for Education in the South, which for 16 years has held its annual sessions at different places in the Southern States, is unique among educational conferences, in that its membership does not consist chiefly of teachers and school officers, but of farmers, professional men of all kinds, business men, and women of varied interests, and in the further fact that its discussions are not confined to problems of educational theory, school organization, and schoolroom practice, but include rather the broader problems of education in their relation to State, society, and industrial and commercial life. Its members are all interested in the upbuilding of the Southern States. Every question on the program is considered with reference to its practical application to life and conditions in these States. The program for the sixteenth conference held at Richmond, Virginia, April 15-18 of this year was unusually rich in matter of both local and general interest. This bulletin presents the abstracts of papers read at the sixteenth conference. These are: (1) The conference on cooperation (D. H. Hill); (2) Fundamental principles of cooperation (E. M. Tousley); (3) From the grower's standpoint (L. C. Corbett); (4) Typical cooperative enterprises (W. J. Shuford); (5) Seven obstacles to cooperation (W. E. Halbrook); (6) Cooperative credit: The American need (John Lee Coulter); (7) The pioneer credit associations in the United States (Leonard G. Robinson); (8) Cooperation and the rural schools (T. J. Coates); (9) Business men and the rural problem (Harry Hodgson); (10) Farm tenancy in the South (E. C. Branson); (11) The rural problem and transportation (L. C. Johnson); (12) A country life survey (P. H. Rolfs); (13) Man and the land (Henry Exall); (14) Origin and development of the work (Wallace Buttrick); (15) Demonstration work in Louisiana (Mason Snowden); (16) The boys' and girls' club work (O. B. Martin); (17) Social service and the country church (B. M. Beckham); (18) The rural church and public health (Ennion W. Williams); (19) The country church and good literature (P. P. Claxton); (20) Creed adopted by the country church conference; (21) The need for reform (C.L. Raper); (22) The principles of assessment (Lawson Purdy); (23) The local assessor (T. S. Adams); (24) Results of improved assessment methods in West Virginia (Fred O. Blue); (25) The conference on education of women in the country (D. B. Johnson); (26) An indictment of the rural school (H. L. Whitfield); (27) How to relieve the drudgery of women on the farm (Joe Cook); (28) How can the country school as it now is help the woman on the farm? (Susie V. Powell); (29) The qualifications of woman in the farm (I. E. Lord); (30) How can the girls' industrial club work be made a part of the rural school work? (S. V. Powell); (31) How the Department of Agriculture aids the home maker (C. F. Langworthy); (32) Plans of State supervisors for rural school improvement (L. J. Hanifan); (33) Rural school supervision (Albert S. Cook); (34) The need of a country unit (A. C. Monahan); (35) The educational awakening in Kentucky (T. J. Coates); (36) Teaching woodlot management in rural schools (E. R. Jackson); (37) Teaching agriculture in the one-room rural school (E. E. Sell); (38) Demonstration schools (T. J. Coates); (39) The conference and the rural schools (P. P. Claxton); (40) Changes in the normal school curriculum (L. J. Corbly); (41) Training rural teachers by means of high schools (Joseph S. Stewart); (42) Some general principles with regard to certification of teachers (T. J. Woofter); (43) The certification of teachers in the Southern States (E. E. Rall); (44) What has been done in Alabama (James S. Thomas); (45) The commission on accredited schools of the Southern Sates (N. W. Walker); (46) College extension work (E. D. Sanderson); (47) The trend in negro education (W. E. Aery); (48) Improvement in standards of southern colleges since 1900 (Elizabeth Avery Colton); (49) What should the bachelor's degree represent? (Eleanor Lord); (50) Public opinion and higher education of women (Edward K. Graham); (51) Keats for the kitchen (Lawrence F. Abbott); and (52) Concluding remarks on the conference (Walter H. Page). An index is included. [Best copy available has been provided.]

The major theme of Report Card 1 is enrollment projections. Reports in this section include: Barwick and Stafford's "Statewide Enrollment Projections for North Carolina, 1975-80"; Reiman's "Assumption-Based Model for Developing Institutional Enrollment Projections"; Rajasekhara's "Enrollment Projection," dealing with alternative methods; Nichols'"Enrollment Projection Procedures at Concord and Bluefield State Colleges;" and Chapman's "Institutional Enrollment Projections: High School Surveys." Report Card 2 includes Fry's "Research Tool for the Study of Student Progression and Non-Retention," and Council's "Student Retention and Graduation at North Carolina State University." Report Card 3 covers new ideas and approaches in the process of development, formulation, and experimentation for institutional research practitioners. It includes: Fry's "Mechanism for Studying Campus-Wide Rooms and Building Utilization and Availability"; Montgomery's "How to Succeed in Institutional Research by Really Trying"; Reiman's "Proposed Methodology for Use of the UCE-UCLA Survey for Entering Freshmen as a Tool for Long-Range Planning"; Reiman and Hubbard's "Experimental Instrument for Evaluating the Performance of College and University Administrators"; and Uhl and Pratt's "Importance of Local Validation in Using Standardized Tests for Institutional Research." (Author/LBH)

Recent research findings on the economic implications of investments in the quality of education are examined in this report. "The Quality of Education and Economic Growth: A Review of Literature" (Lewis C. Solmon) reviews evidence on ways to develop educational policy that would stimulate economic growth in developing countries. "School Quality and Economic Growth in Mexico" (Bruce Fuller, Kathleen Gorman and John Edwards) directly assesses the contributions of education to early agricultural and industrial growth in Mexico between 1880 and 1945. "The Stages of Growth in Educational Systems" (C.E. Beeby) examines the nature of change in education systems (stages of growth, qualitative changes in the classroom, and external constraints of changes) and the conditions necessary for this change. Finally, the reports on eight operational sessions--the administration of school systems, examination and selection policies, promotion and retention practices, teacher training, time on task, prevocational subjects, production and distribution of textbooks, and electronic media--are summarized under the title "Lessons from Bank Experience". A bibliography of World Bank research on the quality of education in developing countries is included. (SY)

Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value of developing collaborative practices throughout the planning, enacting and reflection of the teaching sprint.

All teachers of mathematics aim to provide productive learning experiences that cater for students in their care. The planning of effective and engaging mathematics lessons is complex and requires expertise. In a larger study survey data, observations and interviews were used to investigate the ways in which School Mathematics Leaders supported teachers to learn. This paper reports results from case study research and focuses on the actions of one School Mathematics Leader during planning meetings. Findings highlight a range of supportive actions, which included developing constructive working relationships with teachers, fostering knowledge of mathematical content and curriculum and facilitating collaborative team planning.

This research aims to describes (1) problems in planning and organizing (2) actualization of curriculum planning updates, (3) actualization of curriculum curriculum organization descriptions, (4) "Gethok Tular" word of mouth strategy, (5) description of low self-esteem or low self-esteem strategies. "Andhab Asor". The method used in this study is a qualitative method, through a phenomenological approach with a case study design in the Regional Coordinator of Bantur, Malang Regency. There are 3 data collection techniques used by researchers, namely interviews, documentation studies, and observation. Data analysis techniques used in this study include (1) data collection, (2) data compaction, (3) data presentation, (4) drawing conclusions/verification. The validity data obtained through this study used technical triangulation and source triangulation, with persistence, reference testing, and member checking. The results in this study indicate that (1) the main problems that occur in planning and organizing are the lack of technology, (2) the actualization of curriculum planning planning, using online vark questionnaires to determine the learning model used by teachers with the planned 2013 curriculum design, ( 3) the actualization of curriculum organization lies on the basis of the patchwork curriculum and the integrated curriculum as the type of organization. (4) the word of mouth strategy is considered capable of overcoming the lack of technology from senior teachers, (5) the "Self Humble" or "Andhab Asor" strategy is considered capable of overcoming the demotivation of teachers in learning to create digital-based media. [For the full proceedings, see ED654100.]

The process of planning to teach mathematics is complex and idiosyncratic and is gaining increased attention in educational research. In this paper, I propose a framework for conceptualising the critical factors that influence teachers' mathematics planning decisions. The framework is informed by the analysis of teacher survey data (n=114) and two case studies, a Year 1 (n=5) and Year 5 (n=4) teaching team. In this paper I illustrate the way the framework enhanced the analysis and discussion of the Year 5 case study. The potential of the framework to drive future research and teacher professional learning is discussed.

This report presents the results of a workshop, held in Arlington, Virginia, on November 17-19, 1991, to discuss with the larger community the National Center for Education Statistics' (NCES) effort to develop strategies for assessing college student learning in support of National Education Goal Five, Objective Five which supports a substantial increase the proportion of college graduates who demonstrate advanced reasoning and communication skills. It is noted that of particular interest is the identification of the issues and concerns that NCES must consider in developing such an assessment process. The report begins with a brief description of the project goals and activities and is followed by a report of the workshop opening session and small group reports. Listed are the position papers by author and reviewers as well as general statements of the workshop participants. The general statements (individual comments) address what some participants would like to see as a user, what the most important next steps by NCES should be, what the major barriers and/or problems are that the NCES is likely to face, and who else should be consulted. (GLR)

The South African education system has been perceived as a decentralised and democratized education system and the National Development Plan proposes that greater management autonomy should be granted to public school principals by recommending that principals should gradually be given more powers as the quality of their leadership improves. This paper however, argues that contrary to the objectives of the National Development Plan, recent and current amendments to legislation is indicative that the government is moving in the opposite direction and that school governance and management autonomy is being curtailed. This is evident through an analysis of the effect of relevant sections of the Education Laws Amendment Act 31 of 2007 and the draft Basic Education Laws Amendment Bill (2017).