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Eleven working papers are provided from a meeting to enable national training research and development organizations to present their current and future research and development priorities and exchange information and experience on projects of mutual concern. They cover a wide range of subjects in 11 of the 12 European Community Member States, but all the programs include work on changing qualification profiles needed to work effectively with new technologies. The papers include: "Summary of Major Research and Development Projects--AnCo (the Industrial Training Authority)--Ireland"; "Training Research Projects--The Centre for Studies and Research on Qualifications--France"; "Government Sponsored Research and Development on Vocational Training and New Technology--United Kingdom";"Work Results of the Federal Institute for Vocational Training--Federal Republic of Germany"; "Development of Research in the Field of Vocational Training--French- and German-Speaking Community, Onem, Belgium"; "Vocational Training by the National Manpower Service--Flemish Community, RVA, Belgium"; "Outline for Action in 1986--Institute for the Promotion of Workers' Vocational Training (ISFOL)--Italy"; "Summary Progress Report on the Training Research Programmes in Greece"; "Research Methods for the Investigation of Problems in the Linkage with the Labour Market in the Netherlands--University of Utrecht and PCBB"; "Vocational Training in Spain"; and "Development of Vocational Training in Small and Medium Craft Enterprises in the Grand Duchy of Luxembourg." (YLB)

This document contains final papers presented at an International Committee on Family Research (CFR) seminar; included are key, discussant, and free papers as well as closing and farewell addresses. Key papers covered (1) worldwide trends in administrating family policy and (2) work, economic policies, and welfare consequences and responsibilities. Clio Presvelou's "World Survey on Availability of Family Policy Guidelines," Jacqueline Ancelin's "Family Policy and Social Changes in France," and Pierre Cliche's "Quebec's Family Policy: Social Policy or Demographic Policy" address the first topic. Orjan Hultaker's "Income Security Policies and the Application of Marginal or Universal Approaches" addresses the second. Discussant papers focus on several conference issues, including the desirability of supporting the family and pressures, conflicts and expectations of family life; major demographic trends affecting family policy; worldwide trends in the administration of family policy; youth policies and the family/work/education relationship; and legal regulation of the family and the effect of changes in family law. Free papers are Wei Zhangling's "Effects of Population Policy on Families in Contemporary China"; Wolfgang Voegeli and Barbara Willenbacher's "Family Policy and the Implementation of the Constitutional Equal Rights Clause in the Federal Republic of Germany"; Iteka Weeda's "Changing Ideals about the Family and Other Life Styles in Their Macro-Sociological Significance in the Netherlands"; and Gordon F. Streib's "Family Change and Social Policy: Shared Living for the Elderly." The document concludes with Don Edgar's closing address and farewell addresses by Lazlo Cseh-Szombathy, Andre Rauget, Roland Eckert, and Don Edgar. (RH)

Two of the papers on national bibliography compiled here are printed in the original language as well as English translation: (1) "Le Congres de Paris sur les bibliographies nationales et ses recommendations: dix ans apres, objectifs partiellement atteints" = "The Paris Congress on National Bibliographies and Its Recommendations: Ten Years Later, Objectives Partially Achieved" (Marcelle Beaudiquez); (2) "The Universal Bibliographic Control (UBC) Contribution to the Development of National Bibliographies" (Barbara Jover); (3) "Progress, Problems and Prospects in Current National Bibliographies: Implementations of the ICNB [International Congress on National Bibliographies] Recommendations" (Barbara L. Bell); (4) "Die Anwendung von Klassifikationssystemen in Nationalbibliographien" = "The Usage of Classification Systems in National Bibliographies" (Barbara Kelm and Walther Traiser); (5) "The Future of the National Bibliography" (P. R. Lewis); and (6) "Development of the Tanzania National Bibliography since the 1977 Congress on National Bibliographies" (Theophilus E. Mlaki). (MES)

Papers on interlibrary loan and document delivery presented at the 1986 IFLA general conference include: (1) "Preservation and/or Availability of Older Literature--an Approach to the Problems, Needs, and Solutions" (Klaus-Dieter Lehmann, West Germany); (2) "From Decentralization to Centralization--Document Delivery in France in 1986" (Marc Chauveinc, France); (3) "Staff for Interlibrary Loan Service" (Virginia Boucher, United States); (4) "Interlibrary Loan and Document Delivery in Japan--an Overview" (Izumi Koide, Japan); and (5) "Subject Cataloging in Library Networks" (Rudolf Frankenberger, West Germany). (KM)

Seven of these ten papers are concerned with library research in specific countries; the remaining three deal with library planning and ethics in research. Titles are "The Library as a Cultural Institution," by Jadwiga Kolodziejska, Poland; "The International Seminar 'Book and Library in Society' of the Polish Book and Readers Institute and the IFLA Section of Library Theory and Research: A Presentation of the Problems and Results of Contemporary User and Reader Research," by Diann D. Rusch, West Germany; "The State of Library Research in Japan," by Tamiko Matsumura; "The Planning and Co-ordination of Library Research in the UK," by Patricia Layzell Ward, England; "The Coordination of Library Research in the German Democratic Republic," by Helmut Kubitschek, East Germany; "The Germanic National Museum in Nuremberg and the Beginnings of a German National Library," by Ursula Mende, West Germany; "Library Research in the Federal Republic of Germany," by Hans-Albrecht Koch, West Germany; "Library Planning and Centralized Library Services in the Federal Republic of Germany," by Dieter Oertel, West Germany; "Organization and Coordination of Research in the Field of Library Science," by V. D. Stelmakh, USSR; and "The Need for a Professional Code of Ethics in Research," by Michel Albaric, France. (RBF)

This set of papers delivered to the Bibliographic Control Division of the International Federation of Library Associations (IFLA) during its 47th annual conference (1981) includes: "Cataloging in Publication in the United States--Problems and Prospects," by Susan H. Vita; "Development and Coordination of Bibliographic Activities: Experiences of the GDR and Her Central Management and Coordinating Agency at the Deutsche Bucherei," by Gerhard Pomassl; "AACR2 and International Standards," by Frances Hinton; "Application of IFLA Recommendations in the French Cataloging Standards," by Francoise Finelli and Genevieve Boisard; "ISBDs in RAK," by Irmgard Bouvier; "Comparison of the USSR Rules of Bibliographic Description with ISBDs and the New IFLA Recommendations for Corporate Headings," by O.I. Babinka, N.I. Gerasimova, and I.S. Dudnik; "Chinese MARC Format for Books," by Lucy Te-Chu Lee and others; and "Classification in German Libraries," by Gunther Pflug. (JL)

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

In 1989, the Organization for Economic Cooperation and Development approved a 3-year international project to identify programs that have been effective in helping children at risk of educational failure. A conference held to launch the project identified program strategies for serving at-risk youth, determined ways for member countries to improve their strategies, and defined the focus of case studies of effective programs. This report summarizes the papers presented at the conference. Session 1 of the conference examined programs for preschool children. Papers presented in this session discussed a multiprofessional approach to working with preschool children and their parents in Britain and the United States; parents' benefits from involvement in child care in France; and parents' involvement in their children's schools. Session 2 considered promising practices for educating disadvantaged elementary school children. Papers described a program for improving the education of at-risk students and a program to restructure elementary schools to ensure the success of all students. Interventions that target special populations were examined in session 3. Papers described bilingual programs for ethnic minority children in the Netherlands and other countries; dropout prevention programs in Japan; and academies that provide at-risk students with academic training and vocational skills. Session 4 investigated new strategies for addressing the education of at-risk students. Papers discussed strategies for serving at-risk children and youth; the transition from school to work in Germany; and integration of services. (BC)

The study reported in this paper describes business/industry involvement with the education of secondary school students in Britain, the Federal Republic of Germany, and France. The study covers the following: business/industry's criticisms and recommendations about secondary education; the institutional framework within which business/industry involvement with education takes place; the characteristic collaborative arrangements in each of the three countries; the directions and forms of business/industry involvement with education across the three countries; and the conditions influencing such involvement. Some of the findings of the study, drawn from onsite inquiry and documentary sources, are as follows: (1) employers in all three nations make similar criticisms of the schools, including lack of connection of school curricula with the world of work, the schools' preoccupation with academic study and credentials, inadequacy of basic skill training, and the consequent unpreparedness of school leavers for work; (2) their recommendations for change are also very similar--a more practical curriculum, greater appreciation of the world of work, and more efficient management of schools; (3) business/industry participation is organized in substantially different ways in each of the three countries--France's job education is the most school-based, Germany's is the most firm-based, while England has a mixed model; and (4) business/industry continues to have an important if not dominant role in vocational training. There is no indication that any method of financing, whether public or business/industry, affects the involvement of business/industry in vocational education. (Author/KC)

This working paper was prepared by the Council of Europe Programme Adviser for Pre-School Education for a symposium on "the integration of migrant children into pre-school education". The symposium aimed to identify and suggest appropriate pedagogical measures which should be taken to facilitate and improve the integration of migrant children into preschool education. The activities of the council of Europe in this area during 1970 to 1974 are discussed as well as four case studies on aspects of the compensatory role of preschool education. In addition, there are sections on preschool education in the Netherlands, France, Sweden and The Federal Republic of Germany. These sections include information on the way preschool education operates, general trends in the respective countries, and government policy, focusing particularly on the problem of migrant children. The paper concludes with an outline of the main problem areas to be discussed at the symposium. (MS)

In European cities, ethnic minorities concentrate in physically and socially dilapidated areas, according to two different patterns. In the traditional pattern, ethnic minorities (who are among the lowest socioeconomic status groups) concentrate in the old and dilapidated buildings in inner city areas. Because inner city areas are becoming gentrified, a new pattern is developing now in France, Great Britain, and West Germany: ethnic minorities and other low socioeconomic status groups concentrate in suburban public housing estates built in the 1960s but already dilapidated. This new situation creates specific difficulties, including educational problems. Due to the centralized school system, France had no specific educational provision for ethnic minorities. In the 1980s, some experiments in providing for these groups were launched, most of them in schools in dilapidated housing areas. It was taken for granted that ethnic minority school children, because of language barriers, needed extra help. A striking result is that ethnic minority children now often have higher levels of academic achievement than the other children, who are now the ones who need extra help. An explanation for this may lie in the family structure: in these areas, the "white" population is of very low socioeconomic status, stable families are rare, and parents have low expectations of their children's academic performance. On the other hand, ethnic minority families are more stable and expect their children to do well in school. A list of references is included. (BJV)

The results of a questionnaire from 16 European countries concerning the early teaching of modern languages are presented. The 16 countries involved are: Belgium, Denmark, Finland, France, Federal Republic of Germany, Greece, Iceland, Ireland, Luxembourg, Malta, Netherlands, Norway, Sweden, Switzerland, Turkey, and the United Kingdom. The findings indicate a European trend toward lowering the starting age for learning modern languages. A majority of countries introduce the teaching of at least one modern language at, or below, the age of 10. The main problems connected with the early teaching of modern languages are classified under the headings of "organizational,""political,""sociological,""pedagogical," and "financial." A sample questionnaire is included in the report. (SW)

The following papers are included in this volume: "Technological Change: The Future of Training and Work" (Lord Young of Graffham); "L'Education, la Formation et l'Evolution Technologique dans l'Industrie" (Mathias Hinterscheid); "Education, Training, and Technological Change in Industry" (Philippe Meyer); "Technologischer Wandel: Schaffung von Arbeitsplatzen und Innovation in der Arbeitswelt" (Ulrich Gruber); "Formation et Nouvelles Technologies, Strategies pour l'Avenir" (Manuel Marin); "Education and Updating: The Impact of New Technologies" (Kenneth Baker); "New Technology Training and Access to Jobs, Policies for Employment" (Geoffrey Holland); "Information Technology and Investment in Training" (Lord Lucas of Chilworth); "Comment Developper de Nouvelles Qualifications?" (Bertrand Schwartz); and "New Technology Corporate Investment and Job Creation" (Herbert Christie). English language summaries of these papers are provided in volume I. (MN)

These five papers underscore the fact that the labor market policies of Japan, West Germany, the United Kingdom, France, and Australia are similar in many ways. The papers are "Japanese Labor Market Policies" (Koji Taira), "The Labor Market Policies of West Germany" (Deborah R. Cichon), "The Management of the U.K. Labour Market: 1973-1983" (Rodney Stares), "French Labor Market Policies" (Howard Rosen), and "Labor Market Policy Measures in Australia: Recent Changes" (P. J. McMahon). They focus on what the five countries are doing to counteract unemployment and underemployment. Topics include youth programs, employment creation, older workers, and training and retraining. (YLB)

Papers from the Proceedings of the 17th meeting of the AIMAV (Association internationale pour le developpement de la communication interculturelle) are collected in this volume. Conference papers appear either in English, in French, or in Russian. For purposes of this abstract, all titles below have been translated into English. The English-language papers presented here are: "My Method of Studying Russian," (Maria T. Bella); "The Teaching of Russian in the USSR: World-Wide Window for Soviet Non-Russians," (Goldie Blankoff-Scarr); and "Grammatical Interference of the Native Language in Russian Language Learning," (E. Popoff-Bocker). Papers in French are: "A Tentative Analysis of the State of Russian Language Instruction in France," (Irene Commeau); "The Problem of Teaching Russian Literature in Translation," (Claude De Greve); "Ann Attempt at Teaching Some Elementary Structures of Russian: Phonology and Phonetics, Transcription and Orthography," (Danielle Konopnicki-Miot); and "The Semantic Approach of the Russian Culture," (N. Stange-Zhirovova). Papers in Russian are: "The Advancement of Russian Language Teacher Qualifications with Regard to the Communicative Tasks of Instruction," (T. M. Dorofyeeva); "Some Aspects of My Teaching an Advanced Russian Literature Class in a French College," (O. M. Grabovskaya); "On Minimizing Classroom Materials," (Arto Mustajoki); "An Accounting of the Progress of Comparative Literary Criticism in the Teaching of Russian Literature," (Michai Novikov); "Two Intonation Contours in Contemporary Russian Language," (Cecilia Ode);"Teaching Russian Language in the Non-Russian European Parts of the USSR," (Shegun Odunuga); "Comprehension Tests of Russian Texts," (C. Petri); and "The Status of Russian Language Instruction in West German Schools, 1984," (Kai Sieveking). (LMO)

This document reports the proceedings of a research forum on vocational training. Following an introduction that outlines the course of the meetings, the following 13 papers are included in the proceedings: "Report by the National Employment Office (ONEM)" (Belgium); "Training Research and Development" (National Manpower Service, Belgium); "Vocational Teacher Training--Current Features of Research and Development Work" (Denmark); "Report on the Activities of the Federal Institute for Vocational Training" (Berlin/Bonn); "Report on Research by the Centre d'Etudes et de Recherches sur les Qualifications" (Paris); "Progress Report on Summary of Investigations and Activities" (Institute for Technological Education, Athens); "Summary of Major Research and Development Projects" (Training and Employment Authority, Dublin); "Report on Training Development in Italy" (Istituto per lo Sviluppo della Formazione Professionale, Rome); "Report of the Chamber for the Promotion of Craft Trades in the Grand Duchy of Luxembourg"; "Current and Recently Completed Research in the Netherlands" (Vocational Education Research and Support Centre and State University of Utrecht); "Report of the Institute of Employment and Vocational Training" (Lisbon); "National Research and Development Projects" (National Employment Institute, Spain); and "Government Sponsored Research and Development in Vocational Education and Training in the United Kingdom" (Training Commission, Sheffield). A list of conference participants is included in the report. (KC)

Summaries of seven reports presented at the teachers' seminar focus on teacher training for a multi-cultural society, with an emphasis on Muslim migrant children. Three papers discuss the general circumstances of Muslim immigrants in Europe, the implications for educational practice and structures, a Muslim view of the problems faced by Muslim children growing up in Europe, Muslim expectations of an adequate Islamic instruction, and responses of education authorities and institutions in the Federal Republic of Germany (FRG). Summarizing the discussions and recommendations of four working groups, the remaining reports briefly discuss teacher training and the educational difficulties and opportunities of migrant children in Norway, United Kingdom, and the FRG; educational provisions for migrants in the FRG, United Kingdom, France, and Sweden; problems of multiple deprivation in inner city areas; and seven problems, the solution of which is necessary for creating a healthy educational programme for migrant children, and their implications for teacher training (lack of sensitivity, communication difficulties, teachers' lack of information, religion, classroom materials, lack of support structures, and curriculum). Seven major issues which have caused concern among Muslim parents and community leaders (role conflicts, language, co-education, religious education in school, sex education, dress and food) are discussed. (NQA)