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This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)

The question of whether inequality in skills explains inequality of earnings across advanced countries was examined through a review of data from the International Adult Literacy Survey (IALS), which examined the prose, document, and quantitative literacy skills of adults in 12 member countries of the Organisation for Economic Cooperation and Development. In all countries, jobless individuals tended to have lower skill levels than workers. The distribution of earnings and the distribution of skills varied widely among advanced countries, with the major English-speaking countries, the United States, the United Kingdom, and Canada, having much greater inequality in both earnings and skills than continental European Union countries. According to data from the IALS, skill inequality explains only approximately 7% of the cross-country difference in earnings inequality. The dispersion of earnings in the United States was found to be larger in narrowly defined skill groups than was the dispersion of earnings for European workers overall. In the United States, IALS test scores rose substantially with movement up the income scale, with the increase in scores averaging 17 points per income quintile. The bulk of cross-country differences in earnings inequality were found to occur within skill groups rather than between them. (The bibliography contains 20 references. Twelve tables/figures are included.) (MN)

The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of 140 Ontario organizations, as follows: 32 businesses (half randomly selected and half purposively selected); 71 colleges, universities, and school boards; and 37 municipal, provincial, and federal government agencies and psychiatric hospitals. Of the 140 questionnaires mailed out, 79 (56.4%) were returned. Although 88.6% of the organizations indicated that they would benefit from employing staff fluent in languages in addition to English or French, only 30.4% were actually actively recruiting such multilingual employees. Private organizations were more likely to recruit multilingual individuals and educational institutions were least likely to do so (52.9% and 25.7%, respectively). The methods used to evaluate potential bilingual employees' language proficiency were as follows: interviews (25.8%); employer references (18.6%); and formal qualifications and personal references (13.4%). Educational institutions used formal qualifications to assess language fluency much more often than other types of organizations did (20%, 10%, and 7.6% for academic institutions, private organizations, and public organizations, respectively). (Contains 22 references.) (MN)

This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)

The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.

The role of the social sciences and the humanities in a knowledge-based economy was examined in a comparative study of the income and employment outcomes of secondary-, postsecondary-, and graduate-level study programs in technical fields, the social sciences, and the humanities in 1991-1996. Special attention was paid to the following areas: the economic success of graduates in 1996; rates of return on investment in education in selected fields; employment changes in 1991-96; a case study of the British Columbian labor market; techism and economic development; and the productivity approach and economic development. The study established that computers and information have revolutionized business organization and increased the demand for social science and humanities graduates. Technological advances and the resultant falling cost of information has made the hierarchical organization inefficient and increased the need for workers with the following types of skills and abilities that are cultivated in social sciences and humanities programs: (1) to understand the information generated by computer systems, analyze it, relate it to the world, and act on it; (2) to make critical and independent judgments; and (3) to develop the interpersonal and communication skills needed to deal with clients and work together in self-directing teams. (MN)

This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale. Each of these respondents also participated in PISA 2000. The study examines the considerations for estimating proficiency estimates for the YITS 2010 sample and describes the methods recommended for analyzing the data. The results indicate that, despite much higher performance, there is no ceiling effect in the YITS 2010 sample for the PISA items. Although the estimated scores for the YITS 2010 sample should not be misconstrued as true PISA results, there is no technical impediment to reporting them on the PISA scale and examining the differences between these results and the PISA 2000 results. Reading marking guide is appended. (Contains 8 tables and 6 figures.)

This report provides trends on public school enrolments, educators and expenditures. It uses figures provided by provincial and territorial departments of education on public elementary and secondary schools. Tables and definitions are appended. A cumulative index is included. (Contains 80 charts, 35 tables and 5 endnotes.)

With just a few materials, building a paper model of the International Space Station (ISS) can become an excellent group, troop, or class project. This publication contains a brief overview of the ISS, its parts, the science that occurs on board, instructions, and extensions for an interdisciplinary technology experience. Discover more about the Station. Explore fun facts, simulate building the Station, and learn about the international partners. NASA hopes to whet users' appetites for more space exploration through these materials. Teams of students can take on the roles of international partners and/or engineers as they learn about and assemble portions of the model. Once each team briefs the group about their section of the model during a mock summit, then it's time to ensure "Assembly Complete." Also included is a worksheet with Web links (and an answer key) to help students process what they learn. The end result is an international, team-building experience to construct a 3-D paper model of the Station. With a bit of nylon fishing line or string, the model can hang suspended and seemingly float below the ceiling. Various links to multimedia experiences are included to extend the experience and further bring the Station to life. Students can visit the links to play a spacewalking simulation game, find out how to view the Station from their backyard, and see pictures of the inside of the Station using a program called Photosynth. [This document was created for the National Aeronautics and Space Administration by NASA Headquarters and Johnson Space Center.]

This booklet illustrates and compares three important standards (levels of expectation) set for diploma examination writing in Social Studies 30: excellent, proficient, and satisfactory. Sample papers are used to illustrate the scoring criteria for group leaders and markers are presented, along with accompanying commentaries, or rationales, that tie these papers to the scoring criteria. The six example papers are arranged by topic in groups of three, to illustrate the three levels. Two additional papers that exceeded the criteria established for excellence are included as a celebration of student achievement and as an acknowledgment of the high standards being attained by some of Alberta's Social Studies 30 students. Cautions are presented in using this booklet for teaching purposes for evaluation. (EH)

The purpose of this booklet is to illustrate and compare three important levels of expectation, or standards, that have been set for diploma examination writing in English 33 in Alberta, Canada: "3 Satisfactory,""4 Proficient," and "5 Excellent." The booklet presents exemplar papers that were used to illustrate the scoring criteria for group leaders and markers as part of the marker training procedures used in January and July 1994, along with accompanying commentaries, or rationales, that tie the papers to the scoring criteria. Samples of students' writing in the booklet are divided into three sections: Personal Response to Literature; Functional Writing; and Response to Visual Communication. Appendixes present writing assignments for January 1994 and June 1994, as well as the English 33 scoring criteria for 1994. (RS)

The Teacher Education Study in Mathematics or TEDS-M is a study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA). The lead research center for the study is the International Study Center at Michigan State University (ISC/MSU). The ISC/MSU worked from 2006 to 2011 with the International Study Center at the Australian Council for Educational Research (ACER) and the National Research Coordinators (NRCs) in 17 countries to produce this study. TEDS-M received funding from IEA, the United States of America National Science Foundation, and the collaborating countries. TEDS-M focused on how teachers are prepared to teach mathematics in primary and lower-secondary school, and studied the variation in the nature and impact of teacher education programs within and across countries. TEDS-M is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers have acquired in their mathematics teacher education. The key research questions for the study focused on the relationships between teacher education policies, institutional practices, and future teacher mathematics and pedagogy knowledge. Individual chapters contain figure, tables, footnotes and references. [For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires" (ED542381), "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).] [This paper was edited with Maria Teresa Tatto. Contributors include Alena Becker, Ralph Carstens, Jean Dumais, Sabine Meinck, Plamen Mirazchiyski.]

This supplement contains all adaptations made by countries to the international version of the TEDS-M questionnaires under careful supervision of and approval by the TEDS-M International Study Center at Michigan State University. This information provides users of the TEDS-M International Database with a guide to evaluate the availability of internationally comparable data for use in secondary analyses. The adaptations to questionnaires are presented in four sections: Section 1: Institutional Program Questionnaire; Section 2: Educator Questionnaire; Section 3: Future Teacher Questionnaire (Parts A, B, and D); and Section 4: Adaptations to questions about education levels (ISCED classification). Each section contains adaptations specific to individual education systems followed by general or common cultural adaptations and variables. The listed adaptations include questions that countries were required to adapt, questions that were not administered, and questions that countries modified to suit their national context. [For the main report, "TEDS-M 2008 User Guide for the International Database," see ED542383. For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).] [This paper was edited with Maria Teresa Tatto.]

The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat.]

This paper reports on phase one of the evaluation of a career information center established in a secondary school as a demonstration projects. The evaluation is based on a questionnaire developed to probe students' views regarding future planning, and to ascertain what plans they themselves were making. Interviews were also conducted to gain information about students' reactions to the career information center. The paper provides extremely detailed reports of students' responses. The questionnaire findings are viewed as a base of information about the students prior to the introduction of the career information center. The interview findings are that, generally, the students have positive feelings about the center, are well informed about the center, and have visited it several times. (NG)

Incorporating an emerging view in which education is viewed from an integrated pedagogical-androgogical approach, this paper examines the theories and issues surrounding the incorporation of study skills into the aims and objectives of the education system and the school curriculum. The paper includes information from materials which deal with adolescent learning as well as higher education, and examines practical resources and instructional approaches. Following an introduction, the paper's four sections discuss the current status of study skills instruction in the schools; study skills program implementation issues; current practice of study skills instruction in the schools; and the study skills curriculum in secondary schools. Forty-one references are included; an appendix presenting five study skills programs and containing the theory, description, and evaluation of each is attached. (RS)

This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.

Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and communication, the globalisation of the labour market, and the ageing of populations in OECD (Organisation for Economic Cooperation and Development) countries will drive migration well into the next decades. The key to maintaining social cohesion during these population movements is to integrate immigrants and their families well into their adopted countries; and education can be a powerful lever to achieve this. Based on information gathered from questionnaires distributed with the PISA (Programme for International Student Assessment) 2009 assessment, the percentage of 15-year-old students with an immigrant background grew by two percentage points, on average, between 2000 and 2009 among OECD countries with comparable data. This paper reports that: (1) On average among OECD countries, the percentage of students with an immigrant background grew by two percentage points between 2000 and 2009; (2) Immigrant students represent more than 5% of the student population in 13 OECD and partner countries and economies that participated in PISA 2009; and (3) In most countries, immigrant students lag behind native students in performance; in many countries, the difference is considerable. However, Australia, Belgium, Canada, Germany, New Zealand and Switzerland have been able to narrow, and in some cases close, this performance gap.

Suggests that writing about their lives allows Aboriginal teen women to define their strengths and explore their problems; it provides them with opportunities to explore their own attitudes to race, class, and gender issues; and it invites them to look at cultural, economic and institutional pressures on them. (RS)

This paper reports on phase three of the evaluation of a model career information center established in a secondary school as a demonstration project. This report contains comparative data obtained from student responses, one year after the center had been in operation. This survey found that while the number of students seeking assistance from a guidance counselor had decreased, the students rated such visits as more helpful than those surveyed earlier. It was also found that, compared to the earlier sample, the present students were more able to verbalize the steps necessary to career decisions, took more practical steps, and indicated greater commitment in the steps they had taken to planning their future. It was also found that new needs were emerging and different needs were being met. (NG)

This paper reports on phase two of the evaluation of a model career information center established in a secondary school of a demonstration project. This report is based on student data collected after the center had been in operation eight months. The students' responses are reported in detail. The major findings from the survey are that 83% of students had visited the center; approximately one-third had received assistance; that students have improved their ability to verbalize the necessary steps in career choice; and that they increasingly want more specific information about particular careers. The report indicates student use of the facility and details the methods used to make sure students knew about the center. (NG)

The process pedagogy proposed here, based on Canadian Plains Indians' Sacred Circle teaching and educational practices at an aboriginal high school, views healing as transition toward meaning, wholeness, connectedness, and balance. The paper examines Whitehead's criticism of western metaphysics, the Sacred Circle as expression of aboriginal metaphysics, and process pedagogy as healing. (Author/SM)

Intended for use with tenth grade students in Canadian schools, this paper provides a teaching unit designed to familiarize the students with the literature of their country. The paper contains (1) a teaching unit that uses poetry, stories, and films to illustrate the theme "Growing up Canadian"; (2) a curriculum planning model for teaching Canadian literature; (3) suggestions for teaching literature as a cultural, a humanistic, or a literary study, and as a stimulus for creative writing; (4) two lesson plans that integrate Canadian literature into these areas of study; (5) teaching ideas for use in each area; and (6) a list of resources related to the teaching of Canadian literature. (FL)

Presents a list of six concepts that form the basis of modern chemistry and that should be included in introductory chemistry courses. Discusses atoms, molecules, and ions; the chemical bond; molecular shape and geometry; kinetic theory; the chemical reaction; and energy and entropy. (JRH)

This paper compares two approaches to teaching a course on alcohol abuse to high school students. The importance of the teacher's basic personal beliefs in selecting a theme and determining the goal of the course are described in terms of the two directions a course can take, i.e., that drinking is morally wrong, or that moderate, controlled drinking is acceptable. The influence of peers and the effect of a communication gap between teacher and students are considered. Of the two possible goals, total abstinence and prevention of alcoholism, the latter is suggested as the best approach for helping students make individual decisions about the use of alcohol as well as for developing a preventive-type, long-term program in general. (JAC)

This paper offers a sample selection of exercises from the text "Rapid Transit to Sentence Writing," which is based on the idea that learning to write a sentence is a process which involves understanding the relationship of the parts of the sentence to the whole sentence. The book received the 1989 Innovative Teaching Honors Award from the Association of Canadian Community Colleges. The paper stresses that the book's lesson content is extremely simplified and that all the material can be completed according to a 15-lesson plan. (NKA)

This two-part document written for secondary school Canadian students analyzes Canadian government immigration policies. The first and major part of the booklet discusses forces such as ethnic origins, the economics of immigration, humanitarian immigration, public attitudes toward immigration, and the impact of immigration on economic growth. The section addresses the issues of quotas and prohibition of immigration in the face of native unemployment, limitations by education or job skills, and enforced geographic location of immigrants. The impact of immigration on Canada's population base, on the size, structure, and composition of the labor force, and on sectors of the national economy are also analyzed. Tables illustrate ethnic origins of the population from 1871 to 1971, immigrants from 1852-1976, estimated population growth, immigration by occupational group, humanitarian immigration (Hungarian, Czechoslovakian, Tibetan, Chilean, Vietnamese, and Cambodian refugees), and immigrant components of the Canadian population and the labor force. The second section discusses pre-World War I laws designed to encourage settlement in the west. The 1967 White Paper on Immigration and the Report of the Canadian Immigration and Population Study are also analyzed. (KC)

The paper examines the prospects of employment for Canadian youth with mental disabilities and offers a model for secondary vocational programing designed to promote the transition from school to work. An introductory section comments on the bleak outlook for employment for students with disabilities and notes the economic and social consequences. The lack of secondary programing initiatives in Canada is noted; programs that do exist concentrate on training students with mild disabilities and academic motivation problems. The need is noted for extending prevocational training into the upper elementary grades and developing structured vocational programs at junior high levels followed by supervised work experience and school-to-work transition programs and senior high school. A comprehensive secondary vocational program model is espoused which includes modules for entry assessment, prevocational skills, work adjustment, work experience, and transition services. The model is designed to help students acquire skills necessary for working and to bridge the gap between students' school experiences and their post-school environment through school-community linkages. The government of Canada's role in promoting an integrated continuum of services is addressed. Six pages of references are appended. (CL)

Suggests that Canada's public education system continues to successfully enculturate and educate students of varying abilities and vocational aspirations. Claims that if the Ontario Literacy Test succeeds in undermining public confidence in the present system, the Harris government will have set the stage for the system's demise by creating a two-tiered educational hierarchy of have and have-not institutions. (RS)

This document for secondary school Canadian students analyzes the role of agriculture in the national economy and in Canadian trade, describes characteristics of Canadian farms, and discusses governmental inlfuences on Canadian agriculture. The document stresses that agriculture is a large source of national wealth; about 30% of Canadian farm production is exported, with wheat and wheat flour accounting for half the exports. Characteristics of Canadian farms are discussed in terms of size, what is produced where, specialization of produce, and factors involved in fluctuating prices. Tables illustrate farm sizes from 1951 to 1976, farm cash receipts and expenditures by region, and the value of products sold. Products are classified as: dairy; poultry; livestock; fruits, vegetables, and potatoes; wheat, oats, and barley; and other crops. A discussion of governmental laws, boards, and regulations concludes the document. Involvement of government is described as a result of specialized, large-scale production, farmers' income instability, and the imbalance of market power that exists between farmers and those who deal with farmers. Government programs include: grading, inspection, and health standards; research, extension, and information; crop insurance and credit; stabilization programs; and marketing boards. (KC)

Defining productivity as the complex of factors that determine how efficiently an economy will operate, this booklet for Canadian secondary school students analyzes the subject in five sections. "What Is Productivity?" discusses output/input relationships when producing goods and services. "Why Is Productivity Important?" discusses the role of productivity in decreasing inflation and in improving the standard of living. "What Determines the Level of Productivity?" analyzes factors such as the structure of the economy, the state of the economy, and the scale of operations (the point at which the size of an operation increases and specialization at intermediate stages of the operation becomes profitable). The quality and quantity of capital (equipment used by labor in production), the labor force, and the role of government are also discussed. "Measuring Productivity" deals with problems concerning measurement and the use of statistics. The concluding section outlines the efforts that business, labor, and the government must make to increase economic efficiency in Canada. (KC)

Written for secondary school Canadian students, the document examines Canada's international trade policy. It is arranged in three sections. Part I discusses the affect of Canada's trade policy on the individual citizen. Tariffs and non-tariff barriers to trade such as import licenses, preferential purchasing agreements, health and safety standards, and subsidies are explored. The section also outlines the history of the Canadian tariff in relation to the United States tariff since 1869 and notes the effects of the 1974 General Agreement on Tariffs and Trade (GATT). Tables present rates of tariffs on primary and manufactured goods, percentages of exports of goods-producing industries, and percentages of Canada's merchandise trade by country and by commodity: farm and fishery, crude materials, fabricated materials, and manufactured products. An analysis of changing demand for exports concludes the chatter. Part II examines trade patterns and Canada's comparative advantage in world trade, and focuses on factors which interfere with free trade including trade barriers, national policies, and the desire for security. Part III explains why Canada's small market cannot support a large number of producers and product lines at world competitive prices. Costs and benefits of two approaches are examined: trade liberalization and domestic measures. The reorganization of industry; the effects of free trade on employment and industrial efficiency; and economic, political, and social considerations; and possible routes to free trade are analyzed. (KC)

This booklet for Canadian secondary school students examines urbanization and its relationship to other factors of the economy. Five sections analyze urbanization, the pattern of urban development, community needs, the management of urban growth, and urban governance. Part I traces the growth of the Canadian population, noting that 10% of the population lived in urban communities in 1871 while 62% lived in urban communities in 1971. Tables illustrate population by province and metropolitan areas. Part II examines housing patterns, the impact of the automobile, the population explosion, and public transportation priorities. Part III discusses urban planning and taxation, and the quality of urban life. Part IV focuses on urban management and current "growth" and "No-growth" debates. Part V explains problems concerned with the changing role of urban government. Discussions of increased expectations of citizens, the realization that many governmental decisions are subject to challenge, and controversies surrounding the need for expanded community and social services are included. (KC)

Devised for secondary school students, the booklet explains current employment trends, policies, and issues of Canada's labor market. The book is divided into three parts. Part I discusses the labor force in terms of supply and demand, the working age population, the labor force participation rate, total employment, unemployment, and seasonal adjustments in the unemployment rate. Part II explores the changing nature of Canada's labor market. Growth factors such as the Post World War II baby boom, the increasing number of women in the labor force, and immigration patterns are analyzed. Current demands for labor, service industries, and employment trends through a recession are also discussed. Part III considers issues and policies. One major issue concerns determining who the unemployed are. Seasonal factors, regional differences, and employment patterns of young people are noted as important elements in analyzing the unemployment rate. Issues surrounding the revised (1971) Unemployment Insurance Act and indirect and direct effects of government policies on employment are also discussed. Tabular presentations of major topics are provided in insets in each section. (KC)

Approved as an optional 7th grade social studies text for Alberta, this book was written by Indians to capture aspects of Peigan Indian culture and traditions with both a reverence for the past and a sense of vitality for native life today. Brightly illustrated and designed, the book presents 30 units of study. Chapter 1 addresses the issues of frame of reference and culture contact and summarizes the history and changes of the Peigan Nation. Focusing on the environment and traditional economy, Chapter 2 contains units about the Peigan non-industrial culture, seasonal round, seasonal cycle, uses of plants and animals, "Head-Smashed-In" Buffalo Jump, uses of the buffalo, tools, clothing, and the travois and the horse. Chapter 3 units examine aspects of traditional society and politics including oral history and traditions, Blackfoot sign language, extended family, sacred beliefs, tipi and clothing design, Blackfoot Confederacy, Peigan Chieftainship, and Peigan laws. Chapter 4 describes Treaty Number 7 and the resulting end of a way of life, Peigan perspective, and beginning of the transition. Chapter 5 explores modern society: contemporary chief and council, special constables, a Peigan handgame, family life, song and dance, spirituality, and economic development today. (NEC)